intasc unit plan

7/29/2019 InTASC Unit Plan

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GraceJones

Topic/Theme: Lord of the Flies/DystopiaTime frame: 4 WeeksClass/Grade Level: 10th grade, EnglishState Content Standards:

(What state standards will you be addressing in this unit?)-Grades 9-10 students will analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over thecourse of a text, interact with other characters, and advance the plot or develop the theme.-Grades 9-10 students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning andrelevant and sufficient evidence.-Grades 9-10 students will analyze the representation of a subject or a key scene in two different artistic mediums, including what isemphasized or absent in each treatment.

What facts and basic concepts should students know

by the end of this unit?

Students will be able to independently use their learning to

-Understand how to cite information from a given text-Build connections between novels and films-Detect and analyze characterization and themes within texts-Speak comfortably within a classroom setting

UbD Templat

Adapted froWiggins and McTigh

What skills and/or abilities should students acquire

by the end of the unit?

Students will know-Characterization-Dystopian themes in literature-The social psychology present in Lord of the Flies and TheHunger Games


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What Enduring Understandings/Big Ideas do you want students to take away from this unit?

Students will understand that-Characterization is in all texts and in different text forms-Building connections within essays or journal entries is important as they develop within their academic career-Texts of different types and forms can/are interrelated

What are the Essential Questions will you use to guide the learning in this unit?

Students will keep considering

-Why do authors write their characters they way they do?-What is achieved through distinct characterization?-Why is dystopia such a common theme in literature and film?-What are the authors and filmmakers attempting to say about our society?

-What are some common themes between these works?


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Summative Assessment (Performance-based):

Socratic Seminar: During our Socratic Seminar over the poem on dystopia students will actively engage in discussion on thetopic and how it relates to the unit as a whole. All students will be expected to contribute to the conversation. This will bemonitored both by me, the teacher, and the students in the outer circle who will evaluate the inner circle studentsconversations. This practice will encourage (1) student participation (2) student understanding of the text at hand and LOTF and

(3) student ability to build connections between works.

Dystopia short essay: This essay will serve as an introduction to the concept of dystopia and to the unit. Students will discussas a group and then each write their own short (1-2 pages) essays on their concept of dystopia. They can use evidence fromculture and from their class discussions within their essay. I will also use this essay as a way to introduce/review the idea ofhaving an introduction, body paragraphs, conclusion, thesis, etc. within your essays. Once the students produce the work I willbe able to evaluate their grasp on these concepts.

Dystopian characters essay: This essay will build on the last one but will have students focus on the characters in LOTF andhow these characters are affected within their dystopian world. Since a major theme of the unit is characterization, this will

serve as a midway check point to see how students are understanding the characters in the novel and the characterization thatGolding employs in order to change/enhance those characters.

Film/Novel comparison essay:After we have viewed selected scenes from The Hunger Games movie, students will beexpected to write a response in which they compare the dystopian ideas in each work and how they are alike, how they aredifferent, and what these ideas serve within the works themselves.

Final essay: In the final essay of the unit, students will examine the characterization within both LOTF and The Hunger Gamesmovie clips. They will use citations and a 5-paragraph essay structure in order to display their understanding of characterizationwithin dystopian works.

Other Summative Assessments (selected-response, extended written response, personal

communication, performance-based):

Stage2

EvidenceofDesiredR

esults

Journaling: Students will journal three times a week on the previous nights readings. They will be asked specificquestions in order to propel their entries into thought-provoking writings.Conferences: Students will be given in-class time to workshop for their final essay. During this time, I will sit down for 5-10minutes with each student and question them on their understanding and help them with any questions they may have.


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Pre-assessments

Prevocabularytest:Overwordssuchasdystopia,characterization,theme,andvoice.Thiswillhelpmegauge

studentsunderstandingoftheseconcepts.Discussionoveressayorganization:Iwilldothisasadiscussionsoasnottomakestudentsmorecomfortable.Iwill

usethistoevaluatewhattheoverallunderstandingofessayorganization/5paragraphessaysis.Forstudentswhoalreadyhaveagoodunderstandingoftheseconceptsandofessayorganization,Iwilltryand

engagetheminmeaningfulconversationsthatwillhelpthemgoaboveandbeyondintheirwritings.

Stage3

LearningPlan

Intermediate Lessons & Assessments

Asweendthethirdweek,Iwillhavestudentswritetheiressaysondystopiancharacters.Thiswillfeedoffofthe

characterchartsthattheyhavebeenworkingonthroughoutthereadingofthenovel.Duringthefourthandfinalweek,studentswillbeginpreppingfortheirfinalessay,whichwillfocusontheoverallthemeofdystopia,anditspresence

withintheseworks.Theirfilm/novelcomparisonessaywillfeedintothisandgetthemreadytogomoreindepthon

thesubject.AfterhandingtheassignmentpromptoutonMonday,wewillspendTuesday,Wednesday,andThursdayworkshoppingasameansofgettingthestudentspreparedtowritetheiressay.ThroughoutthesedaysIwillsitdown

witheachstudentfor5-10minutesandconferwiththemontheirideasforthefinalessay.Thiswillbeameansof

informall evaluatin wherestudentsareand ettin a ras ontheirunderstandin ontheto ic.

Ending Lessons & Assessments

Aftercomingupwithanoverallunderstandingofdystopia,wewilldelveintothenovelLordoftheFlies.Withthis,Iwill

havestudentsbegintocomeupwithcharacterchartsthatdiscussdifferentcharacters,whichwillfeedintoalateressayoncharacterization.Further,duringthe2ndweekwewillhaveourSocraticSeminar(seeattached2ndLesson

Plan),whichwillgetstudentsthinkingabouttheconnectionsbetweenthetwodifferentworks.Thiswillhelpthemdevelopnotonlycommunicationbutalsogetthemthinkingabouttheconnectionsbetweenworks.Hopefullyaswe

movefurtherintothenovelandwatchclipsfromTheHungerGames,thestudentswillbegintoseehowoverarchingof

athemedystopiais.Thiswillfeedintothenovel/filmcomparisonessaywhichwillallowthemtodeveloptheirideason

d sto iawithindifferentworks.

Introductory Lessons & AssessmentsIwillintroducestudentstotheEssentialQuestions,sothattheyarecompletelyawareofwherethisunitisgoingand

whatitspurposeis.OnthefirstdayoftheUnit,wewillhaveanintroductionofdystopiawhichwillgetstudents

interestedandengagedinthetopic.Wewillwatchclipsfromvariousmovies/showsthatdisplaybothutopiaanddystopia(todisplaythedifferencesbetweenthetwoconcepts).Iwillalsohavestudentsjournaloverwhatdystopia

meanstothemandanyexamplestheycanthinkof,whichwillprepthemforthenextdaysclass.Thenextdaywewill

gotomyFirstLessonPlan(seeattached),whichwillhavestudentsexploreintheirwritingtheconceptofdystopia.


5/23

GraceJones

Unit:LordoftheFlies&DystopiaPacing

Calendar

Week Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5

1 -Pre-Vocabularytest

-Pptonessay

organization:thiswill

leadtoadiscussion

andthensomepartnerworkastheyaregiven

awronglyformatted

essayandmustcorrect

it

Makechangesforthe

nextweekbasedonthe

results

-IntroductiontoLOTFand

WilliamGolding

-Watchthetrailertothe

movie

-Thing-Pair-Share:What

isdystopia?Whatdoesthis

wordmeantoyou?Turnin

anexitslip

-Begindiscussion

ondystopia

-Viewclipsfrom

moviesabout

dystopiaandutopia

-JournalEntry:

Howhasyour

understandingof

dystopiachanged

sinceyesterday?

Whatisanexample

ofone?

LessonPlan#1

-Think-Pair-Shareon

dystopiaturnintoa

SharingWhip

-HandoutandexplaintheAssignmentprompt

-Studentsgetintopre-

chosengroupstomakea

graphicorganizerorlist

oftheirideasondystopia

-Eachgroupwillread

theirMVPfromtheir

work

-Studentswillbegiven

timetoaskquestions

abouttheshortessaytheyneedtowrite.

-Studentswillhave20

minutescomputer

timetofinishuptheir

essaysfromyesterday

(andtoaskquestions)

-Introductionof

SocraticSeminar

-Wewillhavealready

doneaseminarthis

semester,butwewill

reviewwhatwillbe

expectedofstudents

onMonday

-Handoutassignment

sheet,haveastudentreadthepoemaloud

6 7 8 9 10


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2 LessonPlan#2

-Dividestudentsinto

groups,forminnerand

outercircle,beginSocraticSeminar

-Assignfirsttwo

chaptersofLOTF

-JournalEntry:Opening

thoughtsonLOTF;what

evidencesofarofdystopia?

-AnalyzerelationbetweenpoemonDystopiaand

dystopiainbooksofar

-Assignch.3-4

-AdmitSlip:

Favoritecharacter

ofthebooksofar,

andwhy-Viewclipofthe

ReapinginThe

HungerGames

-Discussconnection

betweenworks

-Assignch5-6

-Viewmoreclipsfrom

TheHungerGames movie

-Splitintogroupsand

createavenndiagramcomparingthetwoworks

-Noreadingassignment

-Introducefilm/novel

comparisonessay

-Discussessaybasics

andexpectations

-Essaytobeduenext

Tuesday

-AssignCh7-8

11 12 13 14 15

3 -JournalEntry:The

boysfakehuntof

Robertgetsoutofhandquickly.Whatdoesthis

fakehuntsayabout

theirlossofhumanity?

Thepresenceof

dystopiancontent?

ComputerLabtime

-Askquestionsand

workonessays

-QuickreviewofMLA

formattingbasics

EssayDue

-Beginmorein-depthdiscussionof

characterization

-Think-Pair-Share: How

hasJackchangedthrough

thenovel?Ralph?

-Assignch9-10

LessonPlan#3

-Think-Pair-

Share:Howischaracterization

importantinthis

novel?

-SharingWhipof

discussion

-Discussionof

CharacterCharts

thatwevebeen

workingon,further

development

-Handoutassignmentprompt

ComputerLabTime

-Discussionof

characterization-Answerquestions

Characterization

Essaydue

-JournalEntry:relationbetween

characterizationand

dystopiawithinthe

novel

-Thiswillfeedintoa

classdiscussionof

dystopian

characterization,

lookingatbothLOTF

andTheHungerGames

-Assignendofnovel

16 17 18 19 20

4 -JournalEntry:

Reactiontotheendof

thenovel

-Classanalysisofthe

-EssayWorkshopping

-Brainstormideas

-Discusswithpartner

-Essay

Workshopping

-Quickrundownof

MLA,other

-EssayWorshopping

-ComputerLabtime

-WorkonRoughDraft

-EssayDue

-ReviewEssential

Questions

-PostVocabularyTest


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endofthenovel,what

itmeans

-Introducefinalessay

onLOTFanddystopia,canuseotherworks

thatwevediscussedas

well

-ExitSliponhowyoure

feelingaboutthisessay

-Usetoevaluatenextdayslesson

requirements

-ComputerLab

time

-Shouldbedone

witharoughdraft

bynow

withpartner,beginto

makefinalchanges

-Introductionofnext

unit


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GraceJones

YourName:GraceJones

NameofUnit:LordoftheFliesandDystopia

SubjectArea:EnglishLanguageArts

GradeLevel:10th

Instructiontime:45minutes

LessonSummaryDescription

ThislessonwillserveasourintroductiontotheDystopiaandLordoftheFliesunit.Afterashortpresentationbymyselfonwhatdystopiais,studentswillbehandedtheassignmentpromptforthislesson.Thispromptoutlinestheirfirstshortwritingassignmentinwhichtheywilldiscussdystopiaandwhatitisaccordingtoourcultureandaccordingtothem.Afteroutlining

thisassignmentforstudents,wewillbreakoffintogroupsof3-4andstudentswillcreatealistorgraphicorganizeroftheir

ideas/conceptsofdystopia.MyownPowerPointwillbeleftupsoastohelpthemwhentheygetstuck.Throughoutthis,Iwillcircleandanswerquestions/guidethegroupsastheygetofftrack.Withthelast5-10minutesofclass,Iwillbringeveryone

backtogetherandansweranyquestions,oriftherearenone,thenstudentswillsharetheirdifferentideasofdystopia.

Standard(s)(takenfromtheCommonCore)

-Grades9-10studentswillwriteargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

-Grades9-10studentswillwriteinformative/explanatorytextstoexamineandconveycomplexideas,concepts,and

informationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.


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-Grades9-10studentswillintroduceatopic;organizecomplexideas,concepts,andinformationtomakeimportant

connectionsanddistinctions;includeformatting(e.g.,headings),graphics(e.g.,figures,tables),andmultimediawhenusefultoaidingcomprehension.

EnduringUnderstandings/EssentialQuestion(s)

-Whyisdystopiasuchacommonthemeinliterature?

-Whatareauthorsattemptingtosayordowhentheyusethistheme?

-Howisdystopiarelevantwithinourculture?

Objective(s)

Attheendofthislesson(C),students(A)willbeabletoidentify(B)theessentialconceptsbehinddystopianworks,andwillbe

properlypreparedtorespond(C)totheprompt(D).

Afterwritingtheiressayfromtheprompt(C),students(A)willhaveintegrated(B)theirinclassdiscussionwiththeirownideasandwillhavewrittenawell-developedshortessay(D).

Differentiation

Need:haventhadalotofessaywritingexperienceResponse:IfImalreadyawareofstudentswhostrugglewithwriting,Iwillgroupthosestudentstogetherduringthegrouptimeandgivethemspecificinformationtouseandamoredetailed

promptthatincludessentencepromptsandadetailedoutlineonhowtobuildanessay(process).IfIdecideitsnecessary,I

willalsoshortentheessaylengthinordertoaccommodatethem(content).


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Need:ESLStudentResponse:IfIhadanESLstudentinmyclassroom,Iwouldwanttofrontloadthemwithasmuch

informationaspossiblesothattheycanunderstandthecontentbetter.Idgivethestudentasupplementalhandoutdefiningdystopiaandbreakingtheconceptsthattheessayrequiredownenoughsothattheycanunderstandit(content).Iwoulddo

thissothattheyareproperlypreparedtosucceedwiththisassignment(readiness.Fortheessayportionofthislesson,Iwillalsoshortentheessaylengthinordertoaccommodatetheirneeds(content).

Resources&Materials

-Computer/projectorforPowerPoint

-Assignmentprompts(seeattached)

StudentAssessment(s)

Iwillinformallyassessstudentsduringthegroupworkportionofthislesson.AsIcircletheclass,Iwillobservethegroupstoensurethateveryoneisparticipatingandcontributing,andtocheckthelevelsofunderstandingthatarepresent.

Iwillformallyassessstudentsoncetheyhandintheirpapersondystopia.Sincethisisthefirstwritingoftheunit,IthinkIwillneedtogradeitmorelightlybutIwillcheckfor(a)understandingoftheconceptofdystopia(b)abilitytoorganizean

essayintoclearlydefinedpartsand(c)developmentoftheideasfromclasstothepaper.

Instructionalstrategies/methods

Thislessonwillfeaturebothdirectandindirectinstruction.ThedirectportionwilloccuratthebeginningoftheclassperiodduringthePowerPoint.SincethisisinformationthatIneedthekidstoimmediatelyseeandprocess,Iampresentingitinthiswaysothattheywillbebetterequippedtodotheirgroupworkand,later,theiressay.Afterthisdirectinstruction,wewill

moveontothegroupwork,whichwillbemoreofanindirectapproach.Studentswillworktogetherinordertocomeupwithideasondystopia,butthePowerPointwillstillbeavailabletothem,aswillmyaportionofmyownlistofdystopianconcepts

andideas.Iwantthistobeavailabletostudentssothattheycanreferenceitifneedbeandcanaccesstheinformationontheir

own.


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DetailedLessonSteps/Sequence

1. 10minutes:PowerPointoverdystopia.Thiswillserveastheintroductiontothisconceptformanystudents.Therefore,itwilloutlinethedefinitionofdystopia,whyitssuchacommontheme,andwhereitspoppedup(includingreferences

thathopefullymanystudentswillknow).

2. 10minutes:FromthePowerPoint,Iwillhandouttheassignmentprompt.IwillhaveastudentreaditoutloudfortheclassandthenImyselfwillreaditandaddinnecessarycomments(inordertoincreasecomprehension).Fromhere,I

willdividestudentsintoalreadychosengroupsbasedoffofdifferentiation.

3. 15minutes:Studentswillbeaskedtomakealistorgraphicorganizer(theirchoice)oftheconceptofdystopia.Theycanandshouldusetheirpromptasaguideandattempttoanswerthequestionsonittogether.Thiswillallowthemto

createabetter,overallunderstandingofwhatdystopiaisandpreparethemfortheiressay.4. 10minutes:OnestudentfromeachgroupwillpresenttheirMVP(mostvaluablepoint)ofwhattheydiscussed,aka

whattheydeemtobethemostimportant.Studentswillbeencouragedtowritedownthingstheyfindinterestingorpertinenttotheirwriting.Theremainingtimewillbeusedtoansweranyquestionsaboutdystopiaorabouttheprompt.


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GraceJones

YourName:GraceJones

NameofUnit:LordoftheFliesandDystopiaSubjectArea:EnglishLanguageArts

GradeLevel:10th



ThislessonwillcomeduringthesecondweekofmyclasssunitonLordoftheFliesanddystopia.Previously,studentshave

writtenanessayontheconceptofdystopiaandbeganreadingGoldingsnovel.Bydoingthisatthebeginningofthesecondweekoftheunit,Iwillbeabletoensurethatstudentsalreadypossessthebaseknowledgeneededtoanalyzethispoemanditscommentaryondystopiafully.Studentswillalsobeabletomorefullyrelatethepoemtothenovel,whichwillleadtoa

morefullydevelopedanalysis.

ASocraticSeminarisastructureddiscussioninwhichtheteachermerelyobserves.Therearetwocircles,anouterandaninner,thatswitchplaceshalfwaythrough.Theinnercirclestudentsaretheonlyonesallowedtocontributetothe

conversationduringtheirtime.Whiletheinnercircleisdiscussing,theoutercircleislisteningandevaluatingwhatis

happening.Aftertheallottedtime,theoutercirclecangiveadviceorpraisetothestudentsintheinnercircle.Afterthis,thestudentsswitchplaces.

ThedaybeforethislessonIwouldpreparestudentsfortheSocraticSeminarbygoingovertherubric(seeattached)andexplainingtothemtheprocess.Somestudentsmayhaveexperiencewiththistypeofdiscussionandsomewont,thereforeitis

importanttobeexplicitlyclearaboutwhatisexpected.

Standard(s)

1.Grades9-10studentswillinitiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrades910topics,texts,andissues,buildingonothersideasandexpressing


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theirownclearlyandpersuasively.

A.Cometodiscussionsprepared,havingreadandresearchedmaterialunderstudy;explicitlydrawonthatpreparationby

referringtoevidencefromtextsandotherresearchonthetopicorissuetostimulateathoughtful,well-reasonedexchangeofideas.

B.Workwithpeerstosetrulesforcollegialdiscussionsanddecision-making(e.g.,informalconsensus,takingvotesonkeyissues,presentationofalternateviews),cleargoalsanddeadlines,andindividualrolesasneeded.

C.Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussiontobroaderthemesorlargerideas;activelyincorporateothersintothediscussion;andclarify,verify,orchallengeideasandconclusions.

D.Respondthoughtfullytodiverseperspectives,summarizepointsofagreementanddisagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoning

presented.


-WhataresomecommonthemesbetweenthispoemandGoldingsnovel,sofar?

-Whyisdystopiasuchacommonthemeinliterature?

-Whatistherelationshipbetweenthenarratorofthispoemandthesocietythathesapartof?

Objective(s)

AttheendoftheSocraticSeminar,students(A)willbeabletoidentify(B)thedystopianideaspresentwithinthepoem,which

willbeevidentthroughtheirannotationsofthepoemandtheirdiscussion(D).

AttheendoftheSocraticSeminar,students(A)willbeabletodetermine(B)therelationshipbetweenthispoemandLordof

theFlies,whichwillbeevidentthroughthequalityoftheirdiscussion(D).


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AffectiveObjective:AttheendoftheSocraticSeminar,students(A)willbeabletounderstand(B)therelationshipbetween

annotationanddiscussion,whichwillbeevidentthroughtheirannotationandthequalityoftheirdiscussion(D).

Differentiation

Need:Shyness/unwillingnesstotalkinclassResponse:WithinaSocraticSeminar,studentsareencouragedtoquestioneach

otheranddotheirbesttogiveeverystudentachancetotalk.Despitethis,therearestillthosestudentswhoareunwillingto

talk.Whilestudentswhodonttalkstillmaybedockedapointortwo,IwouldencouragethemtodoevenMOREannotationon

thepoeminordertoshowmethattheydoinfactcomprehendthetextandIwouldweightheseideasintoconsiderationwhen

gradingthem(product).

Resources&Materials

-CopiesofDystopiabyJoshGibbens

-Copiesofrubric

StudentAssessment(s)

ThestructureoftheSocraticSeminarcallsformostlyinformalassessment.Astheinstructor,myrolewilljustbetocalltimeandkeeptrackofwhoisspeakingandwhoisnt(also,tokeepthingsinlineifthingsgetoutofcontrol).Throughkeepingtrackofhowmanytimesstudentsspeak,Iwillbeabletotelltheirunderstandingoftherelationshipbetweentheirannotationsandthediscussions.Further,afterlookingovertheirannotationsofthepoem,Iwillbeabletoassessiftheycanidentifythe

dystopianideaspresentwithinthepoem.This,andtheirdiscussion,willalsohelpmeunderstandiftheyhavemadethe

connectionsbetweenthepoemandtheirreadingofLordoftheFlies.


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Instructionalstrategies/methods

ASocraticSeminarisaninstructionalstrategyinandofitself.Thisstrategycallsforadifferentapproachtounderstandingagivenpieceofliteratureortextandallowsformorestudentstocommentandgivetheirthoughtsonthetopicathand.This

alsoallowsstudentstomakethetexttheirown;theycanguidethediscussion(solongasitisproductive)andanswerthequestionstheywantanswered.Thisisaformofindirectinstruction,asitcallsforthestudentstomakethelessontheirown,

tomanipulatethetextsinwhateverwaytheyseefit.

Giveoneglow/onegrowisastrategywhichcallsforstudentstoprepareonegoodthingaboutthediscussionthatoccurred

intheinnercircle(aglow)andthenonethingthatcoulduseimprovementfornexttime(agrow).Byhavingthemthinkofsomethingthatcoulduseimprovement,itmakesthecommentslessnegativeinnatureandallowsthemtobemorehelpful.


1. 5minutes:OrganizationandreviewoftheprocessofaSocraticSeminar.Thiswillservetomakesureallthestudentsarepreparedfortheactivity.Wewillalsonumberofftodecidewhowillbeineachcircle.

2. 18minutes:Group1InnerCircle.Studentswillberesponsibleforguidingthediscussionduringthistime.Theywillbounceideasoffeachotherandattempttoanswerthequestionsprovidedwiththepoem.Thestudentsintheouter

circlewillmakenotesontheirrubricsonwhoisdoingwellandwhocouldspeakmore.Theyshouldprepare

themselvestogivecommentaryonceGroup1isdone.Group1willdiscussfor15minutesandinthefinal3minutes,

Group2willneedtoprovidetheircommentaryonthequalityofthediscussion.3. 18minutes:Group2InnerCircle.Studentswillberesponsibleforguidingthediscussionduringthistime.Theywill

bounceideasoffeachotherandattempttoanswerthequestionsprovidedwiththepoem.Thestudentsintheoutercirclewillmakenotesontheirrubricsonwhoisdoingwellandwhocouldspeakmore.Theyshouldprepare

themselvestogivecommentaryonceGroup2isdone.Group1willdiscussfor15minutesandinthefinal3minutes,

Group1willneedtoprovidetheircommentaryonthequalityofthediscussion.

4. 4minutes:Withtheremainingtime,wewilldiscusstheprosandconsofevaluatingthetextinthismanner.Studentswillthenbeexpectedtohandintheirassignmentsheet(attached)whichshowstheirannotationsandtheircomments

ontheothergroup.


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GraceJones

SocraticSeminar(AssignmentSheetforLesson#2)

Whileyoureadthispoem,youwillwanttomakeyourthinkingvisible.Thisiscalledannotation.Circle,underline,highlightthewordsandconceptsyoufindimportant.Writedownquestionsasyouthinkofthem.Letusseewhatyouwerethinkingas

youreadthepoem.AttempttocomeupwithanswerforthefollowingquestionsthatwillbediscussedduringtomorrowsSeminar:WhataresomecommonthemesbetweenthispoemandGoldingsnovel?Whyisdystopiasuchacommonthemein

literature?Whatistherelationshipbetweenthenarratorandthesocietythathesdiscussing.

Dystopia

Smokepumpingintothesky,

AGothicSkylinefilledwithblackBlackarchitecture,

Dominatingabroodinglandscape

Clankingcogsgrinding,

Makinganinhumanscream

Peoplewalkingsilently,

Inblackuniformlines

Noindividualitysurvives,

Everyonedressedthesame,skinpaletotheeye

Morbidlycoldtothetouch,

Meremachines

Blacknesspermeatingeverywhere,

Fleshprovidingnowarmth

Idreamofwhattheworldcouldhavebeenlike,

Fullofcolourandlife,fullofcreativityanduniqueness

Noplacetovoicemyideas,

Dangerousideascrushedbythoseincontrol

Partofonecollectivemind,Merelyasubjugatedcitizen!

JoshGibbens

UsethefollowingrubricasaguideforyoutoevaluatetheInnerCircle.Youcanwritenamesintheboxeswhereyouthink

differentpeoplebelong,oryoucouldjustusetheseideasassomethingtokeepinmindwhenyouwriteyourglow/grow.

Remember,aglowissomethingthatwasdonewell.Itcanbeaboutaspecificperson,orthewholegroup.Agrowissomething

thatwasdonejustOKbuttheresroomforimprovement.Thisshouldfocusonthegroupdiscussionasawhole,andnotone

person.


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GLOW: GROW:

ParticipationisOutstanding

Participantoffersenoughsolidanalysis,

withoutprompting,tomovetheconversationforward

Participant,throughhis/hercomments,demonstratesadeepknowledgeofthetext

andthequestion

Participanthascometotheseminarprepared,withnotesanda

marked/annotatedtext Participant,throughhis/hercomments,

showsthathe/sheisactivelylisteningto

otherparticipants

She/heoffersclarificationand/orfollow-upthatextendstheconversation

Participant'sremarksoftenrefertospecificpartsofthetext

Participationisverygood

Participantofferssolidanalysiswithoutprompting

Throughhis/hercomments,participantdemonstratesagoodknowledgeofthetext

andthequestion Participanthascometotheseminar

preparedwithnotesand/ora


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marked/annotatedtext

Participantshowsthathe/sheisactivelylisteningtoothers.She/heoffers

clarificationand/orfollow-up

Participationissatisfactory

Participantofferssomeanalysis,butneedspromptingfromtheseminarleaderand/orothers

Throughhis/hercomments,participantdemonstratesageneralknowledgeofthe

textandthequestion

Participantislessprepared,withfewnotesandnomarked/annotatedtext

Participantisactivelylisteningtoothers,butdoesnotofferclarificationand/orfollow-uptoothers'comments

Participantreliesmoreuponhis/heropinion,andlessonthetexttodrive

his/hercomments

Participationisnotsatisfactory

Participantofferslittlecommentary Participantcomestotheseminarill-

preparedwithlittleunderstandingofthe

textandquestion Participantdoesnotlistentoothers,offers

nocommentarytofurtherthediscussion

[email protected]


19/23

GraceJones

YourName:GraceJones

NameofUnit:LordoftheFliesandDystopia

SubjectArea:EnglishLanguageArts

GradeLevel:10th



Forthislesson,studentsaregoingtodelvefurtherintothetopicofcharactersandwhatthecharactersrolesarewithinthedystopiantextsthatwehaveread.Duringthisdaysclassperiod,Iwillhavestudentsgetouttheircharacterchartsthatthey

havebeenworkingonsothatwecanbegintoanalyzecharacterizationwithinthetexts.ThislessonwillcomeattheendofthethirdweekasstudentsneartheendofLordoftheFlies.

Tostartthelessonoff,asaclasswewilllookovermyowncharacterchartandIwillmodelforstudentswhatinformationtheyaregoingtowanttouseindevelopingtheirideasfortheiressay.Wewilldiscusswordchoiceandcharacteractionsthathave

aneffectontheoverallcharacterizationofthecharacter.Studentswillbeallowedtochoosewhichcharactertheywritetheir

essayon,solongastheyareabletofullydeveloptheircharacterandcreateaninterpretationastowhytheauthorcreatedthe

characterinthisway.

Standard(s)Grades9-10studentswillanalyzehowcomplexcharacters(e.g.,thosewithmultipleorconflictingmotivations)developover

thecourseofatext,interactwithothercharacters,andadvancetheplotordevelopthetheme.

Grades9-10studentswillcitestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.


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Grades9-10studentswillwriteargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoning

andrelevantandsufficientevidence.


-Whydoauthorscreatetheircharactersinthewaythattheydo?

-Whatpurposedoesstrongcharacterizationserve?

-Whyisitimportanttopayattentiontocharacterizationwhenreadingatext?

Objective(s)

Attheendofthislesson(C),students(A)willbeabletoidentify(B)phrasingandactionsthatcreatecharacters,whichwillbeevidentthroughtheircharacterchartsandessays(D).

Attheendofthislesson(C),students(A)willbeabletoreflect(B)ontheconceptofcharacterizationanditspurposewithintext,whichwillbeseenthroughtheiressay(D).

Differentiation

Asstudentsworkondevelopingtheiressays,theremaybesomewhohaventpaidattentionaswevegonethroughthenovel

orwhohaventreadtheentiretyofthereadings.Forthesestudents,Imgoingtowanttotalkwiththemandgaugetheir

understandingthusfar.Iftheyreallyarenotreadyforthisessayandthelevelofcomprehensionitrequires,Imighthavethemjustturninamoredetailedversionofthecharacterchart,orperhapsanoutlineontheirfavoritecharacterwithinthenovel.

Resources&Materials

-Assignmentprompts

-CharacterCharts


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-ELMOtoworkoncharacterchartsasaclass

StudentAssessment(s)Theessaythatstudentsturninforthiswillbebothsummativeandformative.DuringthefirsttwoweeksoftheUnit,

studentsworkedontheircharacterchartsanddevelopedtheirconceptsofcharacterizationwithinthetext.Sincethisessayis

asummarizationoftheirunderstandingandlearningofcharacterization,itissummativesothatIcanunderstandwhere

studentsareatintheircomprehension.Itisalsoformativesincestudentswillstillbuildoffofthisinthenextweekwhenthey

writetheirfinalessay.Theymaywanttoreferencesomeoftheideastheyuseinthisessayastheyworkshopanddeveloptheir

finalwriting.

Instructionalstrategies/methodsThink-pair-share:IwillstarttheclasswithaquestionaskingthemhowcharacterizationcomesintoplayinLordoftheFlies

andothernovelstheyveread.Theywillthenpairoffanddiscusstheiranswerandonestudentfromthepairwillsharewiththeclasswhattheirthoughtsareontheconcept.

ThislessonwillinvolvealotofdirectinstructionasImodelmycharacterchartandweaddtoittogether.Afterthis,wewill

getintoadiscussionoftheessaybasedoffofthepromptthatIhandout.Iwillwanttomakesurestudentsareproperly

preparedtobeginworkingontheiressaysthateveningafterclass.Then,thenextday,theycancomeinwithanyquestions

theymayhave.


1. 10minutes:Think-pair-share:Introducethedayslessonbytellingstudentsthatwearegoingtobefocusingevenmoreoncharacterization.Andthen,presentthequestionof,Howdoescharacterizationcomeintoplay/howisitimportant

withinLordoftheFlies?ThenstudentswillthinkabouttheiranswersuntilIhavethempairoffanddiscusswiththeirpartnertheiranswer.After5minutesofpartnertime,wewilldoasharingwhipandonepartnerfromeachpairwill

sharewhatconclusionstheycameto.


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2. 15minutes:CharacterChartModeling:Duringthistime,IwillhaveablankcharacterchartontheELMOandthestudentswillhelpmefillitinbasedoffoftheirowncharactercharts(whichshouldalreadybenearcompletion).Iwillguidetheircommentarybyaskingthemguidingquestions,suchas,HowdoesJackspersonalityaffecthisactionson

theisland?3. 15minutes:Assignmentbreakdown:ThisiswhenIwillhandouttheassignmentpromptfortheessayon

characterization.IwillhaveonstudentreadthepromptaloudandthenI,myself,willreaditaloudandaddinsome

extracomments(toincreasecomprehension).Iwilloutlinethingssuchastheduedate,thelength,andtheorganization.

4. 5minutes:Brainstorm:Duringthistime,studentswillbeabletoaskmeanyquestionstheyhaveabouttheassignmentandbringupideastheymighthaveregardingwhattheyaregoingtowriteabout.


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(AssignmentSheetforLesson#3)CharacterizationwithinLordoftheFlies

Miniessay:dueintwoclassperiods

YouhavealreadybeenworkingonyourcharacterchartsaboutthecharactersinWilliamGoldingsLordoftheFlies.These

chartsaregoingtobewhatyouwanttousetoguideyouasyouwritethisnextessay.

UnderstandingcharacterizationiskeyinunderstandinghowthingsplayoutinLOTF.Thepersonalitiesofeachcharacterhelp

definewhythingsendupthewaytheydo.Keepingthisinmind,youneedtodevelopa1-2pageessaythatfocusesonone

character.Onceyoudecidewhichcharacteryouwanttowriteabout,thinkaboutthefollowingquestions:

-Whatishispersonality? -Howdoeshispersonalitychangethroughthecourseofthenovel? -Whataresomewordsorphrasesthathelpcharacterizethischaracter?

Asyouthinkaboutthesequestions,findspecificquotesfromthebookthathelpyourargumentontheimportanceof

characterizationwithinthenovel.Tryanddevelopyourideasoncharacterizationandhowthecharactersdifferenceseffect

thecourseofthenovel.

Whileyes,thispaperisonly1-2pages,makesurethatyoufullydevelopyourideasandorganizetheminanunderstandable

way.

intasc unit plan

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