Student Activities

• Prediction Exercise

• Comprehension Questions

• Story Map

• Journal Entries

• Group Presentation

Learning Strategies

• Group Work

• The use of different templates to aid in establishing a visual representation of literature

• Reflection

Lesson Topics

• Family Relationships

• Variances in childhood experiences at home

Addressing Learner Diversity

• The presentation groups will be small & heterogenous - with learners from every level to aid in learning from peers

• I will provide written instructions to support those with weaker auditory comprehension levels

Assess-ment

• Summative Assessment

• Presentation to class

• self-assessment

• Formative Assessment

Duration • 6 lessons to be

distributed over 8 days

Lesson Outline of Activities Objectives Assessment Materials Needed

1 - Introduce unit using Smart

Board. Have students predict

the themes/content they may

encounter.

- Distribute ‘How to do

Battle with Grown Ups’

- Prior to reading, have

students complete an activity

to activate prior knowledge.

Follow up reading with a

related post-reading activity,

including a summary of main

points.

- Recognize reading as an

active process that requires

readers to:

- make connections

- find meaning

- make and confirm

predictions

- make and confirm

inferences

- reflect and evaluate

Formative:

- Post-reading activity

Summative:

- None this lesson

- Copies of ‘How to do

Battle with Grown Ups’

- Prior knowledge & post-

reading activities

2 - Intro/ Review story maps.

- Distribute ‘Penny in the

Dust,’ go through it. Once

the story is read, students

will be assigned part of the

story map to fill in. Each

group will write their

answers on the Smart Board,

so that by the end of class we

have a complete story map.

- Students will then respond

to comprehension questions

- Write to express

understanding (COM)

- Assess an author’s ideas

and techniques

Formative:

- Comprehension Questions

Summative:

- None this lesson

- Copies of ‘Penny in the

Dust’

- a story map to put on the

whiteboard – in a notebook.

3 - Intro/Review story maps

- Distribute Grace & map

template. Students will work

with a partner to complete

the map.

- Explore human experiences

and values reflected in texts

- State and evaluate author’s

theme, tone

Formative:

- Story Maps

Summative:

- None this lesson

- Copies of ‘Grace’

- copies of a story map

4 +1 - Warren Pyror Poem –

Parental expectations

- questions and journal

reflection

- distribute poetry

assignment sheet and go

through as a class. Class time

will be given to do the

assignment

- Write to reflect, clarify and

explore ideas

- Record responses in a

reader’s journal, log or

notebook

- Listen to empathise and

make connections with

others

- Relate literary experience

to personal experience

Formative:

- Journal Entry

Summative:

- None this lesson

- copies of Warren Pyror

- journal prompt

- Copies of Poetry

Assignment

- Copies of the grading

rubric

5 +1 - Review strategies used

earlier in this unit

- Divide into smaller groups

and select a poem relating to

Home and Family for the

poetry assignment. As a

group, develop a dramatic

reading of their poem

- Prepare a dramatic reading

of a prose or poetry

selection.

Formative:

-None this lesson

Summative:

- Group project to be handed

in and presented as unit

evaluation

- Copies of Poetry

Assignment Sheet

- Copies of grading rubric

6 - Students will present a

dramatic reading of their

poem to the class and be

evaluated by a pre-

determined rubric (which

includes a section of self-

assessment)

- Speak to express

understanding

- Recognize and adjust

verbal and nonverbal

presentation elements

(articulation, pronunciation,

volume, tempo, pitch, stress,

gestures, eye contact, facial

expressions and poise)

effectively and in keeping

with purpose, audience

needs, and individual

cultural and linguistic

background.

- Present information

Formative:

None this lesson

Summative:

- Group presentations &

handed in assignment

-Extra copies of the rubric &

self-assessment

Lesson Plan: #1

Objectives:

Learning:

- Recognize reading as an active process that requires readers

to:

- make connections

- find meaning

- make and confirm predictions

- make and confirm inferences

- reflect and evaluate

Resources:

- Copies of ‘How to do Battle with Grown Ups’

- Prior knowledge & post-reading activities

NOTE to Sub:

Lesson:

Warm Up

Put up the words ‘Home’ and ‘Family’ on the smart board. Ask for student volunteers to come up to the board and create a class brainstorm of images,

words and phrases that come to mind. Based on these ideas, have students predict what themes may be encountered in the unit. Write the predictions

on the smart board and save the screen to a file so that the students can reflect upon them at the end of the unit.

Presentation

- Distribute ‘How to do Battle with Grown Ups’

- Prior to reading, have students complete an activity to predict the main theme/idea in the essay.

- Students are to then read the essay (have student volunteers read the story out loud) & complete the post-reading activity.

- Students have time to complete the questions from this story, as well as assignments previously distributed

incorporating visual, audio-

visual, and dramatic aids to

engage the intended audience

Follow Up

- Review answers at beginning of next class.

Assessment:

Lesson Plan: #2

Objectives:

Learning:

- Write to express understanding (COM)

- Assess an author’s ideas and techniques

Resources:

- Copies of ‘Penny in the Dust’

- a story map to put on the whiteboard – in a notebook.

- comprehension questions

Notes to Sub:

Lesson:

Warm Up

Review answers from yesterday

Motivational Set

- Put up a blank story map, have students fill in the elements of a short story – brainstorm on the whiteboard; put it into the template on the smart

board. This will activate prior knowledge, since elements of a short story were covered previously in this course.

Presentation

- Distribute ‘Penny in the Dust’ and read it as a class. Once the story is read, students will be assigned part of the story map to fill in. Each group will

write their answers on the Smart Board, so that by the end of class we have a complete story map.

- As a whole class, we will discuss what has been created and see if any changes should be made.

- Students will then respond to comprehension questions if there is additional time.

Follow Up

- Story maps will be reviewed at the beginning of the next class.

Assessment:

Comprehension questions

Lesson Plan: #3

Objectives:

Learning:

- Explore human experiences and values reflected in texts

- State and evaluate author’s theme, tone

Resources:

- Copies of ‘Grace’

- copies of a story map

NOTE to Sub:

Lesson:

Warm Up/ Motivational Set

- Review story maps from yesterday.

Presentation

- Distribute Grace and map template. Students will read the story individually and may work individually or with a partner to complete the story map.

- The story maps will be due in two days

Assessment:

- Story maps will be read over during the next homework check.

Lesson Plan: #4

Objectives:

Learning:

- Write to reflect, clarify and explore ideas

- Record responses in a reader’s journal, log or notebook

- Listen to empathise and make connections with others

- Relate literary experience to personal experience

Resources:

- Copies of Warren Pryor

- journal prompt

- Copies of the Poetry assignment and grading rubric

NOTE to Sub:

Warm Up/ Motivational Set

- Assess progress of story maps, allow students time at the end of class to work on them if needed.

- Brainstorm parental expectations and motivations. Why do some parents ‘force’ their children to do things they may not enjoy – such as take piano

or violin lessons

- Little Miss Perfect video – a short clip of mothers justifying their toddler’s participation in beauty pageants.

Presentation:

- Distribute Warren Pryor, a poem.

- As a class read the poem aloud, checking for understanding after each stanza. Students will then summarize the main idea presented in each line. The

poem will be put up on the smartboard and students can write in the meaning beside the actual line.

- Distribute vocabulary handout & comprehension questions and allow time to work on them.

- If time, distribute the Poetry Assignment and go through as a class. Go through grading rubric and ensure students understand what is expected for

the project.

Assessment:

- Comprehension questions will be handed in two days after the poem is read.

Lesson Plan: #5 – 2 days

Objectives:

Learning:

- Prepare a dramatic reading of a

prose or poetry selection.

Resources:

- Copies of Poetry Assignment Sheet

- Copies of grading rubric

NOTE to Sub:

Lesson:

Warm Up

- Review strategies used earlier in this unit – since they will be useful when working on the Poetry Assignment

- Show video of dramatic reading of Shakespeare as an example/guide for the students.

Presentation

- If not done yesterday, distribute Poetry Assignment sheet & go through as a class.

- Divide into smaller groups and select a poem relating to Home and Family. As a group, develop a presentation that includes an analysis of literary

terms, a story map/summary of the poem’s main parts.

- Encourage students to ask questions, since they will only get two class periods to complete the assignment.

Assessment

- Group project to be handed in and presented as summative, unit evaluation

Lesson Plan: #6

Objectives:

Learning:

- Speak to express understanding

- Recognize and adjust verbal and nonverbal presentation

elements (articulation, pronunciation, volume, tempo, pitch,

stress, gestures, eye contact, facial expressions and poise)

effectively and in keeping with purpose, audience needs, and

individual cultural and linguistic background.

- Present information incorporating visual, audio-visual, and

dramatic aids to engage the intended audience

Resources:

-Extra copies of the rubric & self-assessment

NOTE to Sub:

Lesson:

Presentation

- Give students approximately 5 minutes to meet with their group and ensure that everyone is ready.

- Students will present a dramatic reading of their poem to the class and be evaluated by a pre-determined rubric (which includes a section of self-

assessment)

- Give students time to complete the self-assessment

- Discuss the poems presented and connect concepts to examples of literary devices, content covered previously in this unit and the theme ‘Home and

Family.’ – Do this by posing open-ended questions and gently guiding student discussion in the direction of these themes.

Assessment:

Summative:

- Group presentations & self-assessment