Lesson Plan Symbolism and The Thief Lord

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Lesson Plan Symbolism and The Thief Lord Powered By Docstoc
					Lesson
Plan:

Symbolism
and
The
Thief
Lord



Objective:

Students
will


   ‐ recall
basic
elements
from
previous
chapters
for
a
reading
comprehension

       assessment


   ‐ identify
symbolism
in
the
text
and
create
their
own
symbolic
collages.



NCSCOS:

1.02
–
Respond
to
expressive
materials,
5.01
–
Increase
fluency,

comprehension,
and
insight,
6.01
–
Model
an
understanding
of
conventional
written

and
spoken
expression.



Marzano
Strategies:

Homework
and
Practice;
nonlinguistic
representations;
cues,

questions,
and
advance
organizers.



Materials:



   • Copies
of
assessment

   • Vocabulary
list


   • Art
supplies

   • Prepared
Italian
music
&
visual
slides
of
Venice
to
project
onscreen


      

Time:

90
minutes



Time
                        Activity
                      Assessment

10
minutes
                  Bell
Work
w/
journal
          

10
minutes
                  Opening
w/
objectives
         

                             Assessment
–
Ch.
1‐3
of
       15
Multiple‐Choice

10
minutes
                  text
                          questions


10
minutes
                  Spell‐Down
Vocabulary
       Version
of
a
spelling
test

                             Review

10
minutes
                  Transition
to
Symbolism
     

                             Symbolism
Discussion
        

10
minutes

                             Collage
Activity
            

10
minutes

10
minutes

                             Large
Group
share
           

10
minutes

                             Conclusion/Wrap‐up
          Prompt
for
tomorrow’s
bell

                                                          work



Activity
Outline



1.

Bell‐work/warm‐up
          
       
       
       
     
      
       10
MINUTES

     ‐ Prompt:

Describe
the
most
important
item
in
your
book
bag
and
why
it
is

         important
to
you.

     ‐ Take
roll.



2.

Opening
 
          
       
       
       
       
     
      
       5
MINUTES

     ‐ Introduce
day’s
objectives.

     ‐ Remind
students
of
the
day’s
scheduled
assessment.

     ‐ Ask
students
to
clear
desks
except
for
pen
or
pencil.



             o Ensure
all
cell
phones
and
iPods
are
turned
off
and
in
book
bags.

             o Have
everyone
take
a
deep
breath
together
–
try
to
ease
anxiety
by

                reminding
students
that
they
are
prepared
for
this
test.

     ‐ Remind
students
of
post‐assessment
procedure
–
walk
quiz
to
the
class
box
at

         the
back
of
the
room.

             o As
students
complete,
they
may
read
or
write
in
their
journals
quietly
at

                their
desk
or
in
the
reading
corner
(no
more
than
five
students
in
the

                reading
corner).

             o Remind
students
about
test‐corrections
–

                     They
have
the
opportunity
to
correct
their
mistakes
for
half
credit

                        after
the
tests
are
corrected.

                     As
corrections,
students
must
find
the
correct
answer
in
the
text

                        and
cite
the
page
number
where
they
found
that
answer.

     ‐ Make
sure
everyone
understand
the
plan
for
the
day
and
the
assessment
–
ANY

         QUESTIONS?



3.

Assessment
         
       
       
       
       
     
      
       15
MINUTES

     ‐ Pass
out
assessment.

     ‐ Circulate
perimeter
while
students
are
taking
test,
grading
previous

         assignments
but
keeping
an
eye
on
students.

     ‐ Once
students
start
handing
in
their
tests,
sit
in
a
chair
next
to
the
reading

         corner
to
keep
students
quiet
while
others
are
completing
their
tests.

     ‐ Once
all
students
have
handed
in
assessment,
check
time
‐
next
activity
can
be

         blown
out
to
15
minutes
if
possible.

         

4.

Spell‐Down
Vocabulary
Review

 
            
       
     
      
       10
MINUTES

     ‐ Using
words
from
the
vocabulary
list,
including
words
from
the
novel.

     ‐ Students
have
to
stand
in
a
circle
around
the
room
and
spell
words
aloud,
one

         student
per
letter.

             o If
a
student
misses
a
letter
or
inserts
the
wrong
letter,
they
have
to
sit

                down.

             o The
student
who
is
at
the
end
of
the
word,
and
doesn’t
have
a
letter
to

                contribute,
sits
down.



           o Last
student
standing
is
the
winner.







5.

Symbolism
&
The
Thief
Lord
–
Introduction
         
      
        
       5
MINUTES

     ‐ Students
will
identify
the
different
ways
that
characters
in
The
Thief
Lord
create

        their
own
secret
spaces
in
the
Star
Palace
and
interpret
how
those
spaces
reflect

        those
characters.

Students
will
then
create
their
own
secret
space
using
craft

        materials
that
will
express
their
sense
of
self
and
their
priorities.

     ‐ Define
symbolism:

using
an
object
or
action
that
means
something
more
than

        its
literal
meaning.


             o Representation

             o Ex.

Dove
as
bird
of
peace



6.

Symbolism
Discussion
 
              
      
      
      
        
       10
MINUTES

     ‐ LEADING
QUESTIONS
TO
GET
STUDENTS
TALKING
AND
THINKING

             o Who
are
the
characters?

Are
they
adults
or
children?

Where
are
their

                 families?

Are
any
of
them
related?

How
do
you
know
the
answers
to
these

                 questions?

             o What
are
some
of
each
of
the
children’s
unique
characteristics?

                      Prosper

                      Bo

                      Mosca

                      Riccio

                      Hornet

                      Scipio,
the
Thief
Lord

             o What
are
some
of
the
objects
that
each
of
the
characters
is
associated

                 with?

                      Hornet
=
books

                      Mosca
=
radio
or
boats

                      Bo
=
fans

                      Riccio
=
comic
books

                      Scipio
=
?

             o Who
do
you
like
the
best?

Why?



             o Who
do
you
especially
want
to
know
more
about?

Why?

             o What
is
the
Star
Palace?

             o Why
is
the
Star
Palace
important?

     ‐ Focus
on
concept
of
symbolism,
identifying
symbolism
in
the
text,
and
how

        symbolism
helps
our
understanding
of
characters
and
plotlines.



6.

Collage
Project
–
Your
Own
Star
Palace
 
          
      
        
       20
MINUTES

     ‐ Instructions:

Students
will
create
their
own
Star
Palace
using
the
materials

        provided.

Students
should
include
things
that
are
important
to
them
in
the

        drawing,
and
plan
carefully
to
personalize
their
space.


   ‐   STUDENT
LANGUAGE:

Create
your
own
version
of
the
Star
Palace
using
one

       piece
of
paper
and
whatever
art
materials
you
like.

Be
as
creative
as
you
can
–
use

       whatever
materials
make
sense
to
you.

If
you
like
to
draw,
you
can
draw

       everything.

If
you
like
colors
more
than
specific
things,
create
a
wall
mural.

If
you

       don’t
feel
confident
that
you
can
draw,
use
some
of
the
cut‐outs
to
make
a
collage.


       Your
Star
Palace
should
reflect
who
you
are,
so
make
you
think
through
your

       choices.

Be
prepared
to
share
a
bit
about
your
Star
Palace
with
the
large
group.

   ‐   Have
slides
projected
on
screen
of
Venice,
gondolas,
movie
theaters,
screen

       shots
from
film
version
of
book.

   ‐   Play
music
while
students
are
working
–
opera,
Italian
folk
music
–
to
keep

       students
on
task,
minimize
loud
talking,
and
provide
inspiration



7.

Large‐group
Sharing
and
Discussion
         
     
     
       
      10
MINUTES

     ‐ Ask
three
or
four
students
to
share
their
collages
and
what
items
are
important

        to
them
in
their
Star
Palace.

     ‐ Leading
Questions
for
Large
Group:

            o What
are
some
things
you
learned
about
your
classmates
through
the

                items
in
their
Star
Palace?

            o Can
you
think
of
some
other
everyday
items
that
have
hidden
meanings?


                For
example,
sometimes
people
associate
the
kind
of
car
you
drive
with

                how
much
money
a
person
might
have.



            o So,
in
thinking
about
the
story,
how
might
Hornet’s
books
tell
us
more

                about
who
she
is?

            o Are
there
ways
in
which
the
objects
keep
with
us
tell
people
about
who

                we
think
we
are?



8.

Conclusion/wrap‐up
          
     
        
     
     
       
      5
MINUTES

            o Authors
often
use
inanimate
objects
in
their
stories
as
symbols
to
tell
you

                more
about
their
characters.



            o As
we
continue
through
The
Thief
Lord,
try
to
take
note
of
where
Funke

                uses
different
items
symbolically.



     ‐ Looking
ahead:

For
your
journal
entry
tomorrow
morning,
we
are
going
to
pick

        another
character
and
pair
a
symbolic
item
with
that
character.



     ‐ Homework:

As
you
read
the
next
chapter
tonight,
focus
on
Scipio’s
symbolic

        objects.





DOES
ANYONE
HAVE
ANY
QUESTIONS
ABOUT
SYMBOLISM?

WHO
CAN
TELL
ME
A

BASIC
DEFINITION?

ANY
QUESTIONS
ABOUT
THE
HOMEWORK?

GREAT
JOB
TODAY!
Name:

___________________________________________

Date:

_________________

Class
Period:

___________________


Check‐In:

Chapters
1‐3
of
The
Thief
Lord



Please
circle
the
letter
of
the
correct
answer
to
each
of
these
questions.





   1. What
city
is
the
setting
for
the
novel?

            a. Paris

            b. Chicago

            c. London

            d. Venice



   2. What
is
Victor’s
job?

            a. Doctor

            b. Detective

            c. Museum
guide

            d. Librarian



   3. How
are
Prosper
and
Bo
related?

            a. They
are
friends.

            b. They
are
brothers.

            c. They
are
cousins

            d. They
are
not
related
at
all.



   4. Who
is
Hornet?

            a. A
lady
that
owns
a
market
stand

            b. Prosper’s
cousin

            c. Bo’s
sister

            d. A
girl
who
lives
on
the
streets
with
the
Thief
Lord



   5. What
does
Prosper
hate
to
do,
but
sometimes
has
to
do
to
survive?

            a. Go
to
school.

            b. Drink
lots
of
water.

            c. Fight
with
adults.

            d. Steal
from
tourists.



   6. Where
is
Prosper’s
mother?

            a. She
is
dead.

            b. She
is
Mrs.
Hartlieb.

            c. She
is
on
vacation
in
Venice
with
Prosper.

            d. She
has
disappeared
and
abandoned
Prosper.



Name:

___________________________________________

Date:

_________________

Class
Period:

___________________

    7. How
did
Prosper
and
Bo
first
meet
the
Thief
Lord?

         a. They
ran
into
him
in
St.
Mark’s
Square.

         b. They
tried
to
steal
some
money
from
him.

         c. Hornet
found
them
in
the
streets
when
Bo
was
sick
and
brought
them
to

             the
Star
Palace.

         d. The
Thief
Lord
rescued
them
from
an
orphanage.



    8. What
is
the
Star
Palace?

         a. An
old
movie
theater

         b. The
Thief
Lord’s
hiding
place

         c. A
secret

         d. All
of
the
above



    9. What
is
Riccio’s
nickname?

         a. The
Rat

         b. The
Bear

         c. The
Hedgehog

         d. The
Gerbil



    10. What
is
Mosca’s
lucky
charm?

          a. A
sand
dollar

          b. A
rabbit’s
foot

          c. A
horse
shoe

          d. A
sea
horse



    11. How
does
Hornet
spend
her
free
time
in
the
Star
Palace?

          a. She
reads
books.

          b. She
knits
sweaters.

          c. She
writes
stories.

          d. She
solves
puzzles.



    12. What
kind
of
pets
does
Victor
have?

          a. Dogs

          b. Fish

          c. Turtles

          d. Rats



    13. Where
does
the
Thief
Lord
sleep?

          a. At
the
Star
Palace

          b. At
the
Rialto
Bridge

          c. At
an
abandoned
church

          d. Nobody
knows



Name:

___________________________________________

Date:

_________________

Class
Period:

___________________

   14. How
does
Victor
disguise
himself
for
his
job?

         a. With
a
police
officer’s
uniform

         b. With
a
black
trench
coat

         c. With
a
fake
mustache

         d. With
a
pair
of
sunglasses

             

   15. How
long
have
Prosper
and
Bo
been
living
in
Venice?

         a. 8
weeks

         b. 16
weeks

         c. 2
weeks

         d. 1
week



BONUS
QUESTION
(Worth
up
to
3
extra
points):



According
to
the
book,
what
are
some
characteristics
of
the
city
of
Venice?

Does
it

have
any
unique
buildings
or
statues?

How
do
people
get
around
in
the
city?

How

would
you
describe
Venice?



_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________







Venice
is
linked
to
Italy
by
a
small
causeway
of
land.

Venice
is
a
very
old
city.

It
has
a
golden
cathedral.

There
are
carvings
and
statues
all
over
the
city,
including
winged
lions,
angels,
and

dragons.

No
cars
are
allowed
in
Venice.

The
city
can
feel
like
a
maze.

There
are
lots
of
tourists
in
Venice.





Vocabulary
List
for
Spell‐Down
(Ch.
1‐3)



Lagoon
‐
a
shallow
sound,
channel,
or
pond
near
or
connected
with
a
larger
body
of

water



Gondola
‐
a
long
narrow
flat‐bottomed
boat
with
a
high
prow
and
stern
used
on
the

canals
of
Venice



Disguise
‐
to
furnish
with
a
false
appearance
or
an
assumed
identity



Cacti
(plural
of
cactus)
‐

any
of
a
family
(Cactaceae,
the
cactus
family)
of
plants
that

have
succulent
stems
and
branches
with
scales
or
spines
instead
of
leaves
and
are

found
especially
in
dry
areas
(as
deserts)



Sullen
‐
gloomily
or
resentfully
silent
or
repressed,
as
“a
sullen
crowd”



Lunatic
‐
wildly
foolish




Detective
‐
one
employed
or
engaged
in
detecting
lawbreakers
or
in
getting

information
that
is
not
usually
accessible



Camouflage
‐
hiding
by
means
of
disguise



Nimbly
(adverb
form
of
Nimble)
‐
quick
and
light
in
motion



Arcade
‐
a
long
arched
building
or
gallery



Suspicious
–
tending
to
arouse
uneasiness
or
uncertainty



Chandelier
–
a
branched
and
often
fancy
lighting
fixture
hanging
from
a
ceiling



Italian
Vocabulary
(worth
double
points
on
quizzes
and
writing
assignments
if
used

correctly)



Palazzo
‐
A
large
splendid
residence
or
public
building,
such
as
a
palace
or
museum.



Scusi
–
informal
way
of
saying
“Excuse
me”
or
“Pardon
me.”




				
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