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Daily Lesson Plan Adjunct Meeting 1-18-08€¦  · Web view · 2012-04-30... interpret, and...

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Kellie Gadaleta The Martian Chronicles: Unit Plan I. Subject Area: English Grade level: 10 th Unit Title: The Martian Chronicles II. Estimated Time: approx. 3 weeks; thirteen – 45 minute class periods III. Student Population: 25 students: 2 w/ ADHD; 1 visually impaired Stage 1 – Desired Results IV. Standards: 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text 1.1.10.C: Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary. 1.1.10.D: Demonstrate comprehension/understanding before reading, curing reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies. 1.2.10.A: Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.
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Kellie Gadaleta

The Martian Chronicles: Unit Plan

I. Subject Area: English Grade level: 10th Unit Title: The Martian Chronicles

II. Estimated Time: approx. 3 weeks; thirteen – 45 minute class periods

III. Student Population: 25 students: 2 w/ ADHD; 1 visually impaired

Stage 1 – Desired Results

IV. Standards: 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text

1.1.10.C: Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary.

1.1.10.D: Demonstrate comprehension/understanding before reading, curing reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies.

1.2.10.A: Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.

1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing, and style) used by authors in a variety of genres.

1.6.10.A: Listen critically and respond to others in small and large group situations. - Respond with grade level appropriate questions, ideas, information, or opinions.

V. Understanding(s):

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The Martian Chronicles by Ray Bradbury is an important novel chronicling the implications of traveling beyond earth’s bounds and settling in a distant land. Students will critically evaluate the implications and the historical references in Bradbury’s story, and use various tools such as podcasts, webquests, webhunts, and organizational charts to come analyze their text.

2) Identify specific understandings about the “big idea(s)”: - The Martian Chronicles: Students will analyze a text, use summarization to highlight its important aspects, compare this text to others, and understand the implications behind technological advancements in the modern world.- Various literary elements such as plot, summary, allusion, irony, and symbolism will be highlighted, stressing the importance of these literary elements in students later years.

VI. Essential Question(s): What reasons did Bradbury have in writing this novel? What sort of message did he wish his readers to find within his pages? What changes did he wish the world to make? What implications did he see in the use of technology in our society?

VII. Attitude(s) and Value(s): Students will learn to see the importance of literature in analyzing their daily lives, especially the implications of certain choices made in our society.

VIII. Skill(s):1. Students will learn to use allusion and symbolism, as well as plot and summary2. Students will learn useful internet research habits through the use of the Webquest and Webhunt, as well as through the use of a Podcast, Dabbleboard, and TimeToast. Students will also use PowerPoint and other presentation tools. 3. Students will collaborate with other group members, learning important social skills and self evaluation.

Stage 2 – Assessment Evidence

IX. Performance Task(s):-Readings -Webquest-Webhunt

Other Evidence:-Podcast-Timeline- Compare/Contrast chart

How will students reflect upon and self-

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By what criteria will the evidence be assessed?- Grading Rubrics - Teacher observation

assess their learning?-Student Reflections

Stage 3 – Learning Plan

X. Learning Activities

Lesson # 1- Introduction of the Martian Chronicles Time Estimation: 1 Class (45 Minutes) and approx. five minutes each class period during this unit to fill in their timeline

Objectives(s): 1) Students will begin reading Ray Bradbury’s The Martian Chronicles as a class2) Students will begin filling in a timeline of events and important aspects of the

plot using http://www.timetoast.com/

Summary of Activities: As a class, we will begin reading The Martian Chronicles by Ray Bradbury. Students will begin to take notes in their notebooks of the important events that have occurred in our readings. Then, students will use http://www.timetoast.com/ to begin a timeline of these events. This timeline will be filled in throughout the unit, and should be completed when the text is completed. Students will have

Background Information: Students will be briefed of the background concerning Ray Bradbury’s novel, highlighting the time period in which he wrote the novel (1946) and the technological innovations that were going on that made him wish to write this novel.

Instructional Resources & References: - http://www.timetoast.com/- The Martian Chronicles by Ray Bradbury

Lesson # 2- The Martian Chronicles WebhuntTime Estimation: 1 Class (45 Minutes)

Objective(s): 1) Students will complete a Webhunt to gain further knowledge of the background behind Ray Bradbury’s story

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2) Students will gain knowledge of the subject of Science Fiction, and how the subject connects to Ray Bradbury’s story.

Summary of Activities: Students will complete the Webhunt (see attached), using the various links

to explore the areas of Science Fiction, Bradbury’s background, and the historical implications behind Bradbury’s story. The students will work on laptops to complete this activity. Every student will work with a partner or in a group of 3 maximum.

Once completed, the class as a whole will discuss their findings in this Webhunt. What differences in these interpretations did the students see? What sort of findings did the students find interesting or surprising? The instructor will collect these Webhunts and grade according to completing, sentence/paragraph formation, and content of knowledge. Finally, the students will proceed with reading The Martian Chronicles as a class.

Background Information: Students will be informed of the requirements and general definition of a

“Webhunt,” and will be informed of the reasons behind this activity: to broaden their understanding of the reasons Bradbury wrote The Martian Chronicles and how his novel connects to other forms of literature in his genre.

Instructional Resources & References- The provided links (see attached)

Lesson # 3- Creation of a PodcastTime Estimation: 2 class periods (45 minutes each)Objective(s): 1) Students will learn to create podcast2) Students will reiterate their knowledge of summarization and important facts

in the novel

Summary of Activities: Students will create a short summary of one chapter that we have covered

in The Martian Chronicles. This summary will be of a chapter of their choosing, as long as it is one we have already covered in class. Students will then create a podcast using http://advanced.aviary.com/tools/audio-editor. Part of the first class will be instruction of the use of aviary and its editing software. The next part of the class will be writing a summary of the chapter and the important parts of the chapter. The podcast can be no longer than 3 minutes long. This will stress the students’ skills indistinguishing the important aspects of a story from the unim-portant. The students will work in pairs. Each pair will be assigned a different chapter so that all chapters are covered.

The next class period will be the refinement of the students’ podcast sum-mary and practicing their summary for the first few minutes of class. Then the students will record and edit their podcasts using http://advanced.aviary.com/

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tools/audio-editor. Students will post their podcasts to the class wiki so that every student can use these summaries for aids.

Background Information: Students will be given instruction of summarization techniques and the importance of picking the important parts of the story out of the chapter. Students will have already read the chapter they have chosen, and this will be a refresher course of each chapter. Students will be taught how to use aviary before proceeding, and the instructor will highlight the various skills needed to use this tool.

Instructional Resources & References:- http://advanced.aviary.com/tools/audio-editor- The Martian Chronicles by Ray Bradbury

Lesson # 4- The Martian Chronicles: IEPC & Question the Author (See Attached)

Lesson # 5- The Martian Chronicles: Compare and Contrast (See Attached)

Lesson Plan # 6 – The Martian Chronicles: WebQuest

(See Attached)

XI. References:The Martian Chronicles by Ray Bradburyhttp://www.timetoast.com/http://teacherweb.com/WQ/HighSchool/Lit/apt1.aspxhttp://advanced.aviary.com/tools/audio-editor

Exploring the Outskirts of Humanityin Ray Bradbury’s The Martian Chronicles

By Kellie Gadaleta

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11th Grade

Directions: Just as human beings in Ray Bradbury’s The Martian Chronicles explored the unknown territory of Mars, you will begin to explore the world of Ray Bradbury and his purpose behind writing his story. Use the provided links to answer each corresponding question, delving deeper into the symbolic nature of Ray Bradbury’s story and his underlying political and social motives behind writing The Martian Chronicles. If necessary, relate the answers you find back to the story, using solid, MLA cited examples from the text. Write at least two or three sentences for each answer, using your own words!

1. http://www.treitel.org/Richard/sf/sf.htmlIn what way is Science Fiction said to be the “literature of change?” How does The Martian Chronicles fit into this description?

2. http://thebestnotes.com/booknotes/Martian_Chronicles/Martian_Chronicles04.html(Skip to the “Literary/Historical Information” section of this webpage) Why was Bradbury “Wary of the label of Science Fiction…?” What sort of “universal appeal” did his book have to offer?

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3. http://public.wsu.edu/~brians/science_fiction/martian_chronicles.htmlWhat political beliefs did Ray Bradbury criticize in his book? Give at least one example from the text to support one of these political criticisms.

4. http://thebestnotes.com/booknotes/Martian_Chronicles/Martian_Chronicles29.html(Skip to the section of the webpage entitled “Themes – Theme Analysis”)How is the story related to the European conquest of the Americas? How does Bradbury “emphasize exploration as opposed to colonization?” in his story?

5. http://www.ushistory.org/us/29.aspWhat is “manifest destiny?” Considering both the above link and question #4, why would The Martian Chronicles be considered an example of “manifest destiny?”

6. http://thebestnotes.com/booknotes/Martian_Chronicles/Martian_Chronicles29.html(Found in the “Character Analysis” section of the webpage)Describe the governments and the general political atmosphere illustrated in The Martian Chronicles.

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7. http://thebestnotes.com/booknotes/Martian_Chronicles/Martian_Chronicles29.html(Found in the “Character Analysis” section of the webpage) How are “whole races and planets” considered characters in The Martian Chronicles?

8. http://www.novelexplorer.com/the-martian-chronicles/social-sensitivity-43/What does Bradbury view as “one of the greatest evils.” How is this view shown in The Martian Chronicles?

Lesson Plan # 4

Student: Kellie Gadaleta Cooperating Teacher’s Approval: ________ Date:

Subject: English Topic: Martian Chronicles IEPC & Question the Author Grade: 10 th

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Allocated Time: two - 45 minute class periods

Student Population: 25 students: 2 w/ ADHD; 1 visually impaired

State Standards:

1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text

1.1.10.C: Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary.

1.1.10.D: Demonstrate comprehension/understanding before reading, curing reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies.

1.2.10.A: Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.

1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing, and style) used by authors in a variety of genres.

1.6.10.A: Listen critically and respond to others in small and large group situations. - Respond with grade level appropriate questions, ideas, information, or opinions.

Goal for Understanding: By identifying examples of literary concepts within the text, students will be better prepared to identify and discuss these terms in the future. By questioning the author, students will be able to use this skill while reading other forms of literature, developing skills to question the author’s intent behind his writing.

Instructional Objective (Statement): Students will identify various types of symbolism and allusion within the chapter “And the Moon Be Still as Bright” in The Martian Chronicles. Students will question the author, developing a discussion about the author’s intent and themes within the novel.

Student Behaviors

Students will follow along with the readings and participate in discussion.

Sources of Evidence

There will be verbal discussion between students and teacher

Criteria for Evaluation

Students will receive points based on the amount of participation in the discussion

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Students will complete their IEPC chart

Students actively work on their IEPC chart

Their written chart will be completed

Students will have completed their IEPC chart

Students will receive a grade for their completed IEPC chart

Students will receive a grade for the completion of their “ticket out”

Teaching to the ObjectiveEstimated Time:

20 minutes

Teaching to the Objective

Introduction/Motivation/Prior Knowledge

- Students will complete an IEPC chart about a chapter “And the Moon be Still as Bright” in The Martian Chronicles.

- I will describe to them a scenario related to the story, asking the students to briefly close their eyes:

- (1) Imagine traveling from Earth on a rocket ship headed to a planet in our solar system. Imagine this planet supports life, although this life may not be human. When you land, you find the remains of a lost civilization in which people had once inhabited. What are you thinking at this very moment? Think about your senses, your frustrations, your anxieties. Are you nervous?

- Pause to allow students to complete part of the “imagine” portion of the chart

- (2)Your crew immediately beings to celebrate, and, in their excitement, they destroy many important relics and structures that had been left behind in this civilization. When you think about the destruction of these artifacts, you become angry because you feel these artifacts are sacred. How would you feel

Differentiation: Required for eachSection.

Project the image of the IEPC chart on a PowerPoint

Circulate the room, making sure everyone is not disrupting others

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20 minutes

5 minutes

if someone came to your hometown and destroyed artifacts that were in a museum or on display in your town hall? What sort of punishment would you expect these people to pay?

- Pause to allow students to complete part of the “imagine” portion of the chart

- (3)One of your crew members becomes distressed about these events and begins killing other members of the crew. What do you feel towards him? Is he insane? Do you feel his actions are justified?

- Pause to allow students to complete part of the “imagine” portion of the char

- Have the students share their responses, initiating a discussion amongst the students.

- Prompt students to think about why they feel a certain way towards this murderous man.

- Introduce that this murderous man’s name is “Spender” and he is the Archeologist on the crew. Stress that he is an educated man who has not shown previous evidence of insanity.

- Ask: Could the atmosphere of Mars caused this insanity? Why would someone feel the things you felt when entering a distant land?

- Have students complete the “elaborate” portion of the chart.

- Have the students complete the “predict” portion of the chart. Ask: (1)What may happen to Spender, the killer? (2)Will the humans leave behind Mars or will they continue to destroy it? (3)Will the crew be punished for

Project the image of the IEPC chart on a PowerPoint

Circulate the room, making sure everyone is not disrupting others

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40 minutes

what they have done?

Developmental Activities:

- Review various vocabulary that will be addressed in this chapter. Define “symbolism” and “allusion,” and note that these terms will be addressed throughout this chapter

- Allusion – a reference in a literary work to a person, place, or thing in history or another work of literature

- Symbolism - Any object, person, place or action that has both a meaning in itself and that stands for something larger than itself, such as an idea, belief or value.

- Read “And the Moon be Still as Bright” together as a class (pg. 48 to 72)

- Use the “Question the Author” strategy.

- STOP: (pg. 49) What was Bradbury saying about how humans treat Mars? Is he clear on his opinion? What do you think of his opinion?

- STOP: (pg. 51) The “allusion” to Native Americans and the use of chickenpox instead of Smallpox. Why did Ray Bradbury do this? What point was he trying to make? Why do you think this?

- STOP: (pg. 54) Spender’s disgust with his crew. What is Bradbury saying about Spender? What kind of person is he? How can you tell? How does Spender feel towards humanity? How can you tell? Do you feel this is Bradbury’s worldview?

- STOP: (pg. 57) What is Bradbury saying about Wilder’s character? How does Wilder feel Martians

Circulate the room, making sure everyone is following along and

not disrupting others

Reiterate important information for students who need repetition

Write definitions and examples on the board for students who are

visual learners

Student with visual impairment will sit close to board; handouts will be

given in larger font

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5 minutes

would react to humans? What kind of person is Wilder? How can you tell? Could Bradbury be more clear about Wilder’s character traits?

- STOP: (pg. 58) What symbolic message is Bradbury making, here? What is he trying to say? What does he feel about humanity in this instance? What is Spender’s reaction? What does this tell us about Spender?

- STOP: (pg. 63) What is Bradbury saying about Martian civilization? Does he wish us to emulate it, or does he dislike it? How can you tell? Is he clear about his feelings?

- STOP: (pg. 66) According to Bradbury, what is the right way of life? How can you tell? Is he clear about his feelings?

- STOP: (pg. 69) Do you feel that Bradbury supports Spender? Is he speaking through Spender? In what ways does he disagree with Spender? Do you agree with Spender/Bradbury?

- STOP: (Pg. 71) How does Bradbury show the change in Wilder? Is this a positive change? How does Wilder grow? Do you feel Wilder will keep his promise to Spender? How can you tell?

- Have the students complete the “confirm” portion of the chart as they go along.

Assessment:

- Students will be assessed upon their IEPC chart as well as

Closure:

- The “ticket out” will involve two questions highlighting

Handouts will be given in a larger font to student with visual

impairment

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“symbolism” and “allusion.” Students will write one example for each

- The students will also complete a “concept circle,” identifying the commonality between the given crew members and eliminating the crew member that does not share this commonality.

Follow-up: A brief discussion of the important aspects of the chapter will be discussed at the beginning of the following class. A review of irony and allusion will also be part of this discussion.

Materials: The Martian Chronicles by Ray Bradbury

References: http://wiki.answers.com/Q/What_is_the_definition_of_symbolism_in_literature; http://www.uncp.edu/home/canada/work/allam/general/glossary.htm

IEPC Chart for “The Martian Chronicles”

I E P C

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Name Date . .

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Ticket Out

The Martian Chronicles“And the Moon Be Still as Bright”

Write two to three sentences for each question. Be as specific as possible! 1. Write one example of an allusion found in this chapter. Explain.

2. Write one example of symbolism found in this chapter. Explain.

3. Think about what each of these crew members has in common. Shade section with the crew member who does not belong. Then state the commonality between the remaining members: . .

Lesson Plan # 5

CookieBiggs

Captain Wilder

Cheroke

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Student: Kellie Gadaleta Cooperating Teacher’s Approval: ________ Date: _______

Subject: English Topic: The Martian Chronicles: Compare and Contrast Grade: 10th

Allocated Time: Two – 45 Minute Class Period

Student Population: 25 students: 2 w/ ADHD; 1 visually impaired

State Standards:Specific Number: _______ Exact wording: _________________________

1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text

1.1.10.C: Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary.

1.1.10.D: Demonstrate comprehension/understanding before reading, curing reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies.

1.2.10.A: Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.

1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing, and style) used by authors in a variety of genres.

1.6.10.A: Listen critically and respond to others in small and large group situations. - Respond with grade level appropriate questions, ideas, information, or opinions.

and/orCore curriculum, benchmarks, or district standards if required by the district:

Specific Number: _______ Exact wording: _________________________

Goal for Understanding: By working in groups, students will learn important social skills. Students will organize their ideas into a creative chart, comparing and contrasting different ideas.

Instructional Objective (Statement): Students will work in groups comparing and contrasting the stories of Edgar Allan Poe and Bradbury’s chapter “Usher II.”

Student Behaviors

Students will read “Usher II”

Sources of Evidence

Students will listen and

Criteria for Evaluation

Teacher evaluation/observation

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as a class

Students will work in groups to complete a compare and contrast chart of their choosing

discuss the chapter as a class

Students will complete their chart and communicate well with their classmates

Competed chart and teacher observation

Teaching to the ObjectiveEstimated Time:

15 minutes

30 minutes

40 minutes

Teaching to the Objective

Introduction/Motivation/Prior Knowledge- Students will review their knowledge of Edgar Allan Poe’s “Fall of the House of Usher” and “The Cask of Amontillado”- I will stress the comparison between these two stories and the chapter of the Martian Chronicles entitled “Usher II”- Introduce the Venn Diagram- Introduce Dabbleboard.com- Students will use Dabbleboard.com to create a chart that shows the similarities and differences between Edgar Allan Poe’s story and Bradbury’s “Usher II” - Students will work in groups of four to complete this assignment.

Developmental Activities:- As a class, we will read the chapter “Usher II” on pages 103 -118- Stop at various points to point out the important aspects of the story and the “allusions” made about Poe’s stories- Reiterate the word “allusion,” which the students have learned in a previous lesson

Assessment:- Students will make their own chart on Dabbleboard.com connecting Poe to Bradbury.

Differentiation: Required for eachSection.

- Visually impaired student will sit close to the SmartBoard

- Students with behavioral problems will be placed in groups with less disruptive/more focused students

- Close attention will be paid to disruptive students.

- Visually impaired student will be provided with a book with larger

print.

- Close instructor attention will be paid to students will behavioral

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5 minutes

- Within the chart, answer: What similarities are in the stories? What differences? Why did Bradbury use Poe’s stories? What point was he trying to make? - Students will complete their charts for homework, if not completed in class.

Closure:- As a class, we will discuss the important findings within the students’ charts.- Students will hand in their completed charts in the following class periods.

problems

Follow-up: Students will review their charts with other groups for approx. 10 minutes during the following class period. They will compare their differences and similarities to those other groups have found.

Materials: The Martian Chronicles by Ray Bradbury and a computer

Technology: computer, Internet, Dappleboard.com

Lesson Plan # 6

Student: Kellie Gadaleta Cooperating Teacher’s Approval: ________ Date: 4/21/12

Subject: English Topic: The Martian Chronicles Webquest Grade: 10 th

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Allocated Time: five – 45 minutes class periods

Student Population: 25 students: 2 w/ ADHD; 1 visually impaired

State Standards:Specific Number: _______ Exact wording: _________________________

1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text

1.1.10.C: Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary.

1.1.10.D: Demonstrate comprehension/understanding before reading, curing reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies.

1.2.10.A: Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.

1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing, and style) used by authors in a variety of genres.

1.6.10.A: Listen critically and respond to others in small and large group situations. - Respond with grade level appropriate questions, ideas, information, or opinions.

and/orCore curriculum, benchmarks, or district standards if required by the district:

Specific Number: _______ Exact wording: _________________________

Goal for Understanding: By creating a detailed WebQuest of the exploration of another world, students will be able to further grasp the implications of exploring other planets and the importance of reading a book such as The Martian Chronicles. Students will collaborate with peers, learning important social skills and the ability to reach compromise.

Instructional Objective (Statement): Students will work in groups to complete their webquest, and will complete a detailed report of a human exploration of the planet Kepler-22B.

Student Behaviors

Students will work together on their Webquests,

Sources of Evidence

Their webquest will be

Criteria for Evaluation

Attached Rubric

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completing every portion to the best of their ability.

Students will work well with members of their group

Students will present their findings to the class, learning how to speak effectively and practicing appropriate presentation habits

completed on time and include all appropriate

portions

Students will speak to one another using appropriate language and tone, and

students will not disturb other groups.

Students will speak steadily and effectively to the class, and will be prepared with a

PowerPoint or another source

Teacher Observation

Attached Rubric and Teacher Observation

Teaching to the ObjectiveEstimated Time:

10 minutes

5 minutes

115 minutes(approx. 3 class

periods)

Teaching to the Objective

Introduction/Motivation/Prior Knowledge

- I introduce the concept of a WebQuest: The students will go to the website (http://teacherweb.com/WQ/HighSchool/Lit/apt1.aspx) and walk through each of the steps. - Introduce the project: students will create a - I will assign groups (four per group)- Explain the importance of assigning roles: pick a captain who is organized, thoughtful, and reliable. Pick the other roles according to interests/likes. Make sure the person is interested in the role he/she has.- Stress the importance of creativity

- Students will get into their groups and assign roles: Who will be Captain? Archeologist? Navigator? Physician?

Developmental Activities:

- The requirements and Webquest will be shown on the SmartBoard- Visually impaired student will sit

close to the SmartBoard

- Students with behavioral problems will be placed in groups with less disruptive/more focused students

- Close instructor attention will be paid to students will behavioral

problems

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90 minutes(2full class

periods)

5 minutes

- Students will work together on their “reports.” - Work will be done in the computer lab- Any incomplete work, or if work does not seem to be completed in a timely manner, must be done at home/on own time. - I will be available for any questions/concerns that they may have during this time.

Assessment:- Students will orally present their projects via PowerPoint or some other creative way- Students will be create upon the attached rubric (one group grade and one individual grade)

Closure: - Students will answer the “Conclusion” part of the Webquest.

Follow-up: Students will compare their exploration to that of the exploration of Mars.

Materials: The Martian Chronicles by Ray Bradbury

References: http://teacherweb.com/WQ/HighSchool/Lit/apt1.aspx

Technology: computer, internet, PowerPoint, Word Processor, SmartBoard http://teacherweb.com/WQ/HighSchool/Lit/apt1.aspx

XII. Reflection:If this is a “taught” unit, please include a reflection that addresses the following: what was the reaction of the students to the unit? What understandings, attitudes, and skills did students gain as a result of this unit? Were there any surprises? What would you change, if anything, in the future? What did you learn as a result of teaching this unit?

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The general reaction amongst students towards this Unit Plan was positive. Providing

students with various activities keeps students motivated and interested in the topic at hand.

Students enjoyed the variations between reading as a class and working on group projects.

Students especially enjoyed the creation of the “report,” through the WebQuest, because it

highlighted their creativity and skills they have learned throughout their study of the text.

Students learned various skills such as discussion of a work of literature, analyzing that piece of

literature to learn its cultural significance, and the implication of certain decisions made within

our society. Students also used their cooperation skills, as a majority of these activities involved

group work and cooperation. I will definitely be using most, if not all, of this unit plan in the

future.


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