Daily Lesson Plan

Student: Brian McCrane__________Cooperating Teacher’s Approval: Ms. Rosemary Parmigiani___ Date: ____November 22, 2010Subject: American Literature Topic: The War Prayer – Mark Twain Grade: 11 Allocated Time: 84 minutesStudent Population: A total of 35 students: 19 girls, 16 boys. 25 Caucasian, 4 African American, 3 Indian, and 3 Asian. 1 students with an IEP include: 1 student requiring accommodation for dyslexia.

State Standards:1.1.11. B Analyze the structure of informational materials explaining how authors used these to achieve their purposes1.1.11.C Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts.1.1.11.G Make, and support with evidence, assertions about texts.1.3.11.A Read and understand works of literature.1.3.11.B Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.1.3.11.C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.1.4.11.A Write complex informational pieces (e.g., research papers, analyses, evaluations, essays).

Introduction/Motivation/Introduction/Motivation/Prior KnowledgePrior Knowledge

20 minutes20 minutes ““This Day in History”This Day in History”

Quick Review Discussion of intro Quick Review Discussion of intro material (realism, regionalism, Twain)material (realism, regionalism, Twain)

Answer any questions from studentsAnswer any questions from students

Brainstorming TechniqueBrainstorming Technique– Stimulate prior knowledge, motivation, Stimulate prior knowledge, motivation,

and transition into “The War Prayer”and transition into “The War Prayer”

American Literature:American Literature:

Regionalism/Local ColorRegionalism/Local Color

State Standards:

1.1.11. B Analyze the structure of informational materials explaining how authors used these to achieve their purposes1.1.11.C Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts.1.1.11.G Make, and support with evidence, assertions about texts.1.3.11.A Read and understand works of literature.1.3.11.B Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.1.3.11.C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.1.4.11.A Write complex informational pieces (e.g., research papers, analyses, evaluations, essays).

By reading a piece of American literature by Mark Twain, students will be able to identify realism and regionalism in the text through

structure, characters, and descriptions.

Goal for UnderstandingGoal for Understanding

Students will read, watch, and discuss Mark Twain’s The War Prayer using reading activities to grasp a better understanding of how the realist and regionalist background is incorporated into the

text. Students will also examine how the author conveyed his message to his audience. Students will be able to identify the characteristics of the regionalist aspects of The War Prayer.

Instructional ObjectiveInstructional Objective

This Day in History

November 22

Let’s Review!• Intro. material from yesterday • RealismRealism: : representation in art or literature of

objects, actions, or social conditions as they actually are, without idealization or presentation in abstract form.

• RegionalismRegionalism: it refers to fiction or poetry that focuses on specific features – including characters, dialects, dialects, customs, history, and topography – of a particular region.

• Mark Twain

BRAINSTORMINGBRAINSTORMING

American Literature“The War Prayer” by Mark Twain

Brainstorming QuestionsBefore Reading

Propose questions to students to get them thinking and motivated for the lesson on “The War Prayer” and the other activities that follow

1.What is a stereotype?

2.Are stereotypes bad?

3.Are there stereotypes in everyday situations?

4.Are there stores or malls that people stereotype? Why?

5.Can you easily tell what certain people wear, eat, enjoy just by looking at them?

6. Can you tell if people are crazy by what they have to say?

Name:______________________________ Date: ___________________________

Reading Anticipation Guide

Directions: Each of the following statements is connected in some way to the reading assignment you are about to complete. Before reading, mark your level of agreement or disagreement with each statement. Consider the statements as you read and mark your level of agreement again once the reading assignment is complete. If your opinion changes, use details from the reading assignment to explain the cause of the change.

Statement1: Realistic texts are fiction and do not have any relevance to real-life events.

Level of agreement:Strongly Agree Agree Somewhat Strongly Disagree

Reasoning before reading:

Did your level of agreement change due to the reading assignment? Why or why not?

Developmental ActivitiesDevelopmental Activities

40 minutes40 minutes Students will be divided into groups prior Students will be divided into groups prior

to reading the text.to reading the text. Reciprocal LearningReciprocal Learning worksheet worksheet Read “The War Prayer”Read “The War Prayer” After reading, students will teach their After reading, students will teach their

section of the worksheet to their groupsection of the worksheet to their group Class discussion on Reciprocal Learning Class discussion on Reciprocal Learning

W.S.W.S.

Reciprocal Teaching

Directions: You will assume the responsibility for helping your group to use one of four reading strategies to discuss the assigned reading: summarizing, questioning, predicting, and connecting. As you read, take notes based on your assigned strategy and be prepared to lead a discussion for your role in your group.

Summarizing Questioning Predicting Connecting

Beyond retelling what happens in the reading, identify what you think are the three most important events/details from

the reading and explain why they are important and how they are connected.

Pose at least three questions about the reading; these could include questions

that address confusing parts of the reading, or thought questions that the

reading makes you wonder about.

Identify at least three text-related predictions; these predictions should be

based on new developments in the reading and your predictions should help the group to anticipate what will

happen next.

Make at least three connections between ideas or events in the reading to your

own experience, the world around you, or other works of literature. Be

prepared to explain these connections to your group.

Read The War PrayerRead The War Prayerbyby

Mark TwainMark Twain

pp. 322-324pp. 322-324

Once the students have finished reading Once the students have finished reading The War The War PrayerPrayer, each student will then “teach” their , each student will then “teach” their group their section of the assignment. Explain group their section of the assignment. Explain to the students that they are responsible for the to the students that they are responsible for the information they relay to their classmates, for information they relay to their classmates, for this will benefit them as well as his or herself this will benefit them as well as his or herself for better understanding and future for better understanding and future assessment.assessment.

After group discussions, the class will be brought After group discussions, the class will be brought together, and will have a class discussion about together, and will have a class discussion about each of the four topics relating to the text. The each of the four topics relating to the text. The teacher will have students address the class teacher will have students address the class and give their remarks for each section. and give their remarks for each section. Students will add on to what their classmates Students will add on to what their classmates have said about their area of expertise.have said about their area of expertise.

ClosureClosure

20 minutes20 minutes

10 minute movie version of “The 10 minute movie version of “The War Prayer”War Prayer”

““Exit Slip”Exit Slip”

Transition the topic by explaining that since Transition the topic by explaining that since we have just connected the text with we have just connected the text with realistic and regionalist style and broke-realistic and regionalist style and broke-down Mark Twain’s style of writing, we will down Mark Twain’s style of writing, we will now watch a movie version of now watch a movie version of The War The War PrayerPrayer so we can visually see what we have so we can visually see what we have read. The lines are exactly the same as the read. The lines are exactly the same as the actual text. (Remind students to look for actual text. (Remind students to look for the points that we have just discussed: the the points that we have just discussed: the characters, the ‘war prayer,’ the dialogue, characters, the ‘war prayer,’ the dialogue, costumes – how can you explain that this is costumes – how can you explain that this is a realist piece of literature by watching this a realist piece of literature by watching this segment? Etc, etc.)segment? Etc, etc.)

At the end of class, students will have 5 At the end of class, students will have 5 minutes to complete an “exit slip” prior to minutes to complete an “exit slip” prior to dismissal. dismissal.

Topic:Tell me 3 things you have learned in today’s class. Did you find Name (first & last):any of the material difficult to understand? If so, explain. Date:be as specific as possible. Use the back of this slip and/or Teacher:

a sheet of loose-leaf paper if you need more room. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exit Slip

AssessmentAssessment

After Reading After Reading Reflection/AssignmentReflection/Assignment

After Reading After Reading Reflection/Assignment PresentationReflection/Assignment Presentation

Summative test at Unit-endSummative test at Unit-end

Follow-UpFollow-Up Class will discuss their anticipation guides Class will discuss their anticipation guides

to see if their levels of agreement have to see if their levels of agreement have changed sine reading the short story. changed sine reading the short story. Students will present their papers to the Students will present their papers to the class and will be evaluated by the rubric class and will be evaluated by the rubric attached to the lesson plan. At the end of attached to the lesson plan. At the end of the unit, students will complete a the unit, students will complete a summative unit test to evaluate thei summative unit test to evaluate thei comprehension, understanding, and comprehension, understanding, and knowledge of how to connect the texts to knowledge of how to connect the texts to each other and the unit’s themes.each other and the unit’s themes.

Materials/Resources/Materials/Resources/TechnologyTechnology

Anthology, PowerPoint presentations, Anthology, PowerPoint presentations, Anticipation guides, reciprocal teaching Anticipation guides, reciprocal teaching worksheet and transparency, overhead worksheet and transparency, overhead projector markersprojector markers

Teacher’s computer, projector, speakers, Teacher’s computer, projector, speakers, headphones (if necessary), overhead headphones (if necessary), overhead projectorprojector