Personal Portfolio - Home



Stephanie Palmieri

7th/8th Grade Language Arts: Summerbridge

Hatchet

Lesson 19: (7/20/09)

(Had to push this lesson back from last week)

Unit Title:

Hatchet

Lesson Title:

First Person

Objectives:

1. Students will create character traits for a non-speaking character in the book and write about that character in the first person. [Knowledge, Comprehension, Application, Analysis, Synthesis.]

2. Students will create a dialog between the character we created and Brian. [Knowledge, Comprehension, Application, Analysis, Synthesis]

Instructional Procedure:

1. Warm Up: (10 mins)

a. First person review:

i. What pronouns do we use when writing in the first person?

ii. When we are writing in the first person as another character how can we make sure we are writing as that character and not as ourselves?

b. Take out class list of Porcupine traits from Friday

i. Students will be assigned the setting for their RAFT (two students per setting)

1. Porcupine’s home

2. Porcupine’s work/job

3. Summertime free time

4. Hanging out with friends at school

5. Hanging out with friends at Dorney Park

ii. Students will fill out chart (See attached) individually and share with their partner (same setting).

2. RAFT: (20 mins)

a. My example

b. Students will write in the first person as the porcupine (see attached RAFT)

3. Character Interaction: (10 mins)

a. In the book Brian and the porcupine interact. What would happen if they interacted now, based on the character we created?

i. Create a conversation between Brian and the porcupine if they were to meet again. Choose one of the following mediums for this conversation:

1. Text conversation

2. IM conversation

3. Dialog

b. Share with a partner

4. Wrap Up: (5 mins)

a. Students will share their IM convos with a partner.

5. Homework:

a. Read chapter 12

b. Post its: talk to the text

Evaluation Procedures:

1. First person review

2. Warm up writing

3. RAFT

4. Character convo

Materials:

1. Setting worksheet

2. RAFT example

3. RAFT worksheet

Porcupine Traits: (Class List)

|Setting: |Words to describe the Setting (10) |Specific characters we might encounter |Setting: Specifics |

| | |in this Setting |Time/Date/Place |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

RAFT

R: Role (Who are you?)

A: Audience (To whom are you writing?)

F: Format (What form will your writing assume?)

T: Topic (What are you writing about?)

EXAMPLE:

• Character: Cell Phone

• Character Traits:

o Physical: Shiny, sleek, purple and black

o Personality: Loud, loves music, loves attention, sassy, sarcastic, independent, loves meeting new people, personable, hates being ignored, vain

|Role |Audience |Format |Topic |

|Cell phone |My owner |A letter |My treatment |

Dear Owner,

Lately I have been feeling neglected and under appreciated. I make calls and texts for you everyday but then you throw me around and drop me on the floor. (hates being ignored) My cover is cracked and scratched and it is embarrassing when I am around all the other shiny, new looking phones. (vain) I also feel like it isn’t fair that you only pay attention to me when you need me. (loves attention) As soon as you are done with a text or a call you shove me into your bag and I don’t see you or the daylight again for hours. It gets so hot and stuffy inside your bag and I just wish that sometimes you would take me out and let me breathe in some fresh air. Also I am sick and tired of you texting Matias over and over again. I mean he’s fun to talk to, but I also like talking to Chelsea, Keishla, Naiomy and Courtney. Mix it up, I need to hear different voices every now and again. (loves meeting new people, independent) I hope that you can listen to what I have to say and take better care of me in the future.

Sincerely,

Your Phone

|Role |Audience |Format |Topic |

|Porcupine |New York Times Best Seller List |Short story biography |What happens in your setting |

| |Readers | | |

Using the RAFT above as a reference, write a two paragraph short story about what this character does in the setting I gave you.

• Write this paragraph in the FIRST PERSON as the porcupine

• Incorporate the porcupine’s character traits in the story through his actions.

• In (parentheses) after this character’s actions/dialog write the character trait that action exhibits.

Stephanie Palmieri

7th/8th Grade Language Arts: Summerbridge

Hatchet

Lesson 20: (7/21/09)

Unit Title:

Hatchet

Lesson Title:

Conflict Introduction

Objectives:

1. Students will appraise and write a response to a classmate’s talking to the text. [Comprehension, Application, Analysis, Synthesis, Evaluation]

2. Students will identify the setting, mood/tone, and characterization in various clips representing four different types of conflict. [Comprehension, Application]

3. Students will identify examples for each type of conflict. [Comprehension, Application, Analysis]

Instructional Procedures:

1. Warm Up: (10 mins)

a. On the side board I will put “comments”, “questions”, “predictions”, “connections”.

i. Students will put all of their talking to the text posts its under the appropriate category.

ii. Students will then select two post its that do not belong to them and write a reaction/response to those post its.

a. Response should be in complete sentences.

b. Response could be answers/clarifications, other questions, comments, connections etc.

iii. We will share some of these responses as a class.

2. Conflict: (20 mins)

a. I will hand out intro to conflict sheet/notes sheet (See attached)

i. Students will read silently to themselves

ii. Students will read aloud

iii. Emphasize:

a. More than one conflict can occur at a time (can you identify multiple conflicts in this clip?)

b. A character’s reaction in types of conflict gives us insight into their character (characterization)

b. I will play a clip of each example on the sheet:

i. Harry vs. Voldemort

a.

ii. Dorothy vs Tornado

a.

iii. Remember the Titans

a.

iv. Character vs self: devil vs angel

a.

c. During the clip students will take down notes/observations about the clip and what is happening.

i. What adjectives would you use to describe the characters?

ii. What is the setting?

iii. What is the mood/Tone?

3. Students Examples: (10 mins)

a. Students will individually brainstorm examples of each kind of conflict using various texts and provide justification:

i. Movies

ii. Music

iii. Television

iv. Etc

b. Students will share in pairs

4. Wrap Up: (5 mins)

a. Students will share examples aloud

b. Justify your example: what is the proof? Explain how your example fits into the conflict category

5. Homework:

a. Read chapter 13

b. Illustrate one conflict in this chapter.

i. Should include setting

ii. Characters involved

iii. Label the type of conflict

iv. Record page number/mark with post it

Evaluation Procedures:

1. Warm Up homework check

2. Student read of conflict sheet

3. Notes during video clips

4. Student examples

Materials:

1. Black board

2. Smartboard and clips

3. Intro/notes sheet

4. Example Sheet

Character versus Character

One person against another

• Example: Harry Potter vs. Voldemort (Harry Potter Series)

Character versus Nature

• A run-in with the forces of nature.

• Tests the limits of a person’s strength and will to live.

• Example: Dorothy vs. The Tornado (The Wizard of OZ)

Character versus Society

• The values and customs everyone else lives by are being challenged.

• One character is in opposition of a large group of people

• Example: Remember the Titans: (Football player vs. Students)

Character versus Self

• Internal conflict

• An internal conflict is a good test of a character’s values

o Does he give in to temptation or rise above it?

o Does he demand the most from himself or settle for something less?

o Does he even bother to struggle?

• Example: Kronk vs. Himself (Devil/Angel)

Character VS.

[pic]

Character

Character VS.

[pic]

NATURE

Character VS.

[pic]

SOCIETY Character VS.

[pic][pic]

Self

Stephanie Palmieri

7th/8th Grade Language Arts: Summerbridge

Hatchet

Lesson 21: (7/22/09)

Unit Title:

Hatchet

Lesson Title:

Conflict

Objectives:

1. Students will identify the types of and specific conflicts in chapter 13. [Knowledge, Comprehension]

2. Students will make predictions, comments, questions, and connections about a passage from chapter 13. [Comprehension, Application, Analysis]

3. Students will analyze the setting and how it affects Brian’s mood through talking to the text. [Comprehension, Application, Analysis]

Instructional Procedures:

1. Warm Up: (10 mins)

a. Students will share their illustrations with a partner

b. Share aloud with class

i. What type of conflict did you choose?

ii. What specific conflict from the chapter did you illustrate?

iii. Who or what is involved in that conflict. Provide a brief summary of what is happening around this conflict.

c. Examples:

i. Brian vs. Wolf (page 115)

ii. Brian vs. Self (mind) (page 116)

iii. Brian vs. Nature (fish) (page 119)

2. Analysis: (20 mins)

a. I will provide students with a paper copy of page 115-117 (see attached)

b. I will read this section aloud and ask students to simply follow along silently as I read

c. I will then ask students to reread silently and talk to the text

d. I will ask for volunteers to reread this passage aloud to the group

e. Students will share their talking to the text.

i. This passage is very dark. It deals with Brian’s depression and his attempted suicide.

ii. What words would you use to describe the mood of the setting here?

iii. What words would you use to describe Brian’s mood?

iv. How does the mood of the setting affect Brian’s mood?

v. What does Brian mean when he says “He was new”?

1. How is he new?

2. What made him new?

3. Predict how Brian will feel about his situation from this point forward.

vi. What might clouddown mean?

f. Cut to last page: read that section.

i. “he could feel new hope building in him. Not hope that he would be rescued – that was gone. But hope in his knowledge”

1. What changes for Brian in this chapter?

2. How does he go from suicidal to hopeful?

3. What do you think about the fact that he recognizes he might never be rescued?

3. Conflict in Hatchet: (10 mins)

a. What types of conflicts occur in chapter 13? Describe each situation and who was involved (see attached) (use homework/warm up as reference)

i. Student will work individually

ii. Students will share in pairs

4. Wrap Up: (5 mins)

a. Students will share aloud with class

5. Homework:

a. Read chapter 14

b. Students will compile a list of how Brian utilizes his senses while in the wilderness. Chapter 14 and throughout book.

c. See attached.

Evaluation Procedures:

1. Warm Up share homework

2. Talking to the text/discussion

3. Conflict examples from chapter

4. Class share

Materials:

1. Talking to the text copies of pages 115-117

2. Conflict worksheet

3. Senses Homework worksheet

SENSES

Provide TWO examples for EACH BOX below

| |Chapter 14 |Book |

|Sight | | |

|Sound | | |

|Taste | | |

|Touch | | |

|Smell | | |

Conflict In Hatchet:

|Type of conflict |What Happens? |

|(Specifics) |(Be specific/Page Number) |

|Character vs. Character: | |

| | |

| | |

|Character vs. Nature: | |

| | |

| | |

|Character vs. Self: | |

| | |

| | |

Stephanie Palmieri

7th/8th Grade Language Arts: Summerbridge

Hatchet

Lesson 22: (7/23/09)

(2 day lesson)

Unit Title:

Hatchet

Lesson Title:

Senses

Objectives:

1. Students will compose a class list of senses that Brian uses and the images that those senses are connected to. [Knowledge, Comprehension]

2. Students will write descriptively, identify new facts, compare and contrast and illustrate at the stations. [Comprehension, Application, Analysis, Synthesis, Evaluation]

Instructional Procedures:

1. Warm up: (10 mins)

a. Students will take out their homework

b. We will compile a list on the board of all the senses that Brian uses and the images that those senses are connected to.

c. Emphasize attention to detail and following instructions. Everything students need to know is answered in the directions.

d. Check for food allergies

2. Sensory Stations: (30 mins)

a. While in the wilderness Brian begins to hone his senses out of necessity.

b. Students will rotate to five different stations. At each station students will be utilizing a particular sense and attempting to identify what the items at the station are.

i. Sight

1. Bear and cubs

2. Moose

3. Forest at night

ii. Sound (Students will visit this website after listening to all of the sounds and attempting to identify those sounds. It provides an overview of the kinds of animals native to various parts of the Canadian wilderness: )

1. Computer (headphones)

2. Bear:

3. Loon:

4. Wolf:

5. Canadian Porcupine:

iii. Taste (blindfolded)

1. Jelly Belly (5 different flavors)

iv. Touch (blindfolded)

1. Bark/sticks

2. Water

3. Raspberries

4. Hard boiled egg

v. Smell: (blindfolded)

1. PB and J

2. Dirt/Grass

3. Fish (small cooked piece)

4. Sunscreen

c. Students will have 10 minutes at each station and will be in partners.

d. Students will travel clockwise around the room to each different station.

e. Students will be asked to perform each set of directions and complete the matching assignment in their Senses packet.

f. We will do three stations today and two tomorrow.

3. Wrap Up: (5 mins)

a. Why do you think we are doing this activity?

b. Why do you think that at some of the stations you are blindfolded? (even though Brian was not?)

c. Can you think of any specific moments in the book when Brian used a particular sense to navigate the wilderness/to survive?

4. Homework:

a. Read chapter 15

b. Write a one paragraph summary of the chapter

c. DO NOT share answers with classmates or other class. It is important that each student gets to have an original experience with each station, and that their experience is not ruined by knowing what is at each station.

Evaluation Procedures:

1. Homework list

2. Sensory stations and packets

3. Wrap up

Materials:

1. Board

2. Stations

a. Sight:

i. 3 pictures

ii. station number

b. Sound

i. Computer

ii. Websites pulled up

iii. Station number

c. Taste

i. Small paper cups

ii. Jelly Belly beans

iii. Station number

d. Touch

i. Bark

ii. Raspberries

iii. Hard boiled eggs

iv. Water

v. Station number

e. Smell:

i. PB and J

ii. Dirt/grass

iii. Fish

iv. Sunscreen

SENSES: A Journey Through Brian’s World

Sight:

Directions:

1. Pick one of the images at this station and write a paragraph about that image.

2. Your paragraph should use lots of descriptive language (strong adjectives) that deal only with sight.

3. Write about what you see including setting and the figure in the picture if there is one.

4. You can make inferences about the setting and the animal.

My example:

The squirrel stands perched on a cracked, gray rock. The sharp claws on one of his paws digs into the stone as the other paw rests lightly on the stone’s surface. His speckled brown fur stands on end as he arches his back and opens his mouth wide to bear his two fang-like front teeth and berry red tongue. His beady eyes stare straight ahead to scan the forest around him. His tail, pressed flat to the rock, steadies him in his preparation to pounce.

[pic]

Your Image number________

Your Sight Paragraph:

Sound:

Directions:

1. Listen to each of the four sounds I have pulled up on the computer screen.

2. When listening to the sounds, close your eyes.

3. Play the sounds as many times as you need to.

4. Try to identify what animal each sound comes from.

Sound 1:

Sound 2:

Sound 3:

Sound 4:

5. Visit the following website:

6. Read each of the animal squares aloud. Alternate the reading between partners

7. List five new interesting facts you learned about these animals

New Facts:

1.

2.

3.

4.

5.

Smell:

Directions:

1. Identify each smell

2. Smell is the sense most strongly connected with memory. Some of Brian’s strongest memories from home are linked to meals and smells. What memories come to mind when you smell each of these objects?

3. Write a short vignette in the first person about one of the memories that one of the smells calls up.

Identify Smells: Identify a memory:

1.

2.

3.

4.

Vignette:

Smell Number___________

Taste:

Directions:

1. There are five different cups of jelly beans. Select two jelly beans from each cup.

2. Try to identify the flavor of each jellybean

Jelly Beans:

1.

2.

3.

4.

5.

3. Select one of the flavors

4. Describe the setting in which you might find this food/flavor

5. Compare and contrast that setting with the one Brian is in (The Canadian Wilderness)

Flavor Number_______

Setting:

Broad---------------------------------------------------------------------------------------(Specific

Touch:

Directions:

4. Identify all four items

1.

2.

3.

4.

5. Select one of the items and pinpoint a scene in the book in which Brian touches the same/same kind of item.

6. Write down the page number that you find this interaction on.

7. Illustrate that scene.

Item_________ Page Number__________ Scene_________________________

Illustration:

[pic]

[pic]

[pic]

Stephanie Palmieri

7th/8th Grade Language Arts: Summerbridge

Hatchet

Lesson 23: (7/24/09)

(2 day lesson)

Unit Title:

Hatchet

Lesson Title:

Senses

Objectives:

1. Students will summarize chapter 15. [Knowledge, Comprehension]

2. Students will write descriptively, identify new facts, compare and contrast and illustrate at the stations. [Comprehension, Application, Analysis, Synthesis, Evaluation]

3. Students will evaluate their experience and compare and contrast it to Brian’s. [Comprehension, Application, Analysis, Synthesis, Evaluation]

Instructional Procedures:

1. Warm up: (10 mins)

a. Students will take out summary and I will ask a volunteer to share with the class.

i. When Brian catches “fist meat” how does he finally do it? What is the key to his success?

ii. Describe what it was like for Brian to cut up the bird and cook it. What kind of senses does the author appeal to? Why might the author want to portray this particular action in this way?

2. Sensory Stations: (20 mins)

a. Students will continue moving clockwise around the room to the last two stations that they have not yet been to.

b. Students will continue to follow the designated directions for each station and completing the matching questions in their packets.

3. Reflection: (15 mins)

a. Students will answer reflection questions individually

b. We will share answers as a class.

Evaluation Procedures:

1. Stations/packets

2. Reflection questions

3. Class discussion/share

Materials:

1. Stations

2. Reflection worksheet

REFLECTION

1. How was your experience during this activity similar to Brian’s experience?

2. How was your experience during this activity different from Brian’s experience?

3. Why are Brian’s senses so important when he is in the wilderness? What specific things does he stand to gain or lose through them?

4. In what ways does Brian utilize his different senses in chapter 15? Pick one sense and describe the moment in this chapter that he uses it.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download