LESSON PLAN FORM
Teacher’s
Name: Ms. Lisa Cheby Class: English 10B SDAIE
Unit:
The Universe of Obligation: The Outsiders Date:
Lesson: Introduction to Unit
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3.3 Analyze interactions between main and subordinate
characters in a literary text (e.g., internal and external conflicts,
motivations, relationships, influences) and explain the way those interactions
affect the plot.
3.4 Determine characters' traits by what the characters say about themselves in
narration [and] dialogue ….
3.5 Compare works that express a universal theme ….
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1.0 Listening and Speaking Strategies
… They deliver focused
and coherent presentations of their own that convey
clear and distinct perspectives and solid reasoning (Piaget – Concrete
Operational—development of logical thinking). They use gestures, tone,
and vocabulary tailored to the audience and purpose.
Comprehension
1.1 Formulate judgments (Kohlberg—Stage 5 – uses
same level of balancing right/wrong to judge characters’ actions as to develop
own sense of right/wrong) about the ideas under discussion and support
those judgments with convincing evidence.
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2.0
Writing Applications (Genres and Their Characteristics)
2.2 Write responses to literature:
a. Demonstrate a comprehensive grasp of the significant ideas of literary
works.
b. Support important ideas and viewpoints through accurate and detailed
references to the text or to other works.
Situating
the lesson:
This lesson
will be the final unit in my 10th Grade curriculum, which I have
loosely based on the “Facing History and Ourselves” curriculum. Prior to this the
students have studied concepts such as stereotyping, identity, conflict,
perpetrators, victims, and bystanders (Kohlberg – Stage 5/6 – develop idea of
ethical/social laws and obligations; Erikson –
identity vs. role confusion – define and discuss aspects of identity in general
which students may apply to themselves) through short readings leading up
to the memoir Night. We continued
studying these concepts in A Raisin in the Sun. We further
connected stereotyping to complex systems of power perpetuating cultures of
hate and oppression (Piaget—formal operational – requires abstract thinking of
applying one theme to another situation), exemplified by the Holocaust
and the Civil Rights Movement. Now, in
reading The Outsiders, though not directly connected to world events
such as the Holocaust or the Civil Rights Movement, I
aim to take these same systems of power and personal choice to a level where my
students might apply these concepts (Kohlberg – Stage 5/6 – lead students to
consider ethical choices they make on personal level; Erikson
– identity vs. role confusion – students must define parts of themselves more
clearly by thinking about their ethics):
high school. After our
mid-semester break, students will be sharing stories they wrote over break
continuing the story of A Raisin in the Sun. This will allow for some time to review
themes we have discussed through the year to prepare them for this unit. The lesson outlined here will be our
introduction to the novel.
I hope,
through this unit, to conclude this years study of literature with not only a
deeper appreciation of literature and improved strategies for reading and
writing, but with an inquiry into the importance of
individual actions (Kohlberg – Stage 4 – sense of how one’s actions fit into
Law & Order structures) and how, by being true to themselves, my students
can change their world for the better (Erikson -- industry and identity – develop sense that
their actions may be productive and create something new, also adding to their
sense of identity as active citizens).
While I love finding a well written book, poem, article, or passage,
ultimately, it is the wisdom and comfort that I glean from reading that makes
me love studying literature and keeps me reading as much as I can. Thus, this is always the heart of the lessons
I teach. The strategies help them get
there.
Assessment:
Unit culminating task: At then end of this unit, students will
complete two writing projects. First, each group will create a portfolio (Vygotsky—scaffolding/self-regulation
– within small groups students support each other and lead each other in regulating
their project) of news articles about the key events in the novel (Bob’s
murder, the search for Johnny and Ponyboy, the fire
rescue, and Dally’s death). They will also write a themed autobiographical story (Erikson
– identity vs. role confusion – use writing as thinking about this conflict). Similar to Ponyboy’s
assignment, students will write about something
that is important to them (Erikson – identity vs. role confusion – using this stage to
focus students’ writing).
However, their story should relate to one of the themes we have studied
in class. The emphasis with these
assignments is for students to be able to identify,
analyze, and reflect upon themes (Piaget – Formal Operational – Abstract
thinking) in a novel as well as to improve their writing skills. In order to prepare students for this
assignment, they will be keeping a Writer’s Notebook, charting character
development and conflicts in the book, and using various reading strategies
such as connecting, questioning and predicting through the use of Cornell
Notes. Thus, students will explore the
connections between storytelling and themes.
Lesson
Objectives:
· Students
will recall and apply prior knowledge (Piaget –
Preoperational – thinking is egocentric) in order to prepare for
reading.
· Students
will practice note-taking, summarizing, and
responding to texts (Piaget – Concrete Operational – development of logical
thinking).
· Students
will identify and compare themes in multiple texts.
· Students
will connect their own experiences to the reading
and reflect on those connections.
(Piaget – Formal Operational – abstract and symbolic thinking)
Materials
Needed:
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Overhead projector and overhead
copies of all handouts
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Circle of Obligation Worksheet
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Vocabulary Charts
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Cornell Notes
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Writer’s Notebook
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Copies of The Outsiders
Discipline
Specific Vocabulary:
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Review
terms: Conflict, Theme
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New
Terms (see vocabulary handout for definitions) Characterization,
Predict, Interpret, Anticipate, Evidence, Reflect, Explore
Literacy
Strategies For SDAIE:
Pre-reading
literacy strategies:
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Circle
of Obligation: This
activity will connect this unit with prior units. For students, this is important so that they
have a sense of purpose and continuity to help them begin focusing on themes in
the upcoming reading. For a SDAIE class, this also allows the students to draw
upon the terminology and language skills they learned in prior units and apply
them to the current text. This activity
also brings the students’ personal experiences and
lives into play (Erickson—identity vs. role confusion & industry -- using
students’ interest in themselves and their world and giving validation to their
own experiences) in the lesson by asking them to think about their
universe, the people in it, and their relationship
to the people in the different circles of their world (Kohlberg – Stage 5/6 –
develop idea of ethical/social laws and obligations; Erikson
– identity vs. role confusion – define and discuss aspects of identity in
general which students may apply to themselves). Being able to bring their personal
experiences to a text helps ELL students to use their prior knowledge and
experience in comprehending challenging texts.
Later we will use the same format to analyze
the characters in the book. (Vygotsky – scaffolding –
leading students through a process once with a familiar topic then moving them
to doing the activity on their own) The graphic format of this activity provides a
visual means for comprehending the relationships between characters in the
book, and between the students and the characters.
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Anticipation
Guide: This
activity explicitly introduces themes in the book and may be used as a
reference of themes to look for in the book. For ELL learners, being able to
anticipate themes will greatly enhance their ability to comprehend and engage
with the reading material. In addition,
the guide gives students time to reflect on their
own opinions before reading the opinions of the author (Erikson—Identity
vs. role confusion – having to define their opinions) The act of
monitoring any changes in their views will, hopefully, be a point of deeper
engagement of the students in the material.
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Key
words Vocabulary Chart: This
exercise will introduce or clarify keywords the students need to know in order
to complete the activities and understand the assignments. For ELL students, defining content area words
is essential for them to understand what is being asked of them so that they
may fully participate in class. In
addition, the vocabulary chart I use provides various forms of information to
give all students a chance to learn the word in their own style and, most
importantly, to be able to use the word.
First, in addition to the definition, I make sure they also are given
the part of speech for each word. This
also helps to increase awareness of parts of speech. Then, in order to promote proper usage and to
increase awareness of English morphology, I provide them with other forms of
the word. In order to help them
understand the meaning of the word, there is a column for synonyms and a column
for an example. In the form I give to
the students, these columns are blank and we fill them in together. In the example column, students may draw a
picture or other visual representation or they may use a phrase or sentence.
Reading
literacy strategies:
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Cornell
Notes – Quotes and connections: This
reading guide will introduce students to Cornell Notes. In this version, I will provide students with
quotes, terms, and keywords in the left column and with prompts for their
responses in the right column. This will
have a twofold result: students will
become familiar with this note taking format and ELL students will have an
additional guide to assist them in navigating and comprehending the text. Based on lessons earlier in the year
regarding the Seven Habits of Good Readers, students will also be prompted to
practice activating schema while reading. This connections exercise will
continue the effort to help students relate events in the book to their own
lives. The prompts will also teach
students effective ways of responding to texts, a major obstacle for ELL
students in class participation.
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Cooperative Learning Groups: (Vygotsky
– cooperative learning groups – promotes peer teaching and private speech)
In all my classes, students are seated in self-chosen groups or teams for the
rest of the year. Students were given roles in the group and were given a list
of criteria upon which they will be evaluated as a group. One of the primary
reasons I chose to do this is to allow my ELL students to give each other more
support in their reading and writing.
Thus, for this lesson, students will be reading to each other in their
groups and working together to complete the Cornell Notes.
Post
reading literacy strategies:
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Cornell
Notes – Summary and Predictions: Students
will be able to take time to reflect upon and synthesize their notes. At his time, students may find gaps in
comprehension and consult with each other to
fill-in these gaps and to correct any misunderstandings. (Vygotsky
– cooperative groups and private speech – together students clarify knowledge
and then may internalize the shared knowledge) It also allows students to practice
summarizing what they have read, going back and rereading sections they did not
get, and predicting what will happen next.
For ELL students, this gives them time to fix any misunderstandings and
practice writing concise sentences and paraphrasing texts.
Writing
strategies:
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Stems for responses in Cornell notes: On the Cornell Notes, I provide prompts for responses to guide
students in their note taking. By seeing how a response starts, I believe the
ELL student will then be able to develop the means for expressing their own
reactions. Students often seem
unresponsive because they do not know how to say what they are thinking and
choose the less risky route of claiming indifference. By providing stems for responses, I hope to
take away the risk of responding in class.
Their notes will also provide the basis for their writing assignments. (Vygotsky – scaffolding – providing models and prompts for
students)
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Exploration
#1: The explorations
will be the point for individual reflection and exploration of the themes in
the unit and will be where students begin developing their writing skills. Unlike journaling, the Writer’s Notebooks and
Explorations are intended for students to create documents directed toward
developing the final writing project, moving away from journaling, which often
elicits gossipy rants. For ELL students, this time for personal, written
reflection is especially important as it gives them time to figure out ways to
express their reactions to what they read, to note questions, and to find
meaning through their prior knowledge, connecting what they know with what they
are learning in English and in the text.
Likewise, it is a safe place for them to brainstorm ideas without having
to worry extensively about making mistakes in English.
Other
Ongoing Strategies to support ELL student learning:
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Continue
to model and add to Writer’s Notebook: The students will be told the first day that
they will be keeping a Writer’s Notebook in a 3-ring binder with a Table of Contents.
Every time I handout a new item or we create a new item in class, they will add
it to the Table of Contents with the page number of that item. They will number pages as items are added. This is a simple way for students to organize
materials in a way that will make it easier for them to keep and find their
work. Seeing what we do in class as a
resource creates a sense of purpose for class activities. In addition, when I want students to find
something we did in class, we have the page numbers as references as at times
English language difficulties may cause confusion about what I am asking them
to find. Finally, the work in this
notebook will provide the basis for their writing assignments.
Sequence
of Instructional Activities:
|
Time |
Teacher
Procedure |
Student Responsibilities |
|
Day
1: 15 Min 15 min. 15 min 10 min 10 min |
Hand out Circle of
Obligation worksheet and related vocabulary. Read and explain vocabulary and have students think of
examples. Give the class 3 situations where they would have to choose whether or not to act. (Kohlberg – Stage 5/6: deciding what to do on ethical/moral levels) Write list on board. “Now, in small groups, choose two of these situations and
for each think of reasons for intervening and reasons for bystanding.” Teacher helps individual groups as needed. Teacher asks the groups to share with rest of the class
the scenarios they chose and the reasons they listed. Teacher creates class list on overhead. Bring together the ideas of the Universe of Obligation, bystanding, and intervening. In our universe of obligation, moving from
inside (the people for whom we will always intervene) to outside (those for
whom we are more likely to be bystanders), think about where you would put
people. A list will be on the board,
TV screen, or overhead to give students idea. After a few minutes, teacher will ask
students to share where they place people and why and fill in the circle on
the overhead, compiling the students’ responses into one circle. Further thinking questions: Compare to your identity chart (which most won’t have) or
just think about where in the circle are people more like you? Why?
When you meet new people or see people in trouble, how do you
determine where they fall in your circles?
Think about the scenarios on the board. Where do these people fall and how did it
influence your reasons for intervening or for bystanding?
Start Writer’s
Notebook (concept will have been introduced first day of class). Begin Table of Contents or Add to Table of Contents. Circles of
Obligation Exploration #1 Tell students where to file papers and remind them to
number the pages and record in table of contents. Instruct students to include a new sheet titled Exploration #1: My Universe Read and explain the writing prompt: Exploration #1: Based on our
discussion and activities today, describe your ‘universe’. (Erikson – Identity vs. Role Confusion – explore self in
relation to others) Does it
have a small or large group of people?
Are these people a lot alike or are there all different kinds of
people? How does your universe reflect
what is important to you? What did you learn today about your ‘universe’ or your
role in it? Will answer questions. |
Write name on papers. Students will repeat words and fill in examples using
phrases or pictures.
Students, who are seating in groups, will work with
their partners to choose one scenario listed on board and list reasons for intervening
and for bystanding. Students share the lists of their group and add to their
lists from what teacher writes from other groups on the overhead. Individually and in groups, students will complete their
universe of obligation map. Once completed, they will share what they wrote and will
analyze their responses with the class.
Students will add items to the Table of Contents for their
writer’s notebook. Put worksheet into notebook and get a clean piece of paper
for writing. Number pages and record in table of contents. Group members will help each other along with teacher if
more help is needed. Add additional sheet titled Exploration #1: My Universe. Students will read and ask questions about the
Exploration. Students will write their responses to the questions. Students will clean their space and wait for dismissal. |
|
Time |
Teacher
Procedure |
Student Responsibilities |
|
Day
2: 5 min 20 Min 20 min. 15 min 5 min |
Review Universe of Obligation Pass out Vocabulary
Worksheets Give students definitions on overhead to copy on their
sheet. In groups create examples / images / Synonyms -- share as whole class on overhead Elicit and/or provide parts of speeches and other forms of
words. Hand out Anticipation
Guide Explain what it is and how we will use it (pre-reading
tool to anticipate – define anticipate if needed – what we will read and to
compare our opinions with the author’s) Read each statement and have students check if they agree
or disagree Review term “Theme” and draw attention to the fact that
these statements may represent possible themes in the book. Issue books to students Small groups ‘interview
the book’: List topics on board for small groups to answer: Title, Author, Genre (give examples to choose from), what
book is about, rate difficulty of the book, describe the cover and ask
questions/make predictions about book and characters. Put shared answers on board File work into notebook Debrief: what did we learn; what will we do tomorrow with
book? |
Review what learned in Day 1 Write name on worksheet Copy definitions Work together to create examples / images and think of
synonyms. Copy all information into their worksheet (Empty row for student to fill-in during reading). Write name on top Ask questions about what to do and for clarification of
statements Mark statements agree with Students will explain what a theme is and pick out
possible themes from statements. . Students sign out copy of books and examine books. In groups, answer questions that teacher writes on board As class, develop a description of the book and gets to
know the book before reading. Share answers with rest of class File work into notebook Debrief: state something
they learned; think about what will do with book tomorrow. |
|
Time |
Teacher
Procedure |
Student Responsibilities |
|
Day
3: 5 min 10 min 30 min 10 min 10 min. |
Review anticipation guide and book interview Handout Cornell Notes Sheet Tell students that this is how they will be taking notes
as we read the novel and will replace study questions. Review each section on overhead version.
Tell them this will also help them gather evidence for their writing
assignments. (Vygotsky
– Scaffolding – explaining to students and showing what is expected) Go over the format with the students, point out the
quotations and the notes section and how they are expected to add their own
notes for each quote. I will also
have them look at the different types of responses (predictions, questions, interpretations). The connection is open-ended and students
will be asked to think of a text-to-text, -to-self, or –to-world connection
as we read the first two chapters. I will answer student questions and review what we are
doing with this if not clear. Finally, remind students to add unknown words to vocabulary list. Give instructions to read and take notes in their small
groups. Each student will read 3 – 4
pages based on pages assigned to seat letters (seats are labeled by group
number and seat letter). I will go
around room and listen and answer questions and observe how students are
doing, what are major problems for the final part of class. I will tell them they may take notes as
someone else is reading or may read and then go back to take notes. Model and/or share observations or questions on the
overhead. If students were able to
take notes, then I will write their answers.
If no one was able to do this, then I will have students find the
quotes, read the passages and we will come up with additional notes
together. Similar to a read aloud,
but with note-taking. Back in their small groups, students will summarize what they have read and predict what may happen in the
story. |
Review notes from anticipation guide and book interview by
finding in Table of Contents Write their name and date on top. Students will look at the various sections and format of
Cornell notes. Students will read the examples and identify types of
responses with teacher guidance. Students will ask questions about the Cornell notes. Likely questions include: Do I have to write on it? Can I write on
this? Do I have to answer the
questions? Where do I find the quotes?
What do I do with the quotes?
Do I have to save this? Must I
summarize the quotes and questions?
Why is there a blank after text to?
You mean I can choose the type of connection? Students will locate vocabulary list in Notebook and will
fill in final row with word of their choice from reading. In their small groups, students will read chapters 1 and 2
to each other and make additional notes on their Cornell Notes Sheet. Students will make notes, discuss the reading, write their
interpretations, and fill in their
text connection. Students will share their notes from their groups or will
work with the teacher to add notes to the outline. Students will share their text connection. As a group, students will review their notes and what they
read to summarize the chapters and predict what may happen in the story. |
Homework
Assignment(s): Review Vocabulary
Evaluation:
Assignment:
Circle of Obligation / Vocabulary Points:
10 points
Assignment: Exploration #1 Points: 10 points
Assignment: Vocabulary Worksheet Points: 10 points
Assignment: Anticipation Guide & Themes Points: 10 points
Assignment: Cornell Notes --
Assignment: Cornell Notes -- Summary and Prediction Points: 10 points
Assignment: Writer’s Notebook Table of Contents Points: 5
pts/week
Great job with the lesson
plan.
Very thorough job of
covering all aspects.
15/10