Tanya Opiekun, Intern
Bel Air High School
Mentor Teacher: Ms. Calla Stants
March 7, 2011

Lesson Planning Organizer

Class Description: Eleventh Grade English; College Prep; High Cognitive Ability/Achievement; Wide Reading Range; Constructivist Learning (Students achieve through interactive methods); Demographic: Predominantly Caucasian, with few other ethnicities.

Unit Title: Classical Literature

Lesson Topic: Compare and Contrast: The Scarlet Letter and modern-day articles

Type of Lesson: Developmental/ Review

National Content Standard/Voluntary State Curriculum Standard: Goal 1: Reading, Reviewing, and Responding to Texts: The student will demonstrate the ability to respond to a text by employing personal experience and critical analysis. A. Expectation: The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials B. Indicator 1.1.3: The student will use after reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. C. Assessment Limits: · Summarizing, Comparing, Contrasting, and Synthesizing significant ideas in a text · Summarizing or synthesizing significant ideas across texts and drawing conclusions based on the information in more than one text · Drawing conclusions based upon information from the text · Confirming the usefulness or purpose for reading the text · Predicting the development, topics, or ideas that might logically be included if the text were extended.

Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?) Students will have come close to completing the novel and will therefore have developed personal opinions about the text. Students will have already begun to compare the novel to other modern-day circumstances. Students will have previously completed various graphic organizers, (vocabulary; figurative language; literary elements) using information from the text, and will be able to complete future organizers.

Lesson Objective(s): Students will be able to compare and contrast the Scarlet Letter to a modern-day article in order to write a brief response to both situations presented. Objective 1 – In groups of five or more, students will be able to compare and contrast Nathanial Hawthorne’s The Scarlet Letter to a modern-day article using a graphic organizer, in order to discern the various differences and similarities between the time period, in which the novel is set, and our present-day society. Objective 2 – Individually, students will be able to complete a brief response using graphic organizers, textual citations, and personal opinions, in order to explain the differences and similarities between the two time periods.

Assessment(s): Assessment for Objective 1 – Students will submit their graphic organizers for grading at the end of the class period. Is this a formative or summative assessment? Formative Would you characterize this assessment as a traditional or performance assessment? This is a traditional assessment due the students performing the task of identifying and locating information within a text. It does not require the students to use background information, or any other source to complete the task. They are not attempting to provide an explanation for the content, but are simply locating information already present. Why did you select this assessment strategy to measure student learning? I selected this assessment strategy because the students will be required to show their understanding of the text by correctly using direct quotes from both the article and the novel to show those differences and similarities. The use of a direct quote provides the necessary evidence to show that the student has read the content, and understands the meaning behind the text. Assessment for Objective 2 – Students will submit their responses to be graded according to the rubric provided to them Is this a formative or summative assessment? Summative Would you characterize this assessment as a traditional or performance assessment? This is a performance assessment because the students are using the information they have gathered as a group, as well as personal opinions, to individually develop a well-written summary of that information, and create a short, individual response to it. Why did you select this assessment strategy to measure student learning? I chose this assessment strategy because it allows students to not only use information that they found with their peers, but it also provides them with the opportunity to express their personal views of the content. The use of personal views provides evidence that the student understands the content enough to develop those legitimate views in the first place. They will then be able to make a logical opinion of the text and explain how they would react to such situations.

Materials Needed for Lesson 1. Student copy of Nathaniel Hawthorne’s The Scarlet Letter 2. Compare and Contrast Graphic Organizer 3. Rubric for Response 4. Writing Utensil 5. Sheet of Loose Leaf Paper (Optional)

Adaptation for IEP Student(s) IEP Students will be provided with accommodations according to their individual IEPs (No IEPs in this class)

Incorporation of Technology (if appropriate) *If you are using a website, be sure to include the website citation. (No incorporation of technology necessary for this assignment)

Reading strategies · Small-Group Reading · Individualized Reading

Lesson Development

Teacher Drill/Motivational Activity – Teacher will ask the class for any obvious differences between the time period of the novel and present-day. “What are some differences that you noticed between American societies of 1666, to American societies of today?” “Do you think those differences, or changes, in society have altered our country positively or negatively? Why?” Transition Teacher will begin to arbitrarily hand out articles and graphic organizers to the students while they explain their responses to the motivational activity “Now what are some differences and similarities in regards to other cultures, compared to the novel?” Activity 1 – Teacher will provide the students with their activity, and then proceed to facilitate the proceedings of the lesson. “Those of you with the _ article move to this side of the room; those of you with the _ article…. (and so on).” “In these groups, we are going to use these articles, as well as any prior knowledge you have, to compare and contrast the ways various cultures handle those who break their laws, to the way lawbreakers are dealt with in The Scarlet Letter.” Key Questions How does Hester’s time period differ from the time period of the article? What are the obvious and not-so-obvious differences in the two cultures? Transition Teacher will introduce what the students will be doing with the information they have written down on their graphic organizers. “Ok. Now that we have discovered many similarities and differences between the two texts, we are going to take that information and complete a well-written response. This response will be handed in at the bell, and should be no less than three paragraphs. So everyone should take out a single sheet of paper and put your name in the top right-hand corner.” Activity 2 – Teacher will provide the students with their activity, and then proceed to facilitate the proceedings of the lesson. “In the first paragraph, we will explain how the two cultures are similar. In the second, how they are different. And in the third, your personal response; how you would react if you were in either situation.” Key Questions How will this activity assist them in retaining the information they have recently discovered? Summary/Closure/Revisit Objective Teacher will stop the students in their activity and call on someone to share either a single similarity or difference. “How about we share a few of the similarities and/or differences that we found?” Safety Valve Go over similarities and differences as a class before the students write their summaries and responses. The students would be able to add any general information that they may have missed, and those who were not familiar with the other articles will learn about them.

Students Anticipated Responses? Students will arbitrarily respond to the questions: · Adultery is still not accepted · Adultery is not legally punished Anticipated Responses? Students will respond with yes, or no, answers; should be able to explain their answer: · “Changed for the better because life now is less harsh… · “Changed for the worse because family life is non-existent… Anticipated Responses? Students will receive their articles and sit quietly for instruction. Anticipated Responses? Students will work in their groups to locate similarities and differences between the two texts. Students will complete their graphic organizers in their groups. Students will use prior knowledge to discern the differences in the cultures. Anticipated Responses? Students will return to their original seats and take out a single sheet of paper. Students will sit quietly and wait for instruction for the next activity. Anticipated Responses? Students will work silently (therefore, independently) to complete a three-paragraph summary and response using their graphic organizers and personal opinions. Anticipated Responses? Students who are chosen will share either a similarity or a difference they noted. Anticipated Responses? Students would work as a class to go over the similarities and the differences found between the articles and the novel. Students will become more familiar with other cultures. Students will fill in any missed general information.

Time 4 minutes 1 minute 14 minutes 1 minutes 20 minutes 5 minutes 5 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? Students did not understand the compare and contrast portion of the lesson—Complete assignment as a class. Students did not understand the summary and response portion—Complete summary as a class, and response will remain individualized. Could also have the students move in stations to have them cover all three articles.

Updated Summer 2010