Lesson Plan              

 

Name: Reneé Shumate

 Date:  6/26/03

 Age/Grade Level:  9-12

 Subject: English

 # of Students: Appr. 30

 # of IEP Students: Appr. 3

 Major content: Reading/Writing

 Unit Title: Literary Reading/Writing Short Stories

 

 Goals and Objectives-

Students will:

·        Explore the author by using technology resources.

·        Compose a story from another person’s point of view.

 Connections-

Kentucky State Core Content:

WR-H-1.3

Literary Writing

Literary writing artfully communicates with the reader about the human condition. Literary forms in the portfolio include poems, short stories, and scripts.

Characteristics of literary writing may include

·        literary elements of the selected genre

·        descriptive language

·        literary devices (e.g., irony, understatement, aside, metaphor)

·        effective ordering of events, impressions, and descriptions

·        creation of an effect (e.g., comedy, suspense, horror, paradox)

·        focus on engaging an audience

 

New Teacher Standards:

            Standard 1-

·          1.2- Students will use the narrative as a way to apply their knowledge, skills, and thinking process.

·          1.4- The Walking in Someone Else’s Shoes exercise proposes learning experiences that challenge, motivate, and actively involve the learner.

·          1.6- The various types of personalities that might wear the shoes address physical, social, and cultural diversity and shows sensitivity to differences.

·          1.8- The Internet search for the ten facts about Harper Lee poses for a creative way for students to use technology.

·          1.9- The rubric is a thorough way to establish an assessment of the students writing as well as comprehension.

·          1.10- Both the internet search and the Walking in Someone Else’s Shoes exercise provide a learning experience that encourages students to be adaptable, flexible, resourceful, and creative.

Standard 2-

·          2.1- The narrative writing communicates and challenges students in a positive and supportive manner.

·          2.5- The internet search demonstrates materials and equipment that creates a media-rich environment.

·          2.6- Peer reviews motivate, encourage, and support individual and group inquiry.

·          2.8- Peer reviews and the rubric assessment promote student willingness and desire to receive and accept positive and negative feedback.

Standard 3-

·          3.1- The rubric assessment communicates specific standards and high expectations for learning.

·          3.2- The Walking in Someone Else’s Shoes exercise links learning with students’ prior knowledge, experiences, and family and cultural backgrounds.

·          3.5- The Walking in Someone Else’s Shoes exercise makes appropriate provisions for learning to address diversity among learners.

·          3.6- The Narrative allows students to provide examples of student thinking and stimulates student reflection on their own ideas and those of others.

·          3.8- The Walking in Someone Else’s Shoes exercise guides students to express, examine, and explain alternative responses and their associated consequences relative to moral, ethical, or social issues.

·          3.10- The Walking in Someone Else’s Shoes exercise uses multiple perspectives and differing viewpoints.

Standard 4-

·          4.2- The Walking in Someone Else’s Shoes exercise makes appropriate provisions for assessment processes that address social, cultural, and physical diversity.

·          4.4- Peer Reviews and the Rubric promote student self assessment using established criteria and focuses student attention on what needs to be done to move to the next performance level.

Standard 6-

·          6.5- The Walking in Someone Else’s Shoes exercise demonstrates tolerance to alternative perspectives and options and encourages contributions from school and community resources.

·          6.6- The Walking in Someone Else’s Shoes exercise also demonstrates sensitivity to differences in abilities, modes of contribution, and social and cultural backgrounds.

Standard 7-

·          7.1- The rubric provides evidence of performance levels and articulates strengths and priorities for growth.

Standard 8-

·          8.1- The introduction to the novel To Kill a Mockingbird, accurately communicates the skills and concepts related to certified academic areas.

·          8.4- The internet search utilizes technology related to the certified academic areas.

·          8.5- The Walking in Someone Else’s Shoes exercise connects knowledge of the certified academic areas to real life situations.

Standard 9-

·          9.2- The internet search engines uses terminology related to computers and technology appropriately in written and verbal communication.

·          9.6- The narrative uses the computer to do word processing.

·          9.11- The internet search for Harper Lee facilitates the lifelong learning of self and others through the use of technology.

·          9.14- The internet search uses computers and other technology for individual, small group, and large group learning activities.

Context-

The focus of this unit is for students to gain a comprehension of the reading by understanding the characters in the story through their various points of views.  This lesson is just one of multiple lessons devoted to reading comprehension and narrative writing through the use of character analysis.

 Resources-

Materials

·        (30 copies)To Kill a Mockingbird, by Harper Lee

·        Walking in Someone Else’s Shoes Handout

·        An assortment of all types of shoes

·        Computer access for about 15 pairs

·        Circle Plot Diagram

Sources (for lesson plan)

·        Gardner, Traci. Readwritethink:  Lesson Plans. Spend a Day in My Shoes.  25 June 2004. 

·        RubiStar.  RubiStar4Teachers.  25 June 2004.

·        Kentucky Department of Education.  Core Content for Reading and Writing.  25 June 2004.

 Procedures-

Monday’s Lesson

 

1. Introduction to author Harper Lee.
2. Working in pairs students will find ten facts using various search engines on the internet.
3. Students will then report back to the rest of the class their ten facts about the author Harper Lee.
4. Continue class discussion by asking students if they know anything about the novel To Kill a Mockingbird.  Further discuss the plot, characters, and moral of the story.

 

Tuesday’s Lesson

1. Introduce the activity by displaying and reading the quotation from To Kill a Mockingbird that inspires the activity: "You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it" (36).
2. Ask students to consider what the quotation means—what is the speaker trying to explain to his daughter? What does the speaker mean by the term point of view? How does perspective, or point of view, come into play in writing? Introduce the idea of empathy and discuss its relationship to the quotation.
3. After satisfied that students understand the ideas expressed in the quotation, hand each student a shoe from the collection.
4. Ask students to brainstorm details based on their first impressions of the shoes in their writer's notebooks. Allow approximately five minutes to gather ideas.
5. After examining the shoes, ask students to envision the owner of the shoe and complete the Walking in Someone Else's Shoes Handout, writing their answers in their writer's notebooks or on notebook paper.
6. When finished analyzing the shoe's owner, students share their answers in class.
7. (Optional) After all the groups have introduced their owners, you can disclose information about the actual owners of the shoes. The students enjoy hearing how close (or how far off) they were to describing the real owner.

Wednesday’s Lesson

1. Ask students to take the worksheet and write a narrative about the owner, telling the story of a day in the owner's life and incorporating the personality traits and lifestyle of the invented owner.
2. Remind students of the characteristics of narrative writing:
• Focuses a clear, well-defined incident or series of related events.
• Develops plot, character, and setting with specific detail.
• Orders events clearly.
• Uses description and dialogue as appropriate to develop setting and character.
• Shows events rather than just telling about them.
• Establishes and maintains a tone and point of view.
• Uses a logical and effective pattern of organization, such as chronological order, flashback, or flash-forward.
• Uses transitional words and phrases to maintain coherence and establish sequence within and between paragraphs.
3. Explain that students will plan out their story using the Circle Plot Diagram Student Interactive to plan out the sequence of events in their shoe's owner's life. Demonstrate the interactive, showing students how to add items to the diagram.
4. Students will continue writing their narrative for homework.

Thursday’s Lesson

 

1. Students will use this time to do peer revising amongst two different students.
2. After students complete peer reviews, then the remainder of the class can be spent for students to ask any questions (to the teacher), complete any revisions, as well as to type of finished piece.
3. Any unfinished revisions will be assigned for homework.

 

Friday’s Lesson

 

1. Final drafts of students’ narratives are to be turned in for assessment.
2. Begin reading Chapter 1 of To Kill a Mockingbird, by Harper Lee.
3. Students are to continue reading Chapter 1 and Chapter 2 for homework.

 

 

 Student Assessment-

Students will be assessed on writing process, setting, creativity, and organization by using a rubric.  The grades will range from A (100-90), B (89-80), C (79-70), and D (69-60).  Any papers that receive a grade below 60 will be asked to redo the paper until that student receives a higher score.