Get documents about "Lesson Plan 1 Anticipation
Document Sample
Lesson Plan 1: Lesson Plan 2: Lesson Plan 3: Lesson Plan 4:
Anticipation Plot Author/Narration Setting
Anticipation
Historical
Guide Plot Chart Title Quotes
Allusions
Elements of Journaling Chart Prediction Guide
Maps
Fiction Exit Slip Exit Slip
Exit Slip
Exit Slip
Lesson Plan 5: Lesson Plan 6: Lesson Plan 7: Lesson Plan 8:
Language/Style Characterization Imagery Big Idea/Themes
Know-Want-
Courtroom Thematic Quotes
Venn Diagram Learn
Vocabulary Understanding
Character Chart Concept
Word Search Fiction
Exit Slip Definition
Exit Slip Exit Slip
Exit Slip
Lesson Plan 9: Lesson Plan 10:
Essay Rubrics Chapter Quizzes
Drama/Film Unit Exam
Chapter
Documentation Summaries
Story Board TKM Exam
Portfolio Index Minilesson -
Internet Links TKM Exam Key
Portfolio Title Elements/Theme
Exit Slip TKM
Page Minilesson - Key
Image
Objective/Purpose:
The objective of this first lesson is to introduce the unit and motivate careful
reading of To Kill a Mockingbird. The objective of the anticipation guide is to
introduce the themes of the novel via implications of the mockingbird imagery.
The Elements of Fiction chart introduces the literary tools an author can employ
to convey profound truth about human nature. Thus, this lesson invites
discussion of book awards and "classic" literature.
Pre-Assessment:
The anticipation guide assesses attitudes relevant to the themes of the novel. The
exit slip determines whether the student has previously read the book or is
familiar with the story via another medium. The exit slip provides some
indication of language skills.
Pre-Phase of Lesson:
To Kill a Mockingbird provides a good opportunity to mention the fundamental
dignity of every human person and the value of respect for teachers and other
students in the classroom.
Phase 1 of Lesson:
Students will preview their portfolios and various items for daily use or specific
to particular lessons.
Phase 2 of Lesson:
The Elements of Fiction chart, displayed on the overhead projector, guides a
minilesson on the relationship of plot, setting, characterization, imagery, etc., to
the "big idea," or major theme of the novel. The topic of racism and civil rights
prompts consideration of a potential theme.
Phase 3 of Lesson: The Anticipation Guide for To Kill a Mockingbird prompts
reflection on issues relevant to the theme(s) of the novel.
Post-Phase of Lesson:
Introduce exit slips. The prompt for Exit Slip 1 is "Name six Elements of
Fiction." The students are invited to write down any questions about this first
lesson.
Post-Assessment:
Evaluate anticipation guides and exit slips.
Reflection:
What adjustments might be made to the allotted time for the various portions of
lesson one? How might the students be further motivated to read the novel? Are
varying reading skills evident? Which elements of fiction were most frequently
identified on the exit slips? which least? What questions were asked and why?
In what other ways might this lesson plan be improved?
Lesson2
Objective/Purpose: Some students understand the value of suspense and that
the plot of a novel is a sequence of actions. The students need strategies to
summarize the plot and to organize the elements of the plot in order to analyze
an author's style and strategies. A chapter organization helps the students to
recognize shifts in chronology.
Pre-Assessment: On board: "Write a definition of 'plot.' Then continue reading
To Kill a Mockingbird until class begins." Discuss the student definitions of
"plot" to assess prior knowledge and misunderstanding.
Pre-Phase of Lesson: Discuss the Prediction Guide. Have the students identify
the Boo Radley mystery elements and anticipate a possible solution as a class.
give the students copies of the form to insert in their portfolios as a record of
this lesson, but to be used again with lesson three.
Phase 1 of Lesson:
Have the students write summaries of the chapters they have read. Identify
which students have not completed the reading assignment. Instruct these
students to read, as well as write, during this class time.
Phase 2 of Lesson:
After each student has written their chapter summaries, instruct them to write a
brief summary of all three chapters.
Phase 3 of Lesson:
Explain and have the students fill in the Sequence Chain.
Post-Phase of Lesson:
The prompt for Exit Slip 2 is "What are the major plot sections of a novel?"
Post-Assessment: Evaluate the exit slips and summaries.
Reflection: In what ways did the students develop their understanding of the
typical plot structure of a novel? Did the attention to mystery regarding the
Radley House help? What difficulties do the students experience in writing
summaries? Did the strategy of writing a summary of the chapter summaries
help?
Anticipation: The students are instructed to read chapters 4-8 (pages 32-74) of
To Kill a Mockingbird and to write brief, one-sentence chapter summaries. Find
answers to the following questions: "What is in the tree?" "Who provides a
blanket?"
Lesson 3
Objective/Purpose: After learning about plot complexities, the students are
ready to reflect on narrative strategies in order to apply their discovery of
narrative technique to other novels. First, the students will discern the flashback
strategy of the adult narrator, Jean Louise Finch. The students will discover
narrative point of view through a series of selected quotes. Next, the students
will demonstrate knowledge of point of view by discussing Scout's flashback
view of her youth. Then, the students will discover narrative strategy by
analyzing direct and indirect quotes relating to the title.
Pre-Assessment:
Note on board: "Write a definition of point of view." Use these written
definitions to assess students' prior knowledge of this generally misunderstood
element of fiction.
Pre-Phase of Lesson:
Students will read short selections from TKM on narration. Have the students
read the selected passages on narration in order to focus on the lesson.
Phase 1 of Lesson:
Use the Prediction Guide to assist the students to understand foreshadowing and
the narrative technique of parallel passages in a novel.
Phase 2 of Lesson:
Draw attention to the narrator's reference to Jem "when he was nearly thirteen"
in the first sentence of the book. Relate this reference to the closing sentences of
the book, "Atticus ... turned out the light and went into Jem's room. He would be
there all night, and he would be there when Jem waked up in the morning."
Discuss the significance of the opening and closing statements of a novel, and
discuss the story from the narrator's "point of view." Note that, on page 30,
Harper Lee has Atticus tell Scout, "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." Then help the students to anticipate the goal of determining
the theme of a novel as "walking around" in the author's "skin." Point out that
all of the elements of fiction are "sculpted" by the author, but the narrative is
especially valuable for determining the author's "point of view." In To Kill a
Mockingbird, the narrative is in the first person, from Scout's point of view, but
the narrative includes reflection on the events when she is much older. Note the
statement that begins the second paragraph, "When enough years had gone by to
enable us to look back on them, we sometimes discussed the events leading to
his accident." This narrative technique provides opportunity for the author to
convey messages about human nature that can reveal the theme of the novel.
Because the title is generally a key to the theme, the image of the mockingbird
is important. Draw attention to the description of Jem's arm in the first
paragraph of the book: "His left arm was somewhat shorter than his right; when
he stood or walked, the back of his hand was at right angles to his body, his
thumb parallel to his thigh." What connections can be made between the title,
the parallel between the opening and closing of the book, and the narrative
description of Jem? Is the narrative suggesting human "mockingbirds"? Why?
Phase 3 of Lesson: Introduce the students to the Mockingbird Quotes chart.
Instruct them to note appropriate quotes as they are reading, in anticipation of
the lesson on imagery, but also to notice the narrative technique of repeated use
of a key image.
Post-Phase of Lesson: Exit Slip 3 asks, "Is the point-of-view of To Kill a
Mockingbird in the first person? If so, explain."
Post-Assessment:
Evaluate the exit slips.
Reflection:
What aspects of narrative technique do the students understand? Do they realize
the "sculpting" of a novel evident in the title and in the opening and closing
passages of a novel? Do they watch for narrative statements that convey the
author's "point of view" in the sense of theme? Do these concepts need to be
explained further during the discussion of imagery or other lessons? Was there
enough time for all of the activities?
Anticipation:
The students are instructed to read chapters 9-14 (pages 74-144) of To Kill a
Mockingbird and to write brief, one-sentence chapter summaries. Find answers
to the following questions: "How is the setting of the novel related to the issue
of racism?" "Where does Calpurnia take Scout and Jem, and what is Aunt
Alexandra's response?" What important uses of the mockingbird image are
found in these chapters?
Lesson 4
Objective/Purpose:
Students will develop skill contextualizing To Kill a Mockingbird by
- locating the geographical setting on a map.
- discussing the Civil Rights chronology.
- noting author/characterization and history/plot parallels.
- retrieving a Scottsboro testimony from the computer.
- beginning a K-W-L chart on historical allusions.
Pre-Assessment: Note on board: "Write down a few sentences about your
understanding of the Civil War." Discuss student comments on the Civil War to
assess prior knowledge of time/place implications of the racism theme. See if
students think of setting as relevant to theme(s).
Pre-Phase of Lesson:
Have on display both a U.S. map and an Alabama map for students to see the
location of this story relative to Colorado. Have students read selected passages
from the novel relevant to the setting. These passages should include references
to the Civil War and to racism.
Phase 1 of Lesson:
With the assistance of maps, discuss the setting of To Kill a Mockingbird.
Phase 2 of Lesson:
Briefly discuss Civil Rights chronology.
Phase 3 of Lesson:
Have students get a printout of a Scottsboro trial testimony. Ask about the
Scottsboro-Tom Robinson parallels.
Post-Phase of Lesson:
Begin the Historical Allusions chart.
Post-Assessment:
Exit Slip 4 - Setting. Prompt: "Discuss the relationship between setting and the
racism aspects of the plot of To Kill a Mockingbird."
Reflection:
Was there enough time for all of the activities? Have the students discovered the
relationship between setting, allusions, and theme? Are they thinking in terms of
theme and the interrelationship of the elements of fiction?
Anticipation:
Assign reading through chapter 19 (page 199) of To Kill a Mockingbird. Expain
that the next lesson takes a look at the trial scene of the plot and includes
courtroom vocabulary. Have the students make a list of vocabulary words.
Lesson5
Objective/Purpose:
Because the language in To Kill a Mockingbird includes courtroom jargon and
some crude language, as well as dialect, the students need to learn the jargon
and recognize the characterizing function of generally unacceptable language.
This language lesson bridges the jargon barrier and establishes distinction
between conventional language and contextualizing language. The students will
demonstrate knowledge of language styles in To Kill a Mockingbird by
- experiencing and working with courtroom vocabulary
- doing word searches
- discussing dialect, jargon, and contextualizing language.
Pre-Assessment:
Note on board: "Write a definition of 'jargon.'"
Compare the student responses with the dictionary definition.
Pre-Phase of Lesson:
Have students read selected passages from To Kill a Mockingbird relevant to
"jargon." Include samplings of narration and dialogue to reflect Calpurnia's
adaptation to her church society to contrast with her language while in the Finch
family. Samplings might include examples of the speech of Scout and Jem, as
well as the missionary tea and the courtroom testimony.
Phase 1 of Lesson:
Do the Courtroom Vocabulary exercises.
Phase 2 of Lesson:
Discuss the Courtroom Vocabulary exercises and introduce other types of
jargon and dialect. If there is time, include other vocabulary exercises.
Phase 3 of Lesson:
Define "context" and "contextualizing." Explain types of language in the
contextualizing function of a novel.
Post-Phase of Lesson:
Exit slip: " Language can express style. List at least five words that the narrator
or characters use in To Kill a Mockingbird that demonstrate Harper Lee's use of
courtroom or other distinctive form of speech."
Post-Assessment:
Have the students continue working on vocabulary exercises, including a list of
vocabulary for the whole novel, organized by chapter.
Reflection:
What is the range of vocabulary development of the students in this class? Are
there any students who need more help? Are there students who need more
challenge? To what extent are the students developing abstract vocabulary
concepts? Do they anticipate the characterizing function of dialogue (and
Scout's narrative language)? How much of the worksheets was actually
accomplished?
Anticipation:
Assign reading through chapter 22. Prompt the students to read ahead, finish the
novel if possible, over the weekend. Have the students find answers to the
following questions: "Does the jury declare Tom guilty or not guilty?" "How
does Jem respond to the trial?"
Lesson 6
Pre-Assessment:
On board: "Write a definition of 'characterization.' Then work on TKM
characters crossword puzzle until class begins."
Pre-Phase of Lesson:
Students will read selected passages from the novel indicating character traits of
the characters that coordinate with the imagery and theme.
Phase 1 of Lesson:
Have students continue working on the definitions and/or crossword puzzle.
Then discuss the definitions to see if they recognize aspects of physical
description, personality, and actions in the character portrayal and development
in the novel. Have a few students give examples from their own experiences to
solidify the definitions.
Phase 2 of Lesson:
Present the characters graphic organizers on transparencies on the overhead
projector, and use the characters list to supplement this information. Provide
instructions for the characters chart and the Venn Diagram.
Phase 3 of Lesson:
Have the students begin filling out the character chart and Venn Diagrams. Point
out the increasing complexity if three characters are compared/contrasted on a
Venn Diagram.
Post-Phase of Lesson:
Instruct the students to continue filling out the character chart as they are
reading. Instruct them to fill out two Venn Diagrams with different characters,
but characters that "fit" together on each sheet.
Post-Assessment:
Exit Slip 6 - Characterization. Prompt: "Name two characters in To Kill a
Mockingbird who are characterized as 'mockingbirds.' Explain in detail why you
think so."
Reflection:
How much time was spent on discussion, relative to time spent on worksheets?
Do the students understand the "mockingbird" aspect of characterization? What
proportion of the book has each student read?
Anticipation:
For those students who have not completed reading the novel, assign reading
through chapter 28. Instruct the students to find at least five human
"mockingbirds" in anticipation of Lesson 7 on imagery.
Lesson7
Objective/Purpose:
The students need to understand how an author can strategically employ
imagery and symbolism to convey ideas and to unify varying aspects of a novel.
In this lesson the students will notice the use of mockingbird imagery in the
title, examine issues via reevaluation of their anticipation/reaction guides, and
possibly other activities, such as reflecting on a Hopi myth about the
mockingbird, in order to discover complexity in the use of imagery in a novel.
The students will develop knowledge of imagery and symbolism by producing a
K-W-L journaling chart on mockingbird information and by charting
literal/figurative references and predicting. "The Rooster, the Mockingbird, and
the Maiden," a Hopi myth, extends the cultural boundaries of the students to
realize that imagery/symbolism is a universal phenomenon.
Pre-Assessment:
On board: "Write definitions of 'imagery' and 'symbolism.'"
Pre-Phase of Lesson:
Have a few students read selected passages that demonstrate imagery and
symbolism in To Kill a Mockingbird.
Phase 1 of Lesson:
Because some students have much trouble with the concepts of imagery and
symbolism, provide a minilesson using the imagery concept-definition and the
appropriate portions of elements of fiction charts. Introduce "symbol" as an
image like the mockingbird that can have varying but related meanings to
convey a theme. Briefly discuss examples of symbols, such as a rose or a flag.
Have the students begin the worksheet on symbols in TKM.
Phase 2 of Lesson:
Have the students begin their K-W-L journaling on mockingbirds. Discuss their
quotations material.
Phase 3 of Lesson:
Discuss the "hidden words" in "mockingbird" and draw attention to the concept
of mocking by underlining this portion of the word on the board. Have the
students do the title/chart as preliminary to realizing that a title can serve as a
significant clue for predicting main ideas in a novel.
Post-Phase of Lesson:
Have the students write about the mockingbird imagery in this title as a
predicting strategy in the novel.
Post-Assessment:
Exit Slip 7 - Imagery. Prompt: "Identify two passages in To Kill a Mockingbird
that show how the mockingbird image can be used in different ways."
Reflection:
Is it better to have several activities to reinforce and develop the concepts of
imagery and symbolism, or should be more time be spent on only some of these
activities? To what extent have the students developed a clear and thorough
understanding of imagery and symbolism? Is this understanding sufficiently
developed to anticipate the primary theme of the book?
Anticipation:
Have all of the students finish reading the novel. In anticipation of the next
lesson, on theme, find significance in Scout's understanding of The Gray Ghost.
Those who are done reading are to continue working on their portfolio
worksheets, with theme in mind.
Lesson8
Objective/Purpose:
Now that the students have read To Kill a Mockingbird, have produced one-
sentence summaries, and have examined the setting, the language style, the
characterization, and the mockingbird symbolism, they are ready to analyze
patterns in the individual elements of fiction analyses and analyze these patterns
in the individual elements of fiction for an overriding pattern as they ponder
themes in the novel. The students will develop understanding of theme in novels
by
integrating elements of fiction discoveries and patterns in To Kill a
Mockingbird by means of a summary academic journaling chart.
filling out the "Understanding Fiction" chart by means of previous
lessons; the list was introduced in lesson one but is to be presented in
more detail during this lesson.
listing subthemes in To Kill a Mockingbird and documenting these
themes by identifying passages in the novel.
Pre-Assessment:
Have students read a few key passages from To Kill a Mockingbird that
highlight the primary theme: "It's a sin to kill a mockingbird" (Chapter 10).
Pre-Phase of Lesson:
Prompt on board: "Write a definition of 'theme.'" Informally assess student
knowledge of "theme" to determine background knowledge and need for further
teaching. Compile a composite definition to be evaluated later.
Phase 1 of Lesson:
Explain academic journaling, especially to more advanced students. Model
metacognitive discourse about need for an organized notebook. Talk about
index dividers for sections on plot, setting, imagery, allusions, etc. Explain the
academic journaling summary chart. Instruct the students to jot down most
significant reaponses to each category prompt, but to leave the theme box blank.
Phase 2 of Lesson:
Using the overhead projector, discuss the elements of fiction and the means to
evaluate fiction by examining an author's use of these elements. Discuss each
element thoroughly, drawing the students into feedback of the previous lessons
and refine the concepts using the more advanced charts or the list of definitions.
Integrate significant applications of each concept of To Kill a Mockingbird.
Phase 3 of Lesson:
Have the students fill out their "Understanding Fiction" chart.
Post-Phase of Lesson:
Have the students fill out their thematic quotes organizer. Relate to the analysis
of the title of To Kill a Mockingbird.
Post-Assessment:
Exit Slip 8. Prompt: "Identify the primary theme of To Kill a Mockingbird, then
identify at least three events and/or examples of elements of fiction of this novel
that demonstrate this theme. Theme of To Kill a Mockingbird: . . .
Events/Examples that Demonstrate this theme: . . ."
Reflection:
To what extent do the students understand how to determine the primary theme
of To Kill a Mockingbird, and how well could they apply this knowledge to
other novels? How much of the worksheets were the students able to accomplish
in class? Do they need further explanation of theme and how theme relates to
the other elements of fiction?
Anticipation:
Introduce the elements of film in anticipation of the film version of To Kill a
Mockingbird for Lesson 9.
Lesson9
Objective/Purpose:
Now that the students have studied the elements of fiction in Harper Lee's To
Kill a Mockingbird, they are ready to compare/contrast the novel and the
adapted film starring Gregory Peck. Our lesson on imagery leads into this lesson
on viewing film – in contrast with reading a novel in order to produce mental
images. In order to form a clear distinction between the art of print literature and
the art of film as literature, students need to realize that film is not a
reproduction of a printed script. They also need to know that filming technique
can produce significant effects in the viewer. The students will develop
awareness of a distinction between print literature and film as literature by
producing a brief storyboard as a response to viewing the film.
Pre-Assessment:
Students respond to this prompt on the board: "What is the difference between a
novel and a filmed version of the novel? Write."
Pre-Phase of Lesson:
As the students are writing, write the elements of film on the board and give
students copies of "How the Camera Tells a Story."
Phase 1 of Lesson:
Explain "How the Camera Tells a Story."
Phase 2 of Lesson:
Using a study guide and transparencies, present the Elements of Fiction in Film
and the Elements of Film. Distribute the exit slips and storyboard sheets for
students to work on during the film.
Phase 3 of Lesson: View the 1962 filmed adaptation of To Kill a Mockingbird,
starring Gregory Peck.
Post-Phase of Lesson:
Use the storyboards to provide an opportunity for the students to display their
most memorable or favorite scenes.
Post-Assessment:
Exit Slip 9. Prompt: "Discuss at least three of the Elements of Fiction in the
Gregory Peck film version of To Kill a Mockingbird, and then identify and
discuss at least three unique Elements of Film in this movie."
Reflection:
Do the students understand the difference between a novel and a filmed
adaptation of the novel? Was the presentation helpful? Is there evidence that any
students have previously seen the film? If so, did it help to have the students
keep busy with worksheets during the film? Were the activities a distraction
from a close viewing of the film?
Anticipation:
Complete the storyboards. Reflect on the portfolio items for the exam.
Lesson10
Objective/Purpose:
When the students have viewed To Kill a Mockingbird and have discovered
strategies for writing a film script, they are ready to demonstrate the benefits of
their reading, writing, and viewing strategies on their comprehensive
understanding of To Kill a Mockingbird. On this last day of the unit, the
portfolios – demonstrating the variety of strategies employed for quality
learning – are due. In this lesson, the students could demonstrate learning by
means of a typical final exam, perhaps including a short essay. During this
lesson a teacher could use some class time for the test, and then begin either
presentations on the story elements or the one-act plays, to be continued on the
following Monday. These re-enactments of favored scenes would interject some
"fun" into the culminating activity of the unit and provide opportunity for
students who perform better in speaking than in writing to have this creative arts
application of learning assessed. Other students would benefit, as well, from the
active involvement. A more thorough learning experience would include the
presentations and/or the one-act plays as strategies for learning that would
culminate in the comprehensive writing project – either focusing on one element
of fiction and developing the application to the novel or summarizing all of the
elements studied during the unit – during the next week. This lesson is designed
for the final exam and group presentations, to be continued on Monday. The
presentations provide opportunity to assess learning about the elements of
fiction as well as social skills. The rubric for the creative arts project could be
used for either the one-act plays or the presentations. The students will
demonstrate benefit from the learning strategies involving the elements of
fiction by demonstrating knowledge of To Kill a Mockingbird by means of a
final exam, supplemented by a group presentation on an element of fiction.
Pre-Assessment:
Students respond to this prompt on the board: "Which portfolio activity was the
most helpful for understanding To Kill a Mockingbird? Why?"
Pre-Phase of Lesson:
Assign order of presentations. Briefly review the rules for written examinations.
Phase 1 of Lesson: Explain the sections of the 75-question exam. The students
will be tested on the following topics:
I. Characters: Finch and Radley Families
II. Facts About the Novel
III. Characters: Negroes and Country Folk
IV. Characters: Townspeople
V. Locations
VI. Plot
Phase 2 of Lesson:
Students silently complete the exam.
Phase 3 of Lesson:
Students begin presentations.
Post-Phase of Lesson:
Explain any continuation of presentations or other extension of the unit on To
Kill a Mockingbird.
Post-Assessment:
Employ the Creative Arts Project Evaluation rubric for presentations.
Reflection:
Were the students adequately prepared for the written examination? What are
the relative writing/speaking skills of each student? Which is better, the
presentations or one-act plays? Why?
