Lesson+Plan+3

Tanya Opiekun, Intern Bel Air Middle School Ms. Foell April 15, 2011 Lesson Planning Organizer

Eighth Grade Language Arts; Above level; High Cognitive Ability; Wide Reading Range; Constructivist learning (students achieve through interactive methods); Demographic: One African American Student; Eight Caucasian Students ||
 * **Class Description**

Literature from 1940 to 1960 || **Lesson Topic** Class discussion of “The Wave” by Todd Strasser || **Type of Lesson** Developmental ||
 * **Unit Title**

** Topic **  E.   Students will use a variety of strategies to understand what they read (construct meaning). ** Indicator **  · ** 1. ** Apply and refine comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts ** Objectives ** 1. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background 2. [|*] Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres 3. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations ** Indicator **  · ** 2. ** Use strategies to prepare for reading (before reading) ** Objectives ** 1. Select and apply appropriate strategies to prepare for reading the text ** Indicator **  · ** 3. ** Use strategies to make meaning from text (during reading) ** Objectives ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; color: #616161; line-height: 12pt; margin-left: 60pt; text-indent: -0.25in;">1. Select and apply appropriate strategies to make meaning from text during reading <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #e9f0ce none repeat scroll 0% 0%;">** Indicator ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #e9f0ce none repeat scroll 0% 0%; line-height: 12pt; margin-left: 9pt; text-indent: -0.25in;"> · ** 4. ** Use strategies to demonstrate understanding of the text (after reading) <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%;">** Objectives ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; color: #616161; line-height: 12pt; margin-left: 60pt; text-indent: -0.25in;">1. Identify and explain the main idea or argument <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 60pt;">** Assessment limits: ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 76.5pt; text-indent: -0.25in;"> · Of the text or a portion of the text <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; color: #616161; line-height: 12pt; margin-left: 60pt; text-indent: -0.25in;">2. Identify and explain information directly stated in the text <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 60pt;">** Assessment limits: ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 76.5pt; text-indent: -0.25in;"> · In the text or a portion of the text <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; color: #616161; line-height: 12pt; margin-left: 60pt; text-indent: -0.25in;">3. Draw inferences and/or conclusions and make generalizations <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 60pt;">** Assessment limits: ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 76.5pt; text-indent: -0.25in;"> · From the text or a portion of the text <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; color: #616161; line-height: 12pt; margin-left: 60pt; text-indent: -0.25in;">4. Confirm, refute, or make predictions <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 60pt;">** Assessment limits: ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 76.5pt; text-indent: -0.25in;"> · The development, topics, or ideas that might logically be included if the text were extended <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; color: #616161; line-height: 12pt; margin-left: 60pt; text-indent: -0.25in;">5. Summarize or paraphrase <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 60pt;">** Assessment limits: ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 76.5pt; text-indent: -0.25in;"> · The text or a portion of the text <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; color: #616161; line-height: 12pt; margin-left: 60pt; text-indent: -0.25in;">6. Connect the text to prior knowledge or personal experience <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 60pt;">** Assessment limits: ** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #f9f6e5 none repeat scroll 0% 0%; line-height: 12pt; margin-left: 76.5pt; text-indent: -0.25in;"> · Prior knowledge or experience that clarifies, extends, or challenges the ideas and/or information in the text or a portion of the text ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt; text-align: left;">National Content Standard/ Voluntary State Curriculum Standard:

Students will have completed chapters one through six and will be able to discuss the literary elements of the novel. Students will have already developed personal opinions about the novel and would be able to explain those opinions using textual evidence. ||
 * **Judges Prior Knowledge** ** (How do you know students are ready to learn the content in this lesson?) **


 * **Lesson Objective(s):**


 * Objective 1 –** Students will be able to complete a drill using the Latin roots of “Spic” and “Spec,” in order to complete a quiz on the material
 * Objective 2 –** Students will be able to discuss the first six chapters of “The Wave,” by Todd Strasser, in order to understand the literary elements of the novel. ||


 * **Assessment(s):**


 * __Assessment for Objective 1__ –** Vocabulary Quiz


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


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


 * Why did you select this assessment strategy to measure student learning?** Designed to challenge the students understanding of root words so that they understand the word’s whole meaning.


 * __Assessment for Objective 2__ –** Class discussion of novel


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


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


 * Why did you select this assessment strategy to measure student learning?** Designed to challenge the student’s intellect and understanding of a text in a manner of verbal expression. ||

= = IEP Students will be provided with accommodations according to their individual IEPs (No known IEPs in this class) ||
 * **Materials Needed for Lesson**
 * Quiz
 * Class copies of “The Wave,” a novel by Todd Strasser
 * Pencils or Pens
 * Any notes on the novel ||
 * **Adaptation for IEP Student(s)**


 * **Incorporation of Technology (if appropriate)**
 * If you are using a website, be sure to include the website citation.**
 * Use of classroom SmartBoard ||


 * = Reading strategies =
 * Whole Class reading when necessary for understanding of concepts and topics presented by each student during discussion ||

=Lesson Development=
 * **Teacher**

Teacher will ask students to sit quietly in their seats and prepare for a quiz on the vocabulary terms presented over the week. Teacher will pass out quiz materials to each individual student and explain the contents of the test to the class as a whole.
 * Drill/Motivational Activity –**

“Now that we’ve completed our quizzes, lets move on to our next adventure. We are going to discuss the novel “The Wave,” by Todd Strasser, as a class. We are going to review such topics as the character analysis, the relationships between each character, and various themes that are presented in the text.
 * Transition**

Teacher will have the students sit in a discussion circle to discuss various literary elements of the novel.
 * Activity 1 –**

Key Questions
Who are the main characters in the novel? How are these characters described by the author? Which characters share the strongest relationships in the novel? What is a theme? What are some themes presented in the novel? What evidence supports them as themes?

Teacher will get students prepared for dismissal. “Alright then, everyone gather your materials and prepare for dismissal.”
 * Transition**


 * Summary/Closure/Revisit Objective**

Teacher would have students complete a short writing assignment explaining how the students felt about the discussion and what they learned from it. “Because we still have a lot of time left before dismissal, we are going to go back to our seats and complete a very short writing activity. We are going to write about how we thought the discussion went today, as well as what we learned during that discussion. This activity should consist of no less then a full paragraph and will be handed in before you leave.” || **Students**
 * Safety Valve**

Students will complete their vocabulary quizzes independently. Students should be able to show their understanding of each vocabulary term by answering each quiz question accurately and efficiently.

Students will turn in their quizzes for grading and feedback, and take out their copies of the novel for class discussion.
 * Anticipated Responses?**

Students will gather in a discussion circle and discuss each individual character, the relationships between them, and themes presented in the novel, using textual evidence to support their claims.
 * Anticipated Response?**

Students will respond that the main characters of the story are Robert Billings, Brad, Laurie Saunders, Amy Smith, Mr. Garbond, Ben Ross, Christy Ross, David Collins, Coach Schiller, Jeff Billings, Brian Ammor, Carl Block, and Alex Cooper. Students will provide textual evidence of how each character is described, as well as the relationships between the characters. Students will respond that a theme is a reoccurring concept found in a work of literature that is meant to assist in the meaning of the work as a whole. Students will respond that some themes include equality, desire for power, control of mass media, etc.
 * Anticipated Responses?**

Students will return to their assigned seats and prepare for dismissal from class.
 * Anticipated Response?**

Students will return to their seats and begin a short writing assignment. Students will provide the teacher with their individual feedback on the success/or failure of the discussion, as well as a short summary of what they learned during the discussion. || **Time**
 * Anticipated Response?**

Fifteen Minutes

Twenty minutes

Two minutes

Ten minutes ||


 * **Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?** ||

// Updated summer 2010 //