Lesson+Plan+4

Lesson Planning Organizer

Eighth grade language arts; required reading level; medium/high cognitive ability; varied reading ranges; constructivist learning (students achieve through interactive methods); Demographic: one African American student, one Asian American student, one Hispanic American student, 24 Caucasian students; thirteen boys, fourteen girls ||
 * **Class Description**

Classic Literature || **Lesson Topic** Dramatic Representation of Chapters thirty-four through thirty-nine in Charles Dickens’ //Oliver Twist// || **Type of Lesson** Development and/or Review ||
 * **Unit Title**


 * **National Content Standard/Voluntary State Curriculum Standard**

Assessment limits: Prior knowledge or experience that clarifies, extends, or challenges the ideas and/or information in the text or a portion of the text
||
 * **Judges Prior Knowledge** ** (How do you know students are ready to learn the content in this lesson?) **

Students will have completed chapters one through forty in Charles Dickens’ //Oliver Twist//, and will be able to recall elements and concepts of the novel, in order to present a dramatic representation of their groups’ assigned chapters in the text. ||


 * **Lesson Objective(s):**


 * Objective 1 –** Students will be able to complete a drill in order to prepare for the beginning of the class.


 * Objective 2 –** Students will work in groups of four or more, in order to provide the class with a dramatic, visual representation of chapters thirty-four through thirty-nine. ||


 * **Assessment(s):**


 * __Assessment for Objective 1__ –** Students will submit their drills for feedback and scoring


 * Is this a formative or summative assessment?** Summative


 * Would you characterize this assessment as a traditional or performance assessment?** Traditional

This assessment strategy encourages students to make their initial priority of the class period to be prepared and on task.
 * Why did you select this assessment strategy to measure student learning?**


 * __Assessment for Objective 2__ –** Students will be graded according to their knowledge and preparation of the chapter that their group is assigned.


 * Is this a formative or summative assessment?** Summative


 * Would you characterize this assessment as a traditional or performance assessment?** Performance

Students must use their creativity, as well as their knowledge of the text, to show an understanding of the content of the novel; their creativity will only be successful if they understand the content of the novel ||
 * Why did you select this assessment strategy to measure student learning?**


 * **Materials Needed for Lesson**

= = IEP students will be provided with accommodations according to their individual IEPs (No known IEPs in this class) || =Lesson Development=
 * Writing Utensils
 * Novels
 * Paper
 * Creative Minds; any props they feel are necessary, which they themselves have made ||
 * **Adaptation for IEP Student(s)**
 * **Incorporation of Technology (if appropriate)**
 * If you are using a website, be sure to include the website citation.**
 * PowerPoint for Drill ||
 * = Reading strategies =
 * Small Group Reading
 * Individual
 * Oral Reading ||
 * **Teacher**

Teacher will begin class by ushering the students to become focused on the front screen so that they might complete their drill. “Good Morning! Come in, take your seats, and complete your morning drill. In five minutes will share our responses.”
 * Drill/Motivational Activity –**

Teacher will move on to the main assignment of the class period. “Now that we’ve had a chance to share our drills, we will now get into our groups and create short plays of chapters 34 through 39.” Teacher will assign the students to groups of four or more, based on the class roster. “Group 1 will include…Group 2 will include…(etc.)”
 * Transition**
 * Activity 1 –**

Key Questions
“What are the main points of each chapter?” “Which character interactions are the most important in each chapter?” “Which characters create the main focus of the chapter?”

“Now that we’ve had time to prepare our presentations in our groups, we are going to present our dramatic talents to the class.”
 * Transition**

Teacher will ask each group to present their dramatic representation of their assigned chapter to the class.
 * Activity 2 –**

“Everyone did an excellent job today! Are there any questions in regards to the chapters presented that anyone would like to ask, so that everyone understands these chapters?”
 * Summary/Closure/Revisit Objective**

Teacher will ask the students to write a short response to whether or not they understood or enjoyed the class assignment. “Since we have a few minutes left in class, everyone take out a sheet of paper and write a short paragraph explaining whether or not they understood and/or enjoyed today’s assignment, and include why.” || **Students**
 * Safety Valve**

Students will enter the classroom and take their seats. Students will retrieve paper and writing utensils from their belongings and complete their beginning drills. Students will share their individual responses to the drill with the whole class.
 * Anticipated Responses?**

Students will put submit their drills for scoring. Students will retrieve their copies of the novel and prepare to join their assigned groups.
 * Anticipated Responses?**

Students will join their assigned groups. Students will take notes (in their assigned groups) on which parts of the chapters (they are assigned too) are the most important to remember. Students will take notes (in their assigned groups) on which character interactions (in their group’s assigned chapters) are the most important for the class to know. Students will determine which characters create the main focus of the chapter. Students will prepare to present their group’s dramatic representation of their assigned chapter. Students will present their group’s dramatic representation of their assigned chapter. Students will ask questions according to their lack of understanding and/or need for clarification or something specific in the assigned chapters. Students will write a five to seven sentence paragraph response as to whether or not they understood and/or enjoyed the class assignment, and why. || **Time**
 * Anticipated Responses?**
 * Anticipated Response?**
 * Anticipated Response?**
 * Anticipated Response?**
 * Anticipated Response?**


 * 8 minutes**


 * 1 minute**


 * 15 minutes**


 * 1 minute**


 * 20 minutes**


 * 5 minutes**


 * 5 minutes** ||