lesson plan – tuesday, october 25 - · pdf filelesson plan – tuesday, october 25...

Lesson Plan – Tuesday, October 25

Student Teacher’s Name Rachel Boylan Grade Level

State Standard Subject

9

Name of Lesson

English

Intro to A Separate Peace Period/Time

1/3/5/7/8

I. Goal: Students will begin to develop an understanding of the context in which the major themes of the novel A Separate Peace will play out. II. Objective: I will learn the who-what-where-when-why of A Separate Peace. III. Adaptations for Diverse Learners No particular adaptations necessary. IV. Materials: Videos, computer and means of projection V. Procedure:

A. Set / Hook Hi! Today you get to start A Separate Peace! B. Transition Before we start talking about the novel, let me tell you a little about myself… C. Main lesson 1. Meet your student teacher 10 minutes a. Questions? 2. A Separate Peace takes place during WWII 10 minutes a. What’s the first thing you think of when you hear “World War II”? b. What was life like in the United States at that time? c. Watch videos and explain/discuss. 3. A Separate Peace takes place at a swanky private boarding school 5 minutes a. About John Knowles b. About Devon and the world it’s based on (Phillips Exeter) 4. You get to write an essay (hurray!) 5 minutes a. Assign essay; handout with expectations and prompts will be online D. Transition On Tuesday you’ll get to learn more about A Separate Peace and start your new vocab!

E. Conclusion

Bye! DO YOUR READING!!! (and see you on Thursday!) VI. Assessment: Did they show evidence of having background knowledge of WWII? If so, good. If not, be sure to incorporate more information about the war (especially on the home front) in the weeks ahead. VII. Assignment: Read A Separate Peace, chapters 1 and 2 (and don’t be afraid to write in your book!)

Lesson Plan – Thursday, October 27



9

Name of Lesson

English

A Separate Peace: Day 2 Period/Time

1/3/5/7/8

I. Goal: Students will begin to identify and analyze some of the major themes in A Separate Peace. II. Objective: I will discuss how competition and envy affects the characters and the plot of A Separate Peace. III. Adaptations for Diverse Learners No particular adaptations necessary. IV. Materials: Computer and projector, student copies of A Separate Peace V. Procedure:

A. Set / Hook Hi! Today we get to start talking about A Separate Peace (and review some other stuff). B. Transition Part of what we’re doing with A Separate Peace is your daily Reading Response. First thing when you walk in, you will choose one of these questions to respond to and spend 15 minutes writing your response, using your book as reference. C. Main lesson 1. Reading Response (include at least one quote to support your answers) 15 min a. When Gene sees the tree once more as an adult, he says that it looks much smaller than it did when he was young. Why does it look smaller? What do you think the tree symbolizes? b. How does Phineas get away with breaking the rules? By the end of chapter two, we can tell that Gene is somewhat jealous of his friend’s ability to get away with anything. Is Gene simply jealous, or does he resent Phineas? How can you tell? c. Why is the Devon school administration so hard on the seniors? Why does Finny and Gene’s class, on the other hand, get treated with leniency? 2. Discussion 30 min a. TPS: Come up with three pros and three cons of competition. Considering your list, do you think competition is healthy or unhealthy? b. Pro/con list on the board for competition c. “I couldn’t help envying him that a little…” (p. 25) i. Can we change “competition” on the pro/con list to “envy”? ii. Is all competition based on envy? Can you think of an example of competition that is free of envy? TPS d. “…this was my sarcastic summer” (p. 29) i. Come up with an example of a sarcastic statement. ii. Is that statement a lie? Why or why not? iii. Sarcasm is saying the opposite of what you really mean. Lying, right?

iv. Sarcasm=lying=“the protest of people who are weak.” Why would someone who is weak not speak the truth? Is Gene a liar? e. Read: “Bombs in Central Europe…” (p. 30). Based on that, why might this book be called “A Separate Peace”? f. “Nothing endures…” p. 14. Based on that and the other events of these two chapters, what do you think is going to happen in this book? g. “Prodigious” on p. 15! Based on context, what does it mean?

D. Transition We’re in the middle of the rising action of A Separate Peace right now. You’re reading a lot of foreshadowing, and it’s building up to the climax. When you’re reading chapters three and four, pay attention to how the plot is building up and notice anything that you think might be foreshadowing. What do you think is going to happen next?

E. Conclusion

Bye! DO YOUR READING!!! (and see you on Monday!) VI. Assessment: Record student responses during class—get input from each student at least once. VII. Assignment: Read A Separate Peace, chapters 3-4.

Lesson Plan – Monday, October 31



9

Name of Lesson

English

A Separate Peace: Chapters 3-4 Period/Time

1/3/5/7/8

I. Goal: Students will understand two major literary themes (the nature of friendship and the nature of reality) in terms of A Separate Peace. II. Objective: Students will trace a major theme (the nature of friendship) in chapters 1-4. III. Adaptations for Diverse Learners E-mail Jake the RR questions ahead of time IV. Materials: Blank sheets of paper, student copies of A Separate Peace V. Procedure:

A. Set / Hook B. Transition And now... we’re on to A Separate Peace. C. Main lesson 1. Reading Response (include at least one quote to support your answers) 10 min. a. Gene believes blitzball is a perfect game for Finny. Explain how the game is played. How do the rules of the game and the skills needed to play it reflect Finny’s character? b. What school record does Finny break? Finny makes Gene promise to keep his record-breaking secret. Why? What does that suggest about him? c. Did Gene knock Finny out of the tree on purpose, or was it an accident? How can you tell? 2. Reading Quiz 15 min. a. Explanation of how the reading quizzes will work b. Draw three names at random and have those students come to the front c. Ask those three students three questions each from the reading quizzes i. If they cannot answer all of the questions correctly, the entire class takes the reading quiz 3. Discussion 15 min. b. Gene’s increasing resentment toward Phineas (throughout both chapters) i. Trace it through chapters 1-4 (they should take notes) ii. PAGES 59-60!!!! A. What happened? B. Did Gene do it on purpose or not? How can you tell? C. Compare scene from both versions of the movie. Is it accurate?

VI. Assignment: Read A Separate Peace, chapters 5-6.

Lesson Plan – Wednesday, November 2



9

Name of Lesson

English


1/3/5/7/8

I. Goal: Students will understand two major literary themes (the nature of friendship and the nature of reality) in terms of A Separate Peace and will comprehend vocabulary words from the novel both in and out of context. II. Objective: Students will trace a major theme (the nature of reality) in chapters 5-6. III. Adaptations for Diverse Learners No particular adaptations necessary. IV. Materials: Student copies of A Separate Peace, iPads, computer and projector V. Procedure:

A. Set / Hook Hi! Today you get to start working on your plot graphing projects! B. Transition But first it’s time for reading responses. Choose your prompt and write; you have ten minutes to do it. C. Main lesson 10 minutes 1. Reading Response (include at least one quote to support your answers) a. After the overnight trip to the beach, what does Gene decide Finny is trying to do to him? What leads Gene to this conclusion? How does Gene feel when he realizes he is wrong? b. We get Gene’s point of view on Finny’s fall and the boys’ friendship, but how do you think Finny would explain his reason for being in the tree? How would he explain how and why he fell? c. Why does Phineas get angry when Gene comes to his house to apologize? Why do you think he refuses to accept Gene’s explanation? 2. Reading Quiz 10 minutes a. Draw three names at random and have those students come to the front b. Ask those three students three questions each from the reading quizzes i. If they cannot answer all of the questions correctly, the entire class takes the reading quiz 3. Discussion 20 minutes a. Finny’s concept of reality (pp. 37-40 ff.) i. Optical/auditory illusions ii. How do we know what is real? If you simply decide that something is real, does that make it so? Illusions like what we saw are both real and unreal at the same time, right? How does that work? iii. Finny (and Gene) create their own reality and live within it, and we hear this entire story from Gene’s point of view. How can we tell what is

real and true? iv. Explain and fill out “Is This Real Life” sheets in pairs (it’s an exit pass!)

D. Conclusion

Bye! DO YOUR READING!!! (and see you on Friday!) VI. Assessment: Reading quizzes, if given, and reading responses; “Is This Real Life” exit passes. VII. Assignment: Read A Separate Peace, chapters 7-8.

Lesson Plan – Friday, November 4



9

Name of Lesson

English


1/3/5/7

I. Goal: Students will understand two major literary themes (the nature of friendship and the nature of reality) in terms of A Separate Peace and will comprehend vocabulary words from the novel both in and out of context. II. Objective: Students will trace a major theme (the nature of friendship) in chapters 7-8 and will study the use of adjectives in the context of the novel and out of it. III. Adaptations for Diverse Learners No particular adaptations necessary. IV. Materials: Student copies of A Separate Peace, computer and projector V. Procedure:

A. Time for reading responses! Choose your prompt and write; you have ten minutes to

do it. B. Main lesson 10 minutes 1. Reading Response (include at least one quote to support your answers) a. What is Finny’s theory about the war? Why do you think he chooses to believe that this theory is true? b. Why is it surprising that Leper Lepellier is the first boy from Devon to enlist in the military? c. Do you think the boys at Devon school have a good idea of what being a soldier in a war is really like? Give a specific example from the book to defend your answer. 2. Reading Quiz 15 minutes a. Draw three names at random and have those students come to the front b. Ask those three students two questions each from the reading quizzes i. If they cannot answer all of the questions correctly, the entire class takes the reading quiz

C. Conclusion

Bye! DO YOUR READING!!! (and see you on Tuesday!) VI. Assessment: Reading quiz, reading responses VII. Assignment: Read A Separate Peace, chapters 9-10.

Lesson Plan – Tuesday, November 8



9

Name of Lesson

English


1/3/5/7

I. Goal: Students will understand the plot and major themes of A Separate Peace. II. Objective: After direct instruction, students will demonstrate an ability to recognize and discuss a major theme (the nature of reality) in A Separate Peace. III. Adaptations for Diverse Learners No particular adaptations necessary. IV. Materials: Student copies of A Separate Peace V. Procedure:

A. But first it’s time for reading responses. Choose your prompt and write; you have ten minutes to do it. B. Main lesson 10 minutes 1. Reading Response (include at least one quote to support your answers) a. For the boys at Devon, is peace something that is real and not real at the same time? Use a specific example from the book to explain. b. Leper says that Gene always was “a savage underneath” (Knowles 145). Is that true? Why or why not? c. At the end of chapter 10, why does Gene yell at Leper and refuse to listen to him anymore? 2. Reading Quiz 15 minutes a. Draw three names at random and have those students come to the front b. Ask those three students three questions each from the reading quizzes i. If they cannot answer all of the questions correctly, the entire class takes the reading quiz 3. Discussion 15 minutes a. How is Finny like or unlike Leper? Is Leper really crazy? Is Finny? What’s the difference and how can you tell? b. Is Gene “a savage underneath?” How so? Aren’t we all?

C. Conclusion

Bye! And DO YOUR READING!!! (see you on Friday!) VI. Assignment: Read A Separate Peace, chapter 11

Lesson Plan – Thursday, November 10



9

Name of Lesson

English

A Separate Peace: Chapter 11 Period/Time

1/3/5/7

I. Goal: Students will understand the plot and major themes of A Separate Peace. II. Objective: After direct instruction, students will demonstrate an ability to recognize and discuss major themes in A Separate Peace. III. Adaptations for Diverse Learners No particular adaptations necessary. IV. Materials: Student copies of A Separate Peace V. Procedure:

A. Set / Hook Hi! Today you get to talk about the momentous chapter 11 of A Separate Peace! (So, what happened to Finny at the end of the chapter?) B. Transition But first it’s time for reading responses. Choose your prompt and write; you have ten minutes to do it. C. Main lesson 10 minutes 1. Reading Response (include at least one quote to support your answers) a. An inscription on a building at Devon school says, “Here Boys Come to Be Made Men.” Do the boys in the book grow up and become men as the story goes along? Find a specific example of how they do or do not become men. b. During the trial, Finny can’t seem to remember the details of his fall from the tree. Has he really forgotten what happened, or is he just pretending he forgot? How can you tell? c. Why does Phineas get so upset and angry at the end of the chapter? When he says “I don’t care,” is he telling the truth? How can you tell? 2. Reading Quiz 10 minutes a. Draw a name at random b. Ask that student a question from the quiz c. Repeat for each quiz question (10 total); keep track of the grade 3. Discussion 30 minutes a. Why does Brinker want to hold this trial? Does Finny, the “casualty,” want his case to be tried? Why not? b. Bottom of p. 170—is Finny trying to help Gene, or does he really not remember the accident? How can the adjectives and adverbs Knowles uses to describe the situation help determine Finny’s level of honesty and his intentions? (Also, if Finny is trying to help Gene, why would he say where Leper is on p. 172? Is it that he really, truly believes that Leper won’t say anything damning because there is

nothing damning to be said?) c. So why does Finny get so angry at the end of the chapter? D. Transition

Remember to keep working on your vocab dictionaries; on Tuesday you need to have 10 vocab sheets done!

E. Conclusion Bye! DO YOUR READING!!! (see you on Tuesday!) VI. Assessment: Reading quiz, reading responses VII. Assignment: Read A Separate Peace, chapters 12-13.

Lesson Plan – Tuesday, November 15



9

Name of Lesson

English

A Separate Peace, Chapters 12-13 Period/Time

1/3/5/7

I. Goal: Students will understand the plot and major themes of A Separate Peace. II. Objective: After direct instruction, students will demonstrate an ability to chart the overall plot of A Separate Peace. III. Adaptations for Diverse Learners No particular adaptations necessary. IV. Materials: Student copies of A Separate Peace, copies of blank plot graph V. Procedure:

A. Set / Hook Hi! Reactions to the ending of A Separate Peace? a. Did anyone not know that Phineas was going to die? b. What did you think about the end of the book? About the book as a whole? c. Read “I was ready for the war now…” and “I never killed anybody…” (discuss) d. Soon we’re going to look at this a little more and chart out our thoughts… B. Transition But first it’s time for reading responses. Choose your prompt and write; you have ten minutes to do it. C. Main lesson 1. Reading Response (include at least one quote to support your answers) 10 minutes

a. Near the beginning of chapter 12, Gene goes to see Finny, who yells at him angrily. Why is Finny angry with Gene about his leg now, when he never was before? b. Gene says, “I did not cry then or ever about Finny,” (Knowles 194). Finny was Gene’s best friend; why do you think Gene didn’t cry over his death?

c. This book could be called A Separate Peace because the boys have peace at Devon that is separate from the war. Can you think of another reason why this book might be titled A Separate Peace? Explain. 2. Collect reading responses!! a. If you didn’t print them out, you have until the end of today to do so without losing points. I told you that you would need to print them. No e-mailing. b. Staple them together! 2. Reading Quiz 10 minutes a. Draw a name at random b. Ask that student a question from the quiz c. Repeat for each quiz question (10 total); keep track of the grade

3. Discussion 20 minutes a. Distribute blank plot graphs b. Explain: i. Define inciting incident, climax, etc. with student input, examples 1. Think of a well-known fairy tale; give me the climax, etc. ii. During “Thriller,” fill in the boxes using the key on the back

1. The climax doesn’t have to come in the middle! 2. This is not Sesame Street: “Beginning, middle, end!”

iii. Compare ideas, come to a consensus

D. Transition Completed vocab dictionaries are due after Thanksgiving break, on Dec. 1

E. Conclusion Bye! Check MyOLu Studio! See you on Friday! VI. Assessment: Reading quiz, reading responses

Exposition Resolution

Risin

g Ac

tion Falling Action

Clim

ax Event Page

Inci

ting

Incid

ent Event Page

Foreshadowing Page

Name:

Period:

A Separate Peace Plot Graph

Event Page

Finny’s secret, record-breaking swim p. 43

The formation of the Super Suicide Society of the Summer Session p. 31

The arrival of the military (parachute riggers) at Devon pp. 196-197

Gene’s near-death experience, when he almost falls from the tree pp. 31-32

The trial pp. 167-177

Finny’s confession on the beach that Gene is his best friend p. 48

“I was on active duty all my time at school; I killed my enemy there.” p. 204

Finny’s fall from the tree p. 60

The argument between Gene and Leper, who has gone crazy pp. 141-151

The Winter Carnival pp. 131-137

Gene and Brinker’s conversation with Brinker’s father pp. 198-200

Finny’s original decision to jump from the tree p. 15

The pink shirt incident pp. 24-25

Gene and Finny’s argument about the accident at Finny’s house pp. 69-71

Finny’s death pp. 193-194

Gene’s fight with Quackenbush p. 79

What’s Real? Name: Period: Directions: Fill in the blanks below with examples from A Separate Peace. Reality He chooses to believe… Gene’s View Of… His friendship with Finny (pp. 48, 51-54)

Finny’s View Of… Gene’s guilt (pp. 69-71)

Finny’s View Of… Gene’s confession (Knowles 83)

What’s Real? (example/key) Name: Period: Directions: Fill in the blanks below with examples from A Separate Peace. Reality He chooses to believe… Gene’s View Of… His friendship with Finny (pp. 48, 51-54)

Finny is his “best pal” (Knowles 48).

Finny is his enemy and is trying to make him fail his classes so that they will be “even” (Knowles 51-54).

Finny’s View Of… Gene’s guilt (pp. 69-71)

Gene jiggled the tree limb on purpose to knock Finny down (Knowles 70).

Gene did not purposely do anything to hurt Finny; the fall from the tree was entirely accidental (Knowles 65, 70).

Finny’s View Of… Gene’s confession (Knowles 83)

Gene was trying to explain the facts about the accident and apologize for them (Knowles 69-71).

Gene was “crazy” and was talking nonsense; he didn’t really mean what he said (Knowles 83).

lesson plan – tuesday, october 25 - · pdf filelesson plan – tuesday, october 25...

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