Content area: English
Subject matter: Literature analysis—short stories: reading and writing
Time period: 1.5 class session (2 hour blocks), 2.5 hours
Student and Class Info
Background knowledge: All students have had an introduction to short stories in middle school, but many of the elements need to be refreshed and then built on.
English language learners: Kevin, L1 Spanish; Junior, L1 Spanish; Antonio, L1 Spanish
Readiness level: intermediate
Learning profile: students do not enjoy handwritten assignments, they need assistance with spelling, they don’t enjoy reading, they assessed themselves as reading below grade-level and need help with comprehension, they seldom pass English and therefore don’t like the subject. They are visual learners who like the shared work/group concept.
Interests: skateboarding, video games, football, soccer, and hanging out with friends.
Special education: Kaya, L1 English; Morgan, L1 English; and Mitchell, L1 English
Readiness level: intermediate
Learning profile: attention deficits, easily distracted, need help focusing, help with/copy of notes upon request, individual test taking, using a computer instead of handwriting. Kinesthetic and visual learners who like graphics to help them process the information. Mostly like English and reading. They like working in groups for shared workload and social aspects.
Interests: Music, football, surfing, soccer, and technology.
Regular education: Remaining students
Readiness level: intermediate
Learning profile: some love reading and writing while others struggle or don’t like it. They like working in groups for shared workload and social aspects. Multimodal (kinesthetic and visual) learners.
Interests: Music, softball, going to the beach, hanging out with friends, volleyball, soccer, and football
Rationale
Enduring
understanding:
fiction and nonfiction works are connected to themes and issues from personal
(character and point of view) and historical perspectives (influenced by other
people and points of view). For every word, paragraph, and story there is a
context. For every person there is a point of view that is valid.
Essential
questions:
Into
1.
What
do you know about JFK’s life and assassination?
2.
What
do you know about the civil rights movement?
3.
How
is equality represented in America?
4.When you
apply for a job, many companies list on their job postings that they are Equal
Opportunity Employers. What do you think that the U.S. Equal Employment
Opportunity Commission (EEOC) http://www.eeoc.gov/ protects employees against?
Beyond
5.
Have
race issues changed from the 1960s to 2012?
6.
Does
America still face racial issues?
Reason for
instructional strategies and student activities: The instructional strategies are cognitive
(vocabulary, reading, and technical English understanding), while the student
activities are affective (emotions and feelings - empathy, appreciation) and
psychomotor (stand and deliver).
Learning standards
Common
Core Standards:
CCSS.ELA-Literacy.RL.9-10.3 Analyze
how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance
the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.10 By the
end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
CCSS.ELA-Literacy.W.9-10.3a Engage
and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
ELD
Standard:
3.4
Determine characters’ traits by what the characters say about themselves in
narration, dialog, dramatic monologue, and soliloquy.
Learning Goals and Objectives
Learning
goals: After
analyzing character and POV—the last two elements in our Short Story Unit—from American History, students will be able
to identify all elements of a short story of their choice in the next unit and
use the vocabulary in context.
Lesson
objective: After
reading and analyzing American History,
students will be able to take a section of the short story from one character’s
perspective and rewrite that section from another characters point of view.
Assessment
Formative/progress monitoring
Formative/progress monitoring
1.
Students
use vocabulary and technical language in context after defining meaning and
connecting to prior knowledge.
2.
Students
respond to and debate over essential questions
3.
Students
read aloud and read along American
History
4.
Students
choose a section of the text to rewrite from another character’s point of view.
Lesson Differentiation
Content, process, and product (based on readiness, profile, and
interest)
1.
Students
use a dictionary (readiness, EL and special needs) for help with vocabulary and
technical language
2.
Think,
Pair, Share (process, EL and special needs) for group discussion when students
respond to and debate over essential questions
3.
Oral
and visual supports (profile, EL and special needs) when students read aloud
and read along American History, as
well as use graphic organizers
4.
Video
clips to provide content, context, differentiation, and interest
5.
Students
choose (interest, EL and special needs) a section of the text to rewrite from
another character’s point of view.
Materials
1.
Vocabulary
graphic organizer
2.
American History short story text
3.
Stickies
and highlighters
4.
Dry
erase markers and eraser for cluster diagram and notes
5.
Document
camera (or presentation) and projector
6.
Computer
with internet to play two video clips from the History channel website
Instructional Strategies and Student
Activities
Into part 1 (content,
process, and product)
1.
Teacher asks the students to get out their
homework from the last class [file: American
History Vocabulary 2 graphic organizer].
Time: 1 minute
Time: 1 minute
2.
Teacher uses index cards to randomly call on
a student and asks them to stand at their seat and list their familiarity with
the word and dictionary definition [process
and product]. Walk around to monitor student progress and assess students
homework. Note but allow students with incorrect or incomplete assignments to
complete the homework in class [differentiation
EL and special needs]
Time: 1 minute
Time: 1 minute
3.
Student stands and lists familiarity with the
word and dictionary definition, then calls on a student of the opposite sex to
go next until all definitions are read [process].
Time: 17 minutes
Time: 17 minutes
4.
Teacher uses index cards to randomly call on
a student and asks them to read their sentence using the vocabulary word and
showing its meaning [process and product].
5.
Student stands and reads their sentence using
the vocabulary word and meaning then calls on another student of the opposite
sex until five students have read [process
and product].
Time: 5 minutes
6.
Teacher asks for volunteers to share their
creative paragraph using seven vocabulary words, and chooses three students [process].
Time: 1 minute
7.
Student stands and reads their creative writing
using seven vocabulary words [process
and product].
Time: 10 minutes
Total time: 35 minutes
Into part 2 (process, differentiation, previous
knowledge, scaffolding, adding to knowledge, connection to self and world)
1.
Teacher asks essential questions and writes
answers using cluster diagram on white board.
a.
What
do you know about JFK and his assassination?
i. November 22, 1963. President Kennedy
arrived in Dallas, Texas, during the election campaign. Kennedy and his wife Jacqueline
Onassis Kennedy sat at the back of the convertible presidential limousine. The limousine
entered the Dealey Plaza, in Dallas and turned right at the Texas School Book
Depository building. It was thirty minutes past noon. The President waves to
the crowd and is fatally shot in the head. He died at the hospital. The shooter
was Lee Harvey Oswald; worked at the depository, ex-marine. Three days later,
during his transfer to a police van, nightclub owner Jack Ruby shot and killed
him.
b.
What
do you know about the civil rights movement?
i. Prominent
figures of the African-American Civil Rights Movement. Clockwise from top left:
W. E. B. Du Bois, Malcolm X, Rosa
Parks, Martin Luther King, Jr.
ii. Noted
legislative achievements during this phase of the Civil Rights Movement were
passage of Civil Rights Act of 1964,[1] that banned discrimination based on "race, color,
religion, or national origin" in employment practices and public
accommodations; the Voting Rights Act of 1965, that restored
and protected voting rights; the Immigration and
Nationality Services Act of 1965, that dramatically opened entry to the
U.S. to immigrants other than traditional European groups; and the Fair Housing Act of 1968, that banned
discrimination in the sale or rental of housing. African Americans re-entered
politics in the South, and across the country young people were inspired to
action. Civil rights The turbulent end of
state-sanctioned racial discrimination was one of the most pressing domestic
issues of the 1960s. The Supreme Court of the United States had
ruled in 1954 in Brown v. Board of Education that racial segregation. Kennedy verbally
supported racial integration and civil
rights. President Kennedy's Civil Rights Address, June 11, 1963,
Kennedy with leaders of the March on Washington, August 28,
1963.
c.
How
is equality represented in America?
i. "Life, liberty and the pursuit of
happiness"
1.
U.S.
Declaration of Independence
ii. Equality
before the law.
1.
Article 7 of the Universal Declaration of Human Rights [created
in 1948 as a direct result of WWII by the United Nations] states that "All
are equal before the law and are entitled without any discrimination to equal
protection of the law.”
iii. Who might
equality to be the most important?
1.
Minorities and the poor
iv. “The law
and the judges must treat everybody by the same laws regardless of what?
d.
When you apply for a job, many companies list on their
job postings that they are Equal Opportunity Employers. What do you think that
the U.S. Equal Employment Opportunity Commission (EEOC) http://www.eeoc.gov/ protects employees
(like you) against?
i. Discrimination
by Age, Disability, Equal Compensation, Genetic Information, National Origin,
Pregnancy, Race/Color, Religion, Retaliation, Sex, Sexual Harassment
1.
Extension: if there is time, visit Craigslist or Careerbuilder
online and choose a job requisition based on students’ career goals to see if
the job requisition shows EEOC type language.
Time: 10 minutes
2.
Students respond with answers to the
essential questions and have an informal discussion and sharing of knowledge
and ideas.
Time: [same as above]
Time: [same as above]
3.
Teacher facilitates conversation, asks for volunteers, calls on
all students equitably, uses seating chart to tally and track who’s been called
on. Ask probing questions and use responses that invite additional responses:
“What else?” “That is interesting.” “Anyone agree/disagree?”
“Who can add to that?” adds information to clarify ideas and cover all aspects
of the historical context.
Time: 10 minutes
Total time: 20 minutes
Into part 3
(process, content, differentiation, scaffolding, adding context and knowledge)
(process, content, differentiation, scaffolding, adding context and knowledge)
1.
Teacher shows JFK life and assassination
video http://www.history.com/videos/jfk-assassion-conspiracy-theories#newsreel-report-on-jfk-assassination [content]
Time:
2:18 minutes
2.
Teacher discusses character and pov [check for understanding]
Time: 1 minute
3.
Teacher shows conspiracy video [content]
http://www.history.com/videos/jfk-assassion-conspiracy-theories#jfk-assassion-conspiracy-theories
Time: 3:57 minutes
http://www.history.com/videos/jfk-assassion-conspiracy-theories#jfk-assassion-conspiracy-theories
Time: 3:57 minutes
4.
Teacher discusses character and pov and asks
if anyone has any questions [check for
understanding]
Time: 1 minute
Total time: 8 minutes,
15 seconds
Through (process, differentiation, content)
1.
Teacher
passes out copies of
the short story American History [file: American History short story text.doc]. Teacher passes out
stickies and highlighters and models
using stickies and highlighters to mark point of view, short story and
vocabulary or inferences to themes.
Time: 10 minutes
2.
Students
collect materials and
follow teacher’s model on their copy choosing the strategy and materials that
work best for them [process and
differentiation].
Time: [same as above]
Teacher chooses a student who has not yet
shared or spoken to begin reading the next page [content and process].
Time: 5 minutes
Time: 5 minutes
3.
Students
read and use popcorn strategy
to choose another student of the opposite sex to read a page, selecting
students who haven’t contributed yet that day [content].
Time: 50 minutes
4.
Teacher
checks for
understanding and monitors use of stickies or highlighters to mark text for
pov, character, vocab, and themes.
Total time: 60 minutes
Beyond (product, differentiation: autonomy,
choice, written, visual/creative, verbal, kinesthetic, and oral components)
1.
Teacher asks and writes using document camera
the final essential questions and tells student to think, pair, and share their
ideas for one or all of the questions below.
a.
Are
there issues of racism in this story?
i. If yes, from whose POV? Which
characters?
ii. If not, why?
b.
If
Kennedy represented the promise of equality, what does his death and Elena’s
story have in common?
c.
Have
race issues changed from the 1960s to 2012?
d.
Does
America still face racial issues?
i. If yes, what racial issues does
America face today? How are they the same or similar to those in the 1960s?
ii. If not, why not. How have racial
issues improved today?
e.
Do
you feel you have ever been discriminated against? If yes, how so?
Time:
5 minutes
2.
Students think and write their responses, pair
with the person next to them, and share ideas.
Time: 5 minutes
3.
Teacher
asks for volunteers
and has a group discussion, calling on students as needed to cover all topics.
Time: 10 minutes
4.
Teacher asks students to get out their
journals and write down the homework due at the next class session. (If there
is time, allow students to brainstorm and beginning writing assignment). Write
the following on the document camera.
a.
Choose
three paragraphs or more from American
History
b.
Choose
two characters (other than Elena) from American
History
c.
Rewrite
those paragraphs twice, once from the first character’s perspective you picked,
then again from the second character’s perspective you picked.
i. Product
1.
Turn
in a written version of the two different perspectives
2.
Act
out or use puppets representing the written version. Work with students who
play the characters (one written version turned in for the individual or group)
3.
Draw
a storyboard of the two different points of view
4.
Draw
a cartoon strip of the two different points of view
Time:
5 minutes
Total time: 25 minutes
Name:
__________________________________________________________________________________________ Date:
____________________
Period: __________
“American History” Vocabulary
Directions: For each word, make a check mark in ONE of the next
three boxes, indicating your familiarity with the word. Then look up the work in the dictionary and
write down the definition (choose the literary definition if that option or
context is given).
Finally, choose between a. writing a complete sentence that uses the word and shows an example of the meaning of the word, or, b. write a creative story of any length using at least seven (7) of the words in the most funny, ridiculous, or outlandish (but grammatically correct) way possible.
Finally, choose between a. writing a complete sentence that uses the word and shows an example of the meaning of the word, or, b. write a creative story of any length using at least seven (7) of the words in the most funny, ridiculous, or outlandish (but grammatically correct) way possible.
|
Word
|
Never heard/
seen it
|
Heard it/ seen it, but can’t define it
|
I can define it
|
Dictionary definition for literature
(write definition, even if you can define it.
Include source if you copy & paste from online)
|
a. Write a complete sentence
(or follow the b. writing prompt in the space
provided on the following pages)
|
|
Vocabulary from the
story
|
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|
Abusive (adj)
|
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An example of an abusive person is
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Hierarchy (n)
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Martyr (n)
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Maneuvering (n)
|
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Infatuated (adj)
|
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Elation (n)
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Distraught (adj)
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Resigned (adj)
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Dilapidated (adj)
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Solace (n)
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Fiction/Short Story
Technical Language
|
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Character (n)
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Point of view (n)
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Themes/Topics
|
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Equality (n)
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Discrimination(n)
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Prejudice (n)
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Civil Rights (n)
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Racism (n)
|
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Use the definitions
in a story
b. Write a creative story of any length using at least seven
(7) of the words in the most funny, ridiculous, or outlandish (but grammatically
correct) way possible (in the space provided, or add additional pages if you
get really creative)
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
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