mollympetersen.files.wordpress.com€¦ · Web viewLesson 1 (100 minutes): ... See detailed teacher instructions in Appendix I. Each student receives note card with emotion on one

Molly PetersenEDU 6361

Reaching Out, Pushing AwayLesson Plans for Six-Week Unit

Second 3-weeks of plans begin on page 8

Note: These lessons will be taught at a school with a modified block schedule; each week consists of two 100-minute classes and one 50-minute class. To support student needs, minimal homework, if any, is assigned.

Central Focus of Unit: What makes a personal narrative compelling?

WEEK 1

Lesson 1 (100 minutes): Gateway/Pre-Assessment 1

Learning Target: I can analyze the number of sensory details used in my own writing, and rate my understanding of sensory details.

3 min. Attendance and housekeeping. Students write learning target in journal

5 min. Briefly introduce new unit: overall unit goals, learning strategies, and culminating texts.

45 min. Pre-Assessment 1 Define personal narrative as a class Prompt: Write a short (one page) personal narrative telling the reader about a time

someone broke your trust. (For example: a time someone broke a promise, or did something out of character. Could also be a time when you broke someone’s trust.)

Scaffold writing:o Students brainstorm for 10 minutes based on prompto Students outline for 10 minuteso Students write for 20 minutes

40 min. Gateway Activity: Describing Emotions (Grossman & Compton, n.d) Note: See detailed teacher instructions in Appendix I.

Each student receives note card with emotion on one side and group number on the other.

Students free write associations between the emotion and prompt words on handout

Students divide into groups according to group numbers Each student reads free-write words and the other students guess the emotion.

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If group guesses correctly, then student must ask the group which words helped them guess and circle those words on their handout.

Whole-class discussion on details and what enabled others to guess emotions.

7 min. Students self-assess the number or sensory details they used in their personal narratives, write that number at the top of the page, self-asses ability to use sensory details, and hand in writing assignment.

Lesson 2 (100 minutes): Pre-Assessment 2

Learning Target: I can rate my ability to determine a theme and identify what steps I need to take to improve this ability.

3 min. Attendance and housekeeping. Students write learning target in journal.

2 min. Introduce how learning target relates to overall unit.

60 min. Pre-Assessment 2: Identifying a theme Instructions to students: Read Saint-Exupery excerpt (chapter 11) and write a two

or three paragraph essay identifying a theme in the text. Support your position with details from the text.

(Students who finish early can draw a picture inspired by the text or work on a discussion question: What does the fox represent?)

1 min. Students turn in essays

4 min. Pair-Share with partner what they wrote about

20 min. Whole class discussion of themes. Whole class discussion of what the fox represents

5 min. Tell students what we will work on to improve our ability to identify themes during this unit (understanding word choice, use of details, use journals and discussions)

5 min. Students fill-out self-assessment in journals: rate your ability to identify a theme. Write down personal goals for improving this ability (e.g. student could write “come prepared with journal notes for class discussions”)

Lesson 3 (50 minutes): Intro to Salinger with For Esm é, with Love and Squalor

Learning Target: I can make a predication based on 2 pieces of evidence from the text.

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5 min. Teach note-taking strategies: circling unknown words, question marks when confused, star for interesting point possibly related to foreshadowing

30 min. Read out loud (teacher and volunteers): For Esmé, with Love and Squalor (first half).

Teacher models notations of first paragraph using doc camera. Pause again after two minutes to double check what notes students are making. Pause after 15 minutes to discuss things that are clear and unclear (stars and

question marks)

4 min. Discuss with partner two things that were confusing and two star items

3 min. Teacher clarifies questions from class.

5 min. Students write down a prediction of what will happen next, based on two details from the text.

WEEK 2

Lesson 4 (100 minutes): Salinger Biography and Finish For Esm é

Learning Target: I can identify similarities between Salinger’s life and the characters in For Esmé using 2 details from his life and 2 details from the text.


5 min. Review: students share out their predictions from last week about For Esmé, with Love and Squalor.

40 min. Salinger biography lesson Students write 3 adjectives or personal emotions in response to 6 words: family,

society, war, school, goals, and first love PowerPoint for pictures with teacher “story-telling” lecture (stories from Salinger’s

life. After each area of Salinger’s life is discussed, class will create a list on board of

adjectives or emotions that Salinger would have written for the word. End of lesson, students will complete two sentence starters: “I am like JD Salinger

because…” and “I am unlike JD Salinger because...”

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5 min. Students evaluate their predictions of what will happen in For Esmé. They will write why details from Salinger’s biography confirmed or did not confirm their predictions.

25 min. Read out loud second half of For Esmé.

10 min. Discussion: Predictions came true or not. Is this a story with or without hope? How does this story echo Salinger’s personal life?

12 min. Write in journal how For Esmé is similar to Salinger’s life using two details from his life and two details from the text.

Lesson 5 (100 minutes): Intro Reading Log and Dictionary in the Rye

Learning Target: I will demonstrate how to use double column reading log by labeling my journal and writing two entries.


10 min. Checkout book: The Cather in the Rye (CR)

60 min. Introduce double-column reading log (Smagorinsky, 2008). Hand out student instructions and rubric Teacher models under doc cam while reading the first 3 pages of CR out loud. Students label journals Students work independently reading next 3 pages (finishing chapter 1) and writing

two entries Students pair-share Whole-class review and check.

20 min. Introduce Dictionary in the Rye Hand out student instructions and rubric Model strategy #1 (context clues) using word “dough” from first chapter Students volunteer other words to model context clues. Assign group due dates

7 min. Silent Read. HW: finish reading log #1 notes and chapter 2

Lesson 6 (50 minutes) First Discussion

Learning Target: I can contribute to a discussion by sharing a question about the text.

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10 min. 5 people present Dictionary in the Rye words and strategies

12 min. Introduce Discussions Hand out student instructions and rubric Assign permanent groups Collaboratively decide on appropriate behavior Teacher models discussion with three students

15 min. Discussion #1 Students get into groups and discuss. Teacher circulates, intervenes and helps as necessary.

5 min. Students create graph for self-assessment and record participation in discussion.

HW: Reading log #2 and finish chapter 4

WEEK 3

Lesson 7 (100 minutes) Introduce Place-based Journal

Learning Target: I can extend a discussion by posing an additional question to another group member.



20 min. Introduce dictionary strategies #2 (using word parts) and #3 (using online dictionary):

Model strategy with passage from CR Hand out practice worksheet for identifying and using word parts Work in pairs Review as whole class

10 min. Place-Based Journal introduced Hand out student instructions and rubric Note due date for Journal #1 next week Provide a few minutes for questions and brain-storming

15 min. Before discussion

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Review behavior expectations and guidelines (refer to student instructions) Provide scaffolding for extending the discussion through questions:

o Hand out sentence starters for questioningo Model an example

15 min. Discussion #2

10 min. Whole class discussion based on group discussions Focus on clarifying plot elements and characters

2 min. Students record self-assessment of participation in discussion on graph

15 min. Silent Read. HW: Reading log #3 and finish Chapter 7.

Lesson 8 (100 minutes) Discussion Theme of Truth

Learning Target: I can extend a discussion by adding one detail from the text.



20 min. Introduce dictionary strategy #4 (word substitution) Model technique with passage from CR Hand out practice worksheet for identifying and using word substitution Work in pairs Review as whole class

10 min. Before discussion Review behavior expectations and guidelines (refer to student instructions) Provide scaffolding for extending the discussion by adding details:

o Hand out sentence starters for adding detailso Model an example

20 min. Discussion #3

15 min. Whole class discussion based on group discussions Focus on theme of truth (phony)

2 min. Students record self-assessment of participation in discussion on graph

20 min. Read aloud, teacher and student volunteers, with breaks for reading logs

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HW: Reading log #4 and finish Chapter 10.

Lesson 9 (50 minutes) Discussion Theme of Isolation

Learning Target: I can identify the theme of isolation using one detail from the text



5 min. Before discussion Review behavior expectations and guidelines (refer to student instructions) Review how to extend discussion (refer to sentence starter hand outs)

20 min. Discussion #4 Include 5-minute discussion on prompt: What details in the text cause the reader to

feel that Holden is isolated from society?

10 min. Whole class discussion based on group discussions Focus on theme of isolation

2 min. Time for questions about HW: Place-based journal #1.

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-Second Three Weeks of Lesson Plans-Note: These lessons do not follow the plan of the previous three weeks. They are now aligned to what I am actually doing in my internship class. My internship class is doing some of the elements of the previous plan, such as the Dictionary in the Rye and the discussion groups. However, their end product will be an analytical essay based on one of the following prompts:

1. How does J.D. Salinger portray both innocence and loss of innocence through Holden?2. How does J.D. Salinger use symbolism to illustrate the themes of the book?

WEEK 4

Lesson 10 (100 minutes) Finding Motifs and *****Permeable Textual Discussion*****

Learning Target: I will be able to describe one specific example of a theme, a motif, and a symbol in The Catcher in the Rye and I will be able to compare and contrast my own experience with one of Holden Caulfield’s experiences.

3 min. Attendance and housekeeping. Students write learning target in journal. Students discuss warm-up with shoulder partner.

50 min. Permeable Textual DiscussionPlease see the lesson uploaded to my blog at:https://mollympetersen.wordpress.com/2016/03/12/edu-6361-permeable-textual-discussion/

12 min. Prep for Vocabulary Quiz on Friday. Teacher passes out slips of paper. Each student writes their own vocabulary word in a sentence on the slip of paper.

These will become the fill-in the blank questions for the quiz. Teacher models study guide for vocabulary: three columns on a piece of paper. First

column: vocab word. Second Column: Synonym. Third Column: Leave blank and fold over synonyms to study.

35 min. Motifs direct instruction, using worksheet. Graphic organizer with definitions for theme, motif, and symbol Fill-in the blank examples from Catcher in the Rye Student individual practice opportunity End of class: Teacher writes list from class up on the board of examples of themes,

motifs, and symbols.

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HW: Reading from The Catcher in the Rye.

Lesson 11 (100 minutes) *****Grammar Lesson******

Learning Target: I will be able to identify correct use of a semicolon and I will be able to revise a passage of writing to include two correct uses of a semicolon.


5 min. Warm-up Question: Think of a time you agreed to do something without thinking about it, and later regretted it.Teacher-led discussion.

Teacher asks for examples from students for response to warm-up question. Teacher provides personal example.

Teacher reads passage from p.91 about the Holden’s impetuous decision to hire a prostitute

Teacher begins discussion with the questions: Can you empathize with Holden’s situation?


5 min. Vocabulary study time. Students take out vocab study guides and review independently.


20 min. Discussion #6 questions for the groups: What do you identify with in this book? Do you think Holden was really screaming at Sally (p.132)? Why or why not?

What does this indicate about Holden? On p.149 Holden tells Luce, “I’m lonesome as hell.” Is this a breakthrough for

Holden? Why or why not?

10 min. Whole class discussion based on group discussions Students self-evaluate their current progress toward self-discussion goals.

50 min. Grammar lesson on semicolons. Please see the lesson uploaded to my blog at: https://mollympetersen.wordpress.com/2016/03/06/edu-6361-grammar-lesson-on-semicolons/

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https://mollympetersen.wordpress.com/2016/03/06/edu-6361-grammar-lesson-on-semicolons/

https://mollympetersen.wordpress.com/2016/03/06/edu-6361-grammar-lesson-on-semicolons/


Lesson 12 (25 minutes – early release) Vocabulary Quiz

Learning Target: I will be able to demonstrate my knowledge of vocabulary from The Catcher in the Rye.


5 min. Warm-up Question: What is Phoebe’s role in the Catcher in the Rye? Why is her character important?Teacher-led discussion.


Teacher begins discussion with the questions: Do you have any siblings? Can you relate to Holden’s experience?

2 min. Teacher describes feedback that is being handed out to individual students for their current progress on discussions. Teacher clarifies steps for general improvement.

15 min. Vocabulary quiz.


WEEK 5

Lesson 13 (100 minutes) Unreliable Narrator

Learning Target: I will be able to evaluate whether Holden is an unreliable narrator or not.


5 min. Warm-up Question: Is there a place you avoid because of an experience you had there?Teacher-led discussion.


Teacher summarizes Holden’s experience at Elkton Hills.

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Teacher begins discussion with the questions: Can you empathize with Holden’s situation?



20 min. Discussion #7 questions for the groups: What evidence can you find for the theme of loss of innocence in these chapters? Was Mr. Antolini’s action an act of betrayal, or was Holden misinterpreting the

event? Formulate two more questions as a group and provide answers.

10 min. Whole class discussion based on group discussions Focus on loss of innocence.

50 min. Read and annotate Louise Gluck: The Untrustworthy Speaker Teacher reads poem aloud once. Teacher models second read through on doc cam annotations and think-aloud for

understanding the poem. Teacher introduces term the unreliable narrator Students work together to find examples the unreliable narrator in The Catcher in

the Rye. Students individually evaluate whether Holden is or is not an unreliable narrator.

HW: Complete Reading from The Catcher in the Rye.

Lesson 14 (100 minutes) Final Discussion and Thesis Statements

Learning Target: I will be able to draft a thesis statement.


5 min. Warm-up Question: What do you do when you are suffering? Where do you go? Who do you talk to?Teacher-led discussion.


Teacher asks students to comment on the end of the book, the fact that Holden ends up in a clinic.

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Teacher begins discussion with the questions: Is this is story of hope? Will Holden get better?


12 min. Prep for Vocabulary Quiz on Monday. Teacher passes out slips of paper. Each student writes their own vocabulary word in a sentence on the slip of paper.

These will become the fill-in the blank questions for the quiz. Teacher models study guide for vocabulary: three columns on a piece of paper. First

column: vocab word. Second Column: Synonym. Third Column: Leave blank and fold over synonyms to study.


20 min. Discussion #8 questions for the groups: What are your feelings after reading this book? What is the main theme of the book? Provide specific evidence. Formulate two questions and provide answers.

10 min. Whole class discussion based on group discussions Focus on themes of the book Students complete final self-evaluation of learning progress on discussion

participation.

43 min. Thesis Statements for Final Essays Teacher provides assignment details and second copy of rubric for final essay. Define thesis statements Teacher models think-aloud as she reads through a model essay Students read through additional model essays. Students brainstorm in groups about the two essay prompts Students brainstorm on their own a thesis statement. Students turn in statements to receive feedback from teacher on thesis statements.

Lesson 15 (50 minutes) Outlining Final Essay

Learning Target: I will be able to outline an analytical essay.


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5 min. Warm-up Question: What is included in an outline? Teacher asks for examples. Class brainstorms and puts answers on board.

42 min. Outlining Essays Teacher provides (department specific) model outline for an analytical essay. Teacher models think aloud as she reads through a model outline. Teacher models a think aloud, eliciting class participation with questions, of an

outline on the theme of the unreliable narrator for The Catcher in the Rye. Students work in pairs on their outlines. Students share outline for peer feedback with a different partner at the end of class.

HW: Begin writing essay. Study Vocab.

WEEK 6

Lesson 16 (100 minutes) Essay Work-Day

Learning Target: I will be able to write a rough draft of an analytical essay using my outline.


5 min. Warm-up Question: How do you incorporate specific evidence into your writing? Teacher initiates discussion Class brainstorms and teacher writes on whiteboard. Teacher provides an example and asks for other examples from students.

10 min. Vocabulary Quiz.

5 min. Mini-lesson on flow of a paragraph (topic sentence, evidence, and commentary) Teacher provides example and think aloud. Teacher provides time for questions.

75 min. Student work time for writing essays. Teacher holds mini-conferences with students. Starting with those who need

additional assistance.

2 min. Students complete survey indicating what part of the essay rubric they feel most confident with when editing their own paper and what part they need the most help with.

HW: Bring printed copy for peer edit on Wednesday.

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Lesson 17 (100 minutes) Peer Edit

Learning Target: I will be able to provide feedback on another student’s essay.


5 min. Warm-up Question: What does constructive criticism look like? Teacher initiates discussion Class brainstorms and teacher writes on whiteboard. Teacher provides an example and asks for other examples from students. This is the expectation for all feedback provided during the peer edit.

60 min. Peer Edits Students are divided into “expert editor” groups according to their strengths

indicated on the survey last class. Each paper is circulated through the five groups. It is read five times, once for each

category on the rubric by an expert for that category. 10 minutes is provided for each read-through.

32 min. Student work-time for revisions Students have the opportunity to discuss quietly with other editors about any of the

comments written on their papers. Teacher has mini-conferences with students who need additional help.

HW: Final essay due on Friday.

Lesson 18 (50 minutes) Summary Activity

Learning Target: I will be able to reflect on my learning.


5 min. Warm-up Question: Would you recommend The Catcher in the Rye for others to read?

Teacher initiates discussion Teacher provides an example and asks for other examples from students.

2 min. Students turn in essays.

10 min. Discussion sharing discoveries that occurred while writing the essays.

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10 min. Students answer reflection prompts related to: Learning progress in ability to contribute to discussions Learning progress in ability to identify themes and support them with specific

evidence. Learning progress in ability to identify next steps for future growth.

20 min. Preview activity for next unit. This will be used as an informal pre-assessment

END OF UNIT

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References

Grossman, & Compton (n.d.). Sample Gateway Activity for Personal Narrative Using Sensory Details to Evoke Emotion [PDF]. Retrieved from: http://insideteaching.org/quest/collections/sites/grossman_pam/site/gateway_activity_sensory.pdf

Smagorinsky, P. (2008). Teaching English by design: how to create and carry out instructional units. Portsmouth, NH: Heinemann.

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http://insideteaching.org/quest/collections/sites/grossman_pam/site/gateway_activity_sensory.pdf

http://insideteaching.org/quest/collections/sites/grossman_pam/site/gateway_activity_sensory.pdf

Appendix IGateway Activity

Detailed Lesson Plan Notes for 30-min Class Presentation

Set-up before starting video: Notecards and handout already on desk. (Rage, boredom, grief, peaceful, fear) PowerPoint: Learning Target: I can analyze the number of sensory details used in my

own writing.

-START VIDEO-

Instructions: Don’t worry about your index card yet, but keep it secret and don’t show it to

anyone. We are going to do an activity that starts with a free-write about sensory details. Let’s remind ourselves about our learning target from the beginning of the day, can I

have someone read that? PowerPoint Slide 1

Define Academic Language: Sensory Details I want to be sure that everyone has prior knowledge of the meaning of the academic

term “sensory details.” Looking at your handout which of the words seem like they would be associated

with this academic term: sensory details. Underline those words. Ask: Who would like to share some of those words? Ask: Why associated? Ask for examples, and non examples Summarize: Great, so sensory details simply mean a detail related to one of our five

senses.

Instructions about Free-Associations Everyone has an emotion on your index card – Don’t look at them yet!! You are going to do a free-association writing about your emotion on your handout.

Write whatever words come to mind thinking about your emotion and the category. Model: with emotion “Love” PowerPoint Slide 2 Ok, you will have only about 3 minutes to write your associations. There is no right

or wrong answer, just write the first things that comes to mind. If you make it through the whole list you can start again and write a second word for each.

Everyone flip over your index card – but keep it a secret!!

3 min. Time for free-association

Instructions for group activity You are going to get into a group according to the number on your card (should be

about 5 people in a group) All ones get together in this corner etc. In your group take turns reading your associations. When you are done reading see

if your group can guess your emotions. Read PowerPoint slide 3.

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Move into your groups and start the activity. I will come around and listen-in!

Group performing activity:

To Camera: So at this point we are assuming all students have had a chance to complete the activity.

Move to sit by emotion. o In your group briefly discuss these things PowerPoint Slide 4o Can I have all Rage, boredom, grief, peaceful, fear sit here, here and here.

Whole class discussion how this worked:

o With rage: how many people had their emotion guessed? Raise your hands.

o What categories helped them guess?

o Repeat with other groups.

o Are we finding that the sensory details (the categories you underlined) were

more helpful than the other categories?

o People with the same emotion, did you use some of the same associations?

For example, peacefulness – what color did you associate?

o What causes the similarities or the differences? How much is shared culture

an influence here?

Let me give you an example: What color do we usually associate with

mourning in the US? Black. In China the color is White. If an author

used this sensory detail not knowing the reader, or if the reader didn’t

know the author this could have an unintended affect.

Or if I say, “I went to the store at dinner-time” does that mean

something different for each of us?

What is an example you can think of from your life? Shared

experience or unique experience?

Is anything universal?

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Summarize: This activity is meant to give you a framework for the use of details in personal narratives. We are going to analyzing them, talking about them, and using them for the next six weeks. Hopefully this provided you with an idea of their power.

Ok, let’s analyze how we used sensory details in our personal narratives. Take out your narrative and underline anytime you used a sensory detail. Write that number on the top of the page.

5 minutes to perform that task

PowerPoint Slide 5 One of our goals this unit is to analyze sensory details in the Catcher in the Rye and

other texts, and use them in our own narrative writing. Can you make a symbol next to the number at the top of the page representing your

current level of comfort with sensory details

Hand: I totally understand sensory details, I used lots of them in my narrative and I have no problem finding them in other writingEye: I know what sensory details are, but I probably didn’t use enough in my narrative, and I think that I can find them in other writingEar: I think I know what sensory details are, but I definitely didn’t use enough in my narrative, I would like help looking for them in other writingLips: Before today, I didn’t know what sensory details were, I didn’t use them in my writing, and I will need to learn how to find them in other writing.

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Free Association

Color

Smell

Taste

Sound

Object

Animal

Food

Beverage

Feel if touched

Place or Setting

Weather

Car

Music

Age

Free Association

Color

Smell

Taste

Sound

Object

Animal

Food

Beverage

Feel if touched

Place or Setting

Weather

Car

Music

Age

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Documents

mollympetersen.files.wordpress.com€¦ · Web viewLesson 1 (100 minutes): ... See detailed teacher instructions in Appendix I. Each student receives note card with emotion on one