Lesson Plan Template
The Body Lesson 13, Chapter 14Standards Met: This lesson is part of the The Body Unit Plan and meets the standards adumbrated therein. Big Ideas: Rites of passage, boyhood and manhood, fear, anxiety, sadness, literary devices—especially in their capacity to convey human experience, vocabulary building, understanding fictional technique.This lesson aims to assist students in developing, at the broadest level, an understanding of how to read, interpret, and therefore understand more deeply, fiction. At the level of this lesson, this lesson aims to help students interpret the events and literary devices in chapter 14 of Stephen King’s novel The Body, and thereby help them interpret the novel as a whole. This lesson activates prior knowledge of metaphors, similes, personification, fictional technique, and the foregoing chapters of The Body. Students will be able to use teacher-made materials, to wit, an appropriate do now exercise, a context clues vocabulary building worksheet, and a structured inquiry worksheet for conducting a literary exegesis of chapter 14 of Stephen King’s novella The Body, to aid them in developing their own, relatively thorough understanding of this part of this story.Classroom Aim/Essential Questions: What is happening in chapter 14 of The Body? What is going on between the boys in this story? Why does the author choose some of the words he uses in this chapter?Do Now: Everyday Edit SelectionClass Work: Everyday Edit exercises to begin each lesson; a structured, teacher-made context clues worksheet to introduce new vocabulary; a structured, teacher-made worksheet to support a thorough exegetical reading of chapter 14 of The Body.Homework: Read Chapter 14 of The BodyMethods and Materials: There are three parts to this lesson: part one is the do now exercise or exercises that to the greatest extent possible are directly connected to the chapter under study; part two is a context clues exercise that familiarizes students with this chapter’s vocabulary and therefore serves both as a vocabulary building exercise and a reading comprehension aid; part three is a worksheet that assists students in developing their own understanding of literary exegesis, with particular attention to similes, metaphors and irony.Need for Lesson: ELA NOVELS BODY*ch14lp; ELA NOVELS BODY*ch14 cclws; ELA NOVELS BODY*ch14wsThis lesson of The Body Unit Plan is conceived for students with learning disabilities, struggling readers, and students with other cognitive issues that affect learning, particularly issues with engagement and attention. For a more in-depth analysis of the pedagogical methods behind this lesson, please see The Body Overarching Unit Plan (*ELA NOVELS BODY*rmpm up) that the lessons for this novel comprise.Some essential questions for chapter 14 are:The Body Lesson13, Chapter 14 Context Clues Worksheet DefinitionsTame (adjective): 1: reduced from a state of native wildness esp. so as to be tractable and useful to humans: DOMESTICATEDBulk (transitive verb): 1: to cause to swell or bulge: STUFF 2: to gather into a mass or aggregate (intransitive verb): 1: SWELL, EXPAND 2: to appear as a factor: Chintzy (adjective): 1: decorated with or as if with chintz 2 a: GAUDY, CHEAP b: STINGYBrisk (adjective) 1: keenly alert: 2 a: pleasingly tangy b: FRESH, INVIGORATING 3: sharp in tone or manner 4 a: ENERGETIC, QUICK b: marked by much activity Bland (adjective): 1 a: smooth and soothing in manner or quality b: exhibiting no personal concern or embarrassment 2 a: not irritating, stimulating, or invigorating: Bellow (verb): 1: to make the loud deep hollow sound characteristic of a bull 2: to shout in a deep voice Bray (intransitive verb): to utter the characteristic loud harsh cry of a donkey; also: to utter a sound like a donkey's (transitive verb): to utter or play loudly or harshlyReluctant (adjective): feeling or showing aversion, hesitation, or unwillingness; also: having or assuming a specified role unwillingly Triumphant (adjective): 1: VICTORIOUS, CONQUERING 2: rejoicing for or celebrating victory 4: notably successful Croak (intransitive verb): 1 a: to make a deep harsh sound b: to speak in a hoarse throaty voice 2: GRUMBLE 3 slang: (transitive verb): 1: to utter in a hoarse raucous voiceMute (adjective): 1: unable to speak: lacking the power of speech 2: characterized by absence of speech: Assure (verb): 1: to make safe (as from risks or against overthrow): INSURE 2: to give confidence to 3: to make sure or certain: 3: to inform positively 4: to make certain the coming or attainment ofCliché (noun): 1: a trite phrase or expression; also: the idea expressed by it 2: a hackneyed theme, characterization, or situation 3: something (as a menu item) that has become overly familiar or commonplace -cliché (adjective)Gouge (transitive verb) 1: to scoop out with or as if with a gouge 2 a: to force out (an eye) with the thumb b: to thrust the thumb into the eye ofThe Body Lesson 13, Chapter 14 Exegetical Questions(p.354) As the Greek philosopher Heraclitus famously said, “No man ever steps in the same river twice, for it’s not the same river, and he’s not the same man.” Rivers are powerful symbols of change, for they are always flowing, which also qualifies them, conversely, as symbols of continuity. In this context, the river serves as a metaphor for time and change.(p.355) The boys, like the men who stormed the beaches of Normandy—which is, in fact, what Gordie alludes to here—need one simple thing: bravery (heroism).(p.356) The river has no—or at best “bland”—feelings for the boys, or anyone else, and will drown them without “thinking” about them.(p.357) Gordie is clearly afraid here, and he is describing something like “that sinking feeling” or “that feeling in the pit of my stomach” that some people experience as fear.(p.358) This entire paragraph contains an extended metaphorical description of deep concentration. Gordie is lost within himself—and yet completely aware of himself and focused.(p. 358) “It was thrumming so hard that it was like gripping a bundle of deadly metal snakes.(p. 359) “An image of Ray Brower dreadfully mangled and through into a ditch somewhere like a ripped-open laundry bag.(p. 360) “…and I hated him with a sudden bright green hate as juicy and bitter as the sap in an April leaf.” ALSO: Ask students about the metaphorical quality of the adjective “bright green” to modify “hate.”(p. 361) “The freight train’s electric horn suddenly spanked the air into a hundred pieces….” Boys get spanked, but men do not. Is this the last spanking these boys (or anyone associated with them like the air around the freight train) will receive, since they are engaged in a rite of passage that will turn them to men. 10. (p. 362) “…I raised my head like a soldier coming out of his foxhole….”Name_________________________________________________Date________________________________Context Clues Worksheet, Chapter 14 of The Body: Context, the dictionary will tell you, means "the interrelated conditions in which something exists or occurs." What this means for reading is that if you see a word you don't understand in a passage, you can look at the passage itself—the context—to help you understand what the word means. The passages below will help you understand how to use the clues in a word's context to understand the meaning of an unknown word. Try it yourself.I. Classwork: Sentences with Cluestame, bulk (ing), chintzy, brisk, bland, bellow, bray, reluctant (ly), triumphant, croak, mute, assure, tenet, cliché, gougeA. Using the context for clues, means__________________________________B. Using the context for clues, means_________________________________C.Using the context for clues, means__________________________________D. Using the context for clues, means________________________________E. Using the context for clues, means __________________________________F. Using the context for clues, means ________________________________G. Using the context for clues, means_______________________________________H. Using the context for clues, means________________________________________I. Using the context for clues, means____________________________________J.Using the context for clues, means _______________________________________II. Homework: Choose any five of these words , and use them in sentences of your own to demonstrate understanding of the meaning of use of them.The Body Context Clues Chapter 14 Worksheet, DefinitionsTame1 /?tām/ adj tam·er; tam·est [ME, fr. OE tam; akin to OHG zam tame, L domare to tame, Gk damnanai] (bef. 12c)1: reduced from a state of native wildness esp. so as to be tractable and useful to humans: DOMESTICATEDbulk2 vt (1540)1: to cause to swell or bulge: STUFF2: to gather into a mass or aggregate vi1: SWELL, EXPAND2: to appear as a factor: LOOM chintzy /?chin(t)-sē/ adj chintz·i·er; -est (1851)1: decorated with or as if with chintz2 a: GAUDY, CHEAP <~ toys>b: STINGYbrisk1 /?brisk/ adj [prob. modif. of MF brusque] (1560)1: keenly alert: LIVELY2 a: pleasingly tangy <~ tea>b: FRESH, INVIGORATING <~ weather>3: sharp in tone or manner4 a: ENERGETIC, QUICK <a ~ pace>b: marked by much activity <business was ~>bland /?bland/ adj [L blandus] (1565)1 a: smooth and soothing in manner or quality <a ~ smile>b: exhibiting no personal concern or embarrassment: UNPERTURBED <a ~ confession of guilt>2 a: not irritating, stimulating, or invigorating: SOOTHINGb: DULL, INSIPID bel·low /?be-(?)lō/ vb [ME belwen, fr. OE bylgian; akin to OE & OHG bellan to roar] vi (bef. 12c)1: to make the loud deep hollow sound characteristic of a bull2: to shout in a deep voice vt: BAWL <~s the orders>bellow nbray1 /?brā/ vb [ME, fr. AF braire to cry, bellow, roar, fr. VL *bragere, of Celt origin; akin to OIr braigid he breaks wind] vi (14c): to utter the characteristic loud harsh cry of a donkey; also: to utter a sound like a donkey's vt: to utter or play loudly or harshlybray nRe·luc·tant /ri-?l?k-t?nt/ adj [L reluctant-, reluctans, prp. of reluctari to struggle against, fr. re- + luctari to struggle] (1667): feeling or showing aversion, hesitation, or unwillingness <~ to get involved>; also: having or assuming a specified role unwillingly <a ~ hero> see also: DISINCLINEDre·luc·tant·ly advtri·um·phant /trī-??m(p)-f?nt/ adj (15c)1: VICTORIOUS, CONQUERING <~ armies>2 archaic: of or relating to a triumph3: rejoicing for or celebrating victory <a ~ shout>4: notably successful <a ~ performance>tri·um·phant·ly advcroak1 /?krōk/ vb [ME croken, of imit. origin] vi (15c)1 a: to make a deep harsh soundb: to speak in a hoarse throaty voice2: GRUMBLE 13 slang: DIE vt1: to utter in a hoarse raucous voicemute1 /?myüt/ adj mut·er; mut·est [ME muet, mut, fr. AF, fr. mu, mute, fr. L mutus, prob. fr. mu, representation of a muttered sound] (1513)1: unable to speak: lacking the power of speech2: characterized by absence of speech: asa: felt or experienced but not expressed <touched her hand in ~ sympathy>as·sure /?-?shu?r/ vt as·sured; as·sur·ing [ME, fr. AF asseurer, assurer, fr. ML assecurare, fr. L ad- + securus secure] (14c)1: to make safe (as from risks or against overthrow): INSURE2: to give confidence to <and hereby we know that we are of the truth, and shall ~ our hearts 1 Jn 3:19(AV)>3: to make sure or certain: CONVINCE <glancing back to ~ himself no one was following>4: to inform positively <I ~ you that we can do it>5: to make certain the coming or attainment of:cli·ché also cli·che /klē-?shā, ?klē-?, kli-?/ n [F, lit., printer's stereotype, fr. pp. of clicher to stereotype, of imit. origin] (1892)1: a trite phrase or expression; also: the idea expressed by it2: a hackneyed theme, characterization, or situation3: something (as a menu item) that has become overly familiar or commonplacecliché adjgouge2 vt gouged; goug·ing (1570)1: to scoop out with or as if with a gouge2 a: to force out (an eye) with the thumbb: to thrust the thumb into the eye of3: to subject to extortion or undue exaction: OVERCHARGE- goug·er nName_____________________________________________________Date____________________________Stephen King’s The Body Lesson 13, Chapter 14 Exegesis. Using the text, and our classroom discussions, please answer the following critical questions about this chapter of The Body.This chapter opens with a lengthy description of the Castle River. Why? Do you think the river is important to the story? What do rivers represent, do you think, metaphorically? On page 355, the boys are facing the trestle, and trying to decide what to do about crossing the Castle River. In the third paragraph, Gordie describes how he sees the trestle, and how he sees what the boys need to cross it? As he describes “ten thousand GIs,” etc, what does he mean to say, metaphorically, about what the boys need to get across the river?Why does Stephen King, by way of Gordie, use the adjectives “bland” and “fast” to describe the Castle River, in the middle of page 356? What is he saying metaphorically?On page 357, Gordie uses a metaphor that includes the verb “pole-vaulted.” What emotion is he describing in this passage? Do you think this metaphor works? Have you ever had the feeling in your stomach he describes?What do you think of the paragraph, on page 358, that begins with the phrase “I became acutely aware of….” For what state of mind is this paragraph a metaphor?What simile does Gordie use at the bottom of page 358?What simile does Gordie use at the bottom of page 358?What simile do your find just above the middle of page 360? ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- toddler lesson plan template printable
- free preschool lesson plan template printables
- creative curriculum lesson plan template pdf
- lesson plan template preschool free
- lesson plan template editable pdf
- preschool lesson plan template printable
- free lesson plan template printable
- blank lesson plan template printable
- editable lesson plan template word
- weekly lesson plan template word
- lesson plan template printable
- blank lesson plan template pdf