Lesson Plan Idea Format

Transcription

1 Lesson Plan Idea Format Grade Level & Subject Area: 8 th grade English Language Arts Standards/Framework (Common Core, NAEYC, Mid-level.): Common Core State Standards for English Language Arts CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense and humor. Theme/Series of Lessons (if Not applicable, put N/A. If it is part of a series, of lessons, tell me, give a BRIEF description of the overall and tell me where this particular lesson fits): This lesson is the third lesson in a 5 day unit plan covering the close reading of The Lottery by Shirley Jackson. This lesson will be the first more in depth portion of breaking down the story. In the two previous lessons students have read the story aloud in class, at home on their own, and have viewed the movie adaption of the story. Students have begun to break down the story to understand its characters. Time (is this a 1 day 50 minute lesson, 5 day 1 hour lesson, once a week over a month lesson.): This lesson is a 1 day lesson that should take about minutes. It is part of a 5 day unit plan. What do the students already know? (This could be the Intro or they have learned information before starting this lesson): Prior knowledge stated in Lesson 1 and 2 are expected in this lesson as well. This unit builds on itself daily. Students will be expected to have a basic understanding of literary terms/elements, as taught in previous lessons and in earlier grade levels. A handout will be given along with a short review in order to keep students on track with the learning objectives. How to read and write Classroom procedures Objective (What are the students going to accomplish):

2 In order as listed above: CCSS.ELA-Literacy R.L.8.1, R.L.8.6 Cite the textual evidence that supports an analysis of what the text says explicitly, drawing inferences when required. Analyze how the characters actions propel the plot through the use of dramatic irony and other literary elements (this lesson will focus on irony, symbolism, and foreshadowing). Materials: Daily Planner- have students take the time to write down their homework at the end of class English Journal Inspiration for Creating a Mood Map Handout of The Lottery students will now have this in their possession Students will need their homework from the previous day (literary elements chartcharacter portion, daily worksheet with group and individual responses of character) PowerPoint- Projector, SmartBoard Literary Elements glossary- used to review key terms (conflict, climax, irony, etc.) this unit will not be the first close reading the students have done Vocabulary handout Mood Map handout Mood Map on Inspiration9 software Flashdrive Computer Inspiration Completed Webs-Layered (no templates used) Procedure: Lesson 3 will continue the close reading of Shirley Jackson s The Lottery. This lesson will use the student s knowledge of the characters as a guide to explore literally elements in the story such as irony, foreshadowing, and symbolism. The initial section of the lesson will engage the student in the topic, assess knowledge from the two previous lessons, and propel the class into this third lesson. In completing this bell ringer, students will have to pull words from the text to describe the mood of the story (this mood description may be different for each student). To get them started I will show an example of a mood map that I have done. The students should have a good idea of the characters and events at this point; they have done multiple readings, watched the short film, and homework over the story. Greet students- remind them of the procedures of the classroom as they enter. Ex: Good afternoon, go ahead and prepare your materials for class. Make sure you have something to write with. You will need a few things for the lesson today. Please have out The Lottery handout, daily planner, English journal, and homework. I will hand out any other materials. Pacing- 7 minutes (timing can be adjusted if students finish too soon or need more time)

3 Bell Ringer Mood Map- Passed out as students walk in. Students will have the bell time and 5 minutes after to complete this before our day begins. The mood map is an activity that requires students to pull words or phrases to explain the overall mode or tone of the story. This will be done on an inspiration handout- each student may use a different word to describe the tone of the story. This activity also requires them to expand their vocabulary to come up with words explaining the mood the author creates. Have a few students share what they chose to discuss in their bell ringer. Pacing: 15 minutes After the bell ringer and short discussion, I will teach a lesson on literary elementsforeshadowing, irony, and symbolism. Giving the definition (for review), an example from literature or film other than The Lottery, and call on a student to give me an example they can think of. This will be repeated for each element. This lesson (powerpoint) will show how the characters of the story propel the action through these devices, emphasizing how authors are very deliberate in doing this. After the students have learned the concepts they will be asked to apply that knowledge, pulling evidence from the text to answer questions as a pair-group. I will continue to teach the students as they ask questions during the group work. Pacing- 2 minutes After the lesson I will instruct the students to break up into their assignment Pairs Check groups. The groups will be displayed on a PowerPoint slide at the front of the room. The section of the room each group needs to form in will also be displayed. Students will need to take their story handout, English journal, and worksheet to the group. Pacing minutes For this section I am only explaining the actions of one half of the group (Partners A and B). The other half will do exactly the same thing. Students will be instructed to work with their partner to complete worksheet questions, requiring them to infer and use supporting evidence. The groups will be set up so that the four students split into pairs. Partner A will work on the first problem while Partner B assists his/her partner. Partner B will be the coach providing support and encouragement as needed. Once Partner A has answered the question, Partner B will check to see if he/she agrees. If the two agree the partners will switch roles. If they do not agree, they will talk with Partners C and D. If the 4 students cannot agree they will all raise their hand for assistance. After both pairs finishes all questions the pairs can discuss to see if they agree. For this group assignment students will answer one question each of foreshadowing, symbolism, character, and irony. If the students do not finish they will need to do the questions as homework, along with a homework question on plot. The questions will require students to give examples from the text, draw inferences, and explain why. Any group/pair that finishes early will be given an extension activity- vocabulary word search. When the timer for group work sounds, I will instruct all groups to stop working. Pacing 3 minutes I will display a closing questions and have the students write thoughts in their English Journal. The question will ask the students to write down what they know about theme, and to give any

4 common book/film themes they can think of. Theme is the topic of lesson 4. Students will pass in their English Journals at the end of class. Last Few Minutes For the last few minutes of class I will have students note their homework in their daily planner and rearrange the desks. ** During this lesson I did not take up the homework worksheet as students will continue to fill it out over the course of the unit. I will however walk around the classroom and do a homework check for participation. I will collect the handout prior to the quiz at the beginning of day 5. I also did not take up the literary elements chart. For homework on Lesson 3 students will fill out the plot and conflict portion of the chart. Assessment (How will the students show you that the objective has been met): I will collect the student s mood map activity completed at the beginning of the class. I will walk around the classroom and assess pair group work and communication between the students. During the review/teaching of literary elements, I will call on students to give their definition of certain terms- this will assess understanding of prior knowledge. This handout will be collected at the beginning of Lesson 5. At the end of the unit plan (Day 5), students will be assessed via Quiz. This quiz will be an evaluation of the terms and activities complete in previous days. Students will be assessed daily on homework and group worksheets. A Brief Description Of The Entire Lesson - Plus Any Additional Information to be Included: The lesson detailed above, is the third lesson in a 5 day unit plan. In this lesson students will begin the day pulling word and phrase examples from the text to complete a mood map. I will show them an example to get them started. The mood map and its example will be viewable in Inspiration9. After completing the mood map, students will discuss the examples they provided. I will then teach a lesson on foreshadowing, irony, and symbolism- reviewing the terms and providing examples from works other than The Lottery. After the lesson, students will break into groups to pull examples from the text of the three literary terms discussed in class. As a group they will answer one question covering each of the three. Students will then take the worksheet home to complete the remaining questions as homework.

5 Inspiration Graphics- Mood Map Handout and Example: (I should be able to see and understand your entire lesson by reading this. Remember, Technology is not the lesson. It enhances the lesson)