Monday, November 26, 2012

Senior English Weeks Nov. 26 through Dec. 10, 2012

Racquel O’Connor-Mesa
Class: Senior English
Dates: Weeks of November 26, 2012
& December 3, 2012 & December 10, 2012,
Learning Development:
Performance Objective:  UW.G12.2R.C1.PO1
Evaluate the author’s use of literary elements:
theme (moral, lesson, meaning, message, view or comment on life),
point of view (e.g., first vs. third, limited vs. omniscient),
characterization (qualities, motives, actions, thoughts, dialogue, development, interactions),
setting (time of day or year, historical period, place, situation), and
plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).
Learning Objective: See above.
Kid-Friendly Language: I can determine the author’s purpose in using theme, point of view, and setting.
Key Terms: Purpose, Theme, Point of view, Setting
Essential Questions:
1. What is theme? How does theme affect student’s understanding of the author’s purpose?
2. What is setting? How does setting affect student’s understanding of the author’s purpose?
3. What is point of view? How does point of view affect student’s understanding of the author’s purpose?
Bloom’s Level


x Application

x Analysis
x Evaluation
Anticipatory Set
·         Congruent
·         Active
·         Past Experience
Students will take interactive notes on a PowerPoint regarding author, Jack Finney. Throughout the PPT, the teacher will relate cultural differences within the setting to the student’s cultural expectations of today. 
Instructional Strategies

 Identifying Similarities & Differences
x Summarizing
x Project-Based
 Nonlinguistic Representation
x Setting Objectives
x Peer Feedback
 Generating/Testing Hypothesis

x Lecture
x Discussion
x Homework
x Practice
 Cooperative Learning
x Instructor Feedback
x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.
Week of November 26, 2012
Students will take interactive notes on PowerPoint in order to gain some prior knowledge to the reading of, “Contents of the Dead man’s Pocket.” Students will then read the short story in class, taking turns reading as the teacher selects random students.  Students will then complete a teacher created worksheet regarding plot elements, theme, and point of view.  Students will view a short remake of the short story in theatrical form.  Students will then work in cooperative groups rewriting the story from the wife’s Point of View and present their writing to the class.

Week of December 3, 2012
Students will take interactive notes on Author’s purpose and write a paragraph explaining how an author may utilize plot, point of view, and theme in order to convey their intended purpose. Students will be given a worksheet with multiple paragraphs. In cooperative groups of 4, students will be given an envelope with various paragraphs.  It will be up to each student to categorize the paragraph for author’s purpose utilizing the teacher made Pie-Chart Game Board.  Students will lay their paragraphs down face down. When all members of the group have completed sorting their paragraphs, the group will flip each over to make sure they all agree. If there are discrepancies, students will need to defend their selection, or make appropriate changes per peer mentoring. 

Week of December 10, 2012
The teacher will select a general topic.  Students will then be placed in cooperative groups. One representative from each group will come draw a slip of paper that has a specific author’s purpose on it.  Then, keeping that purpose in mind, students will write no less than one page regarding that topic.

Guided Practice
Teacher will model how to analyze short stories for author’s purpose based on the elements of plot, point of view, and theme by means of a laptop, document camera, and lcd projector. 
Comprehension Check
The students’ comprehension will be assessed through the successful completion of all projects and participation.
Active Participation
·         All Students
·         All the Time
All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing project requirements, and successful completion of all assignments.
x  Combination
 Selected Response                                                    x Extended Written Response
x Performance Assessment                                          x Personal Communication
·         Congruent
·         Active
·         Past Experience
·         Student Summary
A.     Students will summarize author’s purpose and how an author can use the literary devices of plot, point of view, and theme to effectively convey their message.
Independent Practice
Students will take interactive notes, complete in-text citations, and evaluate various stories, work in cooperative groups, and utilize their knowledge of literary devices to project specific purposes.   

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