Holly Brewer

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					Holly Brewer
July 23, 2008
EDC 528
Dr. Kern

                          Creative Arts Lesson Plan

  Grade/Content          Grade 10/English language arts
      Area
   Lesson Title          My Letter to the World: A Response to Pandora’s Box

    GLEs/GSEs            W–10–5
                         Students demonstrate use of narrative strategies to engage
                         the reader by…

                         W-10-5.6 Selecting and elaborating important ideas; and
                         excluding extraneous details (Local)

   Context of the        Students are at the beginning of a unit on Greek Mythology.
      Lesson             They have read the Greek creation myths (both the creation of
                         the gods and the creation of man) and have just finished
                         reading the myth of Pandora’s Box. Before this unit, the
                         students have worked with poetry, so they are accustomed to
                         reading and interpreting the genre. They have also written
                         poetry and letters, so they are aware of the style of writing
                         required in these genres.

                         Students have also participated in classroom “chalktalks,” a
                         silent conversation that takes place on the board. They are
                         aware of the rules and responsibilities associated with this
                         exercise.

  Opportunities to       This classroom is situated in a relatively urban school district.
      Learn              Of the twenty five students, six of them have IEPs for reading
                         difficulties and/or attention issues. For these students, and all
                         other students, the one hour and fifteen minute class block
                         will be divided into short activities. Photocopies of the myth
                         and poem will be available for classroom, resource and home
                         use. Dictionaries will also be available as needed.

                         This lesson includes opportunities for students to learn in all
                         three modalities. Students with visual strengths will benefit
                         from the poem handout and the chalktalk. Students with
                         auditory strengths will benefit from the read-aloud. Students
                         with kinesthetic strengths will benefit from the hands-on
                         creative arts activity.


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                         Materials:

                         Boone, Debby. Counting Blessings. Eugene, OR: Harvest
                         House, 1998

                         Handout – Six-traits rubric

                         Magazines
                         Shoe boxes (gathered by student for homework)
                         Craft supplies (markers, sequins, feathers, stamps etc.)
                         Scissors
                         Glue

                         Creative Arts: Creating an “inverse” Pandora’s Box with
                         shoe boxes and miscellaneous items around the room.

     Objectives          The student will write a poem, letter or song lyrics using
                         IDEAS

                         Opening:
                         When students enter the classroom, they see the following
                         written on the board: “Hope is a good thing, maybe the best of
    Instructional        things, and no good thing ever dies” ~ The Shawshank
     Procedures          Redemption

                         (Pointing toward the quote on the board) Anyone see The
                         Shawshank Redemption? It’s a great movie about a man
                         wrongfully accused of murder and sent to a corrupt prison
                         called Shawshank. So, why might I be using this quote,
                         considering we’re talking about Greek Mythology and not
                         prison stories? Allows students to volunteer answers, finally
                         arriving at the point that both speak about hope. Remember,
                         hope is the only thing remaining in Pandora’s box after all
                         the evil escapes into the world.

                         Ok, now that I’ve introduced the quote, it’s time for a
                         chalktalk. You all know what to do. When you have
                         something to say, come get a marker and write your comment
                         on the board. All talking ends… now. Students silently
                         complete chalktalk about hope. When all comments are
                         made, the chalktalk ends.

                         Great job! Let’s move on.

                         Engagement:
                         So, why do you think hope was remaining in Pandora’s box?


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                         Encourages discussion. What else could have been found
                         inside? More discussion.

                         Think for a minute: if you could choose one virtue (such as
                         hope, patience, happiness, love, forgiveness) to remain in
                         Pandora’s box, what would you choose? Why? Discuss your
                         ideas with the person seated next to you. Teacher gives them
                         a few minutes to discuss their ideas with their neighbor. Keep
                         these ideas in your mind while you listen to this book entitled
                         Counting Blessings. Teacher reads the book to the class, then
                         encourages discussion afterwards. What were the blessings in
                         the book? How does this relate to our discussion of hope?
                         Does it give you any ideas as to what virtue you would choose
                         to remain in the box?

                         Today, we are going to write, using our IDEAS to guide our
                         writing. Your assignment is (teacher writes the steps on the
                         board while explaining) to
                             1. Choose one virtue to keep in Pandora’s box and write
                                a “letter to the world,” explaining why your idea
                                would benefit the world we live in.
                             2. Your letter may be an actual letter, or you may choose
                                to write it in the form of a poem or song lyrics.
                             3. Focus on your ideas and be sure to fully demonstrate
                                your idea of what the virtue is and why it is important
                                for it to remain in the world.
                             4. Decorate your “Pandora’s Box” with pictures and
                                drawings of what your idea of the virtue is. (for
                                instance, if I chose patience, I could decorate the box
                                with pictures of adults helping children or cartoons
                                about having patience)
                             5. Place your typed writing assignment into the box.

                         Remember, this assignment is focusing on your personal
                         ideas. There is no right or wrong answer – only your ideas.
                         Be creative, and have fun!

                         Closure:
                         After students complete their projects (may take a day or
                         two), the teacher brings the class back to full group to discuss
                         the projects.

                         Anyone want to share their ideas with the class? Teacher
                         opens discussion up to volunteers. How did you come up with
                         your ideas? Do you think anyone might share in your ideas?




Holly Brewer, My Letter to the World: A Response to Pandora’s Box                  3 of 4
                               Teacher asks students for feedback about the project in the
                               form of a short journal writing task. Answer the following
                               questions in your journal entry: What did you like about your
                               final product? If you could change anything, what would it
                               be? What did you think of the project as a whole? If you
                               were the teacher, what would you change about the project?

       Assessment              Informal: Participation in chalktalk and discussions; writing
                               journal entry

                               Formal: See attached Six Traits rubric1 (assess for IDEAS
                               only).

        Reflections            Student Work Sample 1 – Approaching Proficiency:
    (no work submitted
         to date)
                               Student Work Sample 2 – Proficient:


                               Student Work Sample 3 – Exceeds Proficiency:


                               Lesson Implementation:




1
 “6 + 1 Traits.” Northwest Regional Educational Laboratory. 23 July 2008
<http://www.nwrel.org/eval/PDFs/6plus1traits.PDF>


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