Broken Chain CPSB by MikeJenny


									                                   Differentiated Instruction
                                   Technology Project Template

General/Contact Information:
Name:              Julie Ortego                                       Email:    

School:                S.J. Welsh Middle School                       Grade Level:        7th

Subject:               English Language Arts

Unit Title:            Fiction/Short Story                            Unit No.:           5         GLE(s)             4, 6, 8, 1,
                                                                                                    Assessed:          2a, 2c, 7, 9,
                                                                                                                       10, 12, 14,
Activity Title:        Analysis of character and conflict through “Broken Chain”                    Activity No.:

This lesson is         Content_____                               Process_____                      Product__X__
differentiated by:     which is what the student needs to learn   activities in which the student   culminating projects that ask the
                       or how the student will get access to      engages in order to make sense    student to rehearse, apply, and
                       the information                            of or master the content          extend what he or she has learned
                                                                                                    in a unit; and
DI Strategy used:                 Anchoring                                                         Literature Circles
type the letter a to              Concept Mapping                                                   RAFT
place a check                     Cubing                                                            Self-Directed Learning
mark in the box      X            Journal Prompts                                                   Tiered Products
Mini-Lesson Procedure:
Objectives:            The learner will…
(list all that         1. sequence events from both a sitcom episode and a work of fiction.
apply)                 2. define vocabulary terms.
                       3. write sentences using vocabulary words in context.
                       4. identify synonyms.
                       5. define, discuss, and identify internal and external conflicts in the story.
                       6. distinguish between internal conflict and external conflict.
                       7. define and identify the genre of the story.
                       8. explain the effects of appearance.
                       9. define, discuss, and identify dynamic and static characters in the story.
                       10. distinguish between dynamic and static characters.
                       11. summarize the story.
                       12. create a character web.

Day One:
   1. Students will copy a sequence chart from a transparency (See bottom of teacher’s manual.).
   2. Discuss The Wonder Years. “Has anyone ever seen the show?” Inquire about „Nik-@ Nite‟, the characters (Kevin, Paul, &
       Winnie), and the time Period (60‟s).
   3. Read p. 42 of text, the “Response” questions, to set the purpose for reading.
   4. From pp. 41-2, read the sitcom‟s episode script orally with students after choosing characters & a narrator.
   5. Use the sequence chart to discuss the events of the episode with students.
   6. Individually, have students answer questions 1 & 2 from “Respond.” Have students share answer for #2 (if they want to
       share). Teacher, share experiences of your own. Question: Did you ever have a nervous first day at a new school or in a
       new grade? What do you think about it now?
   7. View The Wonder Years VHS (pilot episode).
Day Two:
   1. Using the bottom of sequence chart transparency, pronounce & define vocabulary words orally.
   2. With a partner, have students complete the vocabulary worksheet.
   3. Using a transparency (Literary Elements), have students define conflict (internal & external). Discuss with students.
   4. View Literature Launchers video segment about author Gary Soto.
      *As students are watching, hand out charts (“Step by Step” story map) to be completed later as read story.
   5. From p. 43, read “Background” with students and set purpose for reading.
      *There‟s no need to read about Soto since students have just watched VHS about Soto.
    6.  Read story orally with students and have students complete story map as read.
      *Identify and discuss various literature elements (conflict, in particular) as read.
      *Identify story as fiction and a short story, and define terms as read.
   7. After reading pp. 44-48 orally, have students, in teams, read p. 49 and complete events 2 and 3 of chart. After about 10
        minutes, go over chart. Then, read the end of the story orally to the students and have them finish the chart.
   8. Assign questions on p. 53. Have students answer these in complete sentences.
   9. (DI) As students are working on questions, continue journal rotation. “Journals” have already been set up on 2
        computers in the classroom. Students rotate on a daily basis to computers in the back of the room and usually type
        one journal entry (relevant to lesson) per week. Each class has a folder on the desktop, and each student has a
        document in his/her class folder that serves as his/her journal. Topics are differentiated according to students’
        academic levels. For example, for this particular lesson, 3 journal topics were used. Lower level students were asked
        if they were concerned at all about their appearance and why. Middle level students were asked if they stereotyped
        people because of their appearance and why. Higher level students were asked how their appearance affects other
        people’s perception of them and if it is right or wrong and why.
Day Three:
   1. Review vocabulary words and definitions with synonym activity on p. 55 of textbook. Have students write a synonym for
        each vocabulary word.
   2. Have students finish and check questions on p. 53 (assigned yesterday).
   4. Using a transparency, define and discuss dynamic & static characters.
   5. Pose 2 constructed response questions on a transparency after reviewing the constructed response rubric. Have students
        answer the 1st question individually. Then, have students share answers with assigned partners and score. Then, show a “2”
        answer on a transparency. Discuss the answer with a score of “2” and what it takes to score a “2.” Then, have students
        rescore their answers and revise answers if necessary.
              Constructed Response Question #1: Characters can be either dynamic or static. Is Alfonso a dynamic or static
                 character? In your explanation, define dynamic and static character and cite evidence from the story.
   6. Then pose the 2nd question and have students answer with a constructed response.
              C.R. #2: Is Alfonso‟s internal conflict intensified or weakened as a result of meeting Sandra? Explain.
   7. Before collecting answers, have students exchange with their partners, score, and correct. Grade constructed responses using
   the constructed response rubric. Each answer is worth 2 points; 4 points = A, 3 = B, 2 = C, 1 = D, 0 = U.
   8. Assign and check reading WB pp. 10 and 11 (chronological order and sequencing events), and continue journal rotation.
Day Four:
   1. Review vocabulary words and definitions with synonym activity on p. 55 of textbook. Today, have students write sentences
        using the synonyms in context.
   2. In teams, have students complete the Selection Quick Check worksheet for review.
   3. Finish and turn in constructed response item answers and reading WB pp. 10 and 11 (assigned yesterday).
   *Pass out plot summary directions while they‟re working. They may also work on Vocabulary Power as finish.
   4. Review “Step-By-Step” story map from day 2 and go over plot summary directions on back of story map.
   5. Have students use story map to write plot summary. Also, continue journal rotation.
   6. From p. 55, have students complete subject-verb agreement exercise for review.
   *Test tomorrow!
Day Five:
   As students test, rotate teams to computer to create a character web. At computer, have teams choose a character from “Broken
   Chain.” Then, have them create a web (that may later be used to create a trade card or write an essay) that illustrates various
   aspects (such as his/her personality, appearance, etc.) of that character. Have a checklist for each student at computer. Before test
   and rotation, demonstrate by creating a web with students using Inspiration and displaying on television. Continue journal
   rotation. Students may also continue working on the Vocabulary Power assignment.

Teacher’s Technology Tools for Instruction:                        Student’s Technology Tools
                                                                   for Instruction:
This includes software that teachers will use to present           This includes software that students will use to
information to students in an effort to build a knowledge          create a final product.

Select all that applies to the teacher's use as an instructional   Select all that applies to the student's choice as a technology product
tool by typing the letter a to create a checkmark.                 by typing the letter a to create a checkmark.

   X         Microsoft Word                                                   Microsoft Word
             Microsoft PowerPoint                                             Microsoft PowerPoint
             Microsoft Excel                                                  Microsoft Excel
             Microsoft Access                                                 Microsoft Access
             Microsoft Publisher                                              Microsoft Publisher
             Windows Movie Maker                                          Windows Movie Maker
             Photo Story for Windows                                      Photo Story for Windows
     X       Inspiration/Kidspiration                               X     Inspiration/Kidspiration
             Unitedstreaming videos                                       United Streaming videos
             Handhelds                                                    Handhelds
             Inspiration/Kidspiration                                     Inspiration/ Kidspiration
             Other:                                                       Other:

Create a list of teacher's technology resources (websites)                Create a list of student's technology resources (websites)
below:                                                                    below:

1.                                                             1.
2.                                                             2.
3.                                                             3.
4.                                                             4.
5.                                                             5.
6.                                                             6.
Identify Type of Assessment Strategy Used in this Lesson:
Formal Assessment with Rubric:                                 Informal Assessment Types:
Select all that applies by typing the letter a to create a     Select all that applies by typing the letter a to create a checkmark.
    X         Constructed Response Items                                  KWL Chart (pre and/or post assessment)
              PowerPoint                                             X    Journal Writing
    X         Concept Mapping                                             Q & A Session
              Graphs (line, pie, circle, etc.)                            Checklists
              Other: (list below)                                         Other: (list below)
                                                                              observation
Attach Reproducible Materials: Handouts, Rubrics, Checklists
1.            Sequence Chart (transparency)                    7.         Constructed Response Rubric
2.            Vocabulary Worksheet                             8.         Glencoe Selection Quick Check worksheet
3.            Mailbox “Step by Step” story map                 9.         Glencoe Reading WB pp. 10-11

4.           Plot summary directions                           9.         Glencoe Test
5.           Glencoe Literary Elements transparency #6         10.        Character Web Checklist
6.           Dynamic and Static Characters transparency

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