Berkeley County Schools



English 9 Modules Lesson Plan Info:“The Gift of the Magi”Short story focus – Irony (situational, verbal, dramatic) Making predictionsLexile score 910 ATOS score 6.2Title:“The Gift of the Magi”Author & Email:Teresa Campbell tscampbe@access.k12.wv.usTrudy Parker tlparker@access.k12.wv.usSubject:English Language ArtsGrade Level:9Duration:5-6 class sessions (45-50 minutes each class)Focus/Driving Question:Literary Focus: Foreshadowing, Plot, ConflictReading Skills: Making Predictions, InferencesLesson Overview:This story introduces students to irony, with an emphasis on situational irony, and encourages students to hone their prediction-making skills.Content Standards and Objectives:ELA 9.R.C1.2 ELA 9.R.C1.3 ELA 9.R.C2.2 ELA 9.L.C17.1ELA 9.L.15.1 ELA 9.L.15.2ELA 9.SL.C13.1 ELA9.SL.C14.121st Century Learning Skills and Technology Tools:21C.0.9-12.2.TT.221C.0.9-12.3.TT.1 Teacher Facilitation for Student Acquisition of Background Knowledge:Teacher will use Power Notes 3 from Holt Rinehart Winston on the Smartboard to introduce the students to the background of the story. Additionally, teacher will use vocabulary powerpoint on powernotes 3 to introduce students to words as a pre-reading activity.Anchor Texts & Questions for Close Reading:“The Gift of the Magi” in the 9th grade Literature bookPrediction questions: What is a Magi? What key words in the title/first paragraph, etc really stick out? Why do you think the author uses these words? What do you think will happen next…. (stopping at certain points in the story)?Vocabulary Development:Powerpoint on powernotes 3 for pre-readingAgile depreciate cascade ransacking discreet scrutiny numble coveted singed instigatesStudents will also complete activity sheet from the One-stop planner before reading the storyVocabulary activity on page 358 as an after reading review of the wordsManaging the Lesson:Step 1 – Introduce the students to irony using the powerpoint activity on power notes 3 with activity*a scaffolding activity for three types of irony is attached for use with students who may struggle with the concept of the various ironiesStep 2 – Introduce the story using the powernotes 3 to activate prior knowledge and introduce the vocabulary before reading the selection.Step 3 – Display the plot chart and label and identify/define the elements of plot, leaving space for the students to add the specific details to the chart from this story for during or after reading.Step 4 – Read the story (*aloud, silently, or with cd – this is teacher’s choice based on the style of learning for each class). This may take up to 2 days of class time. Stop periodically throughout the story to check for understanding and to point out excerpts which can be used to explain the irony in the story and allow students to make predictions.Step 5 – After reading, have students answer questions 1 and 2, page 357*An accommodation for this is to have the students to work with a partner before discussionStep 6 – Discuss the answers to the first 2 questions and pre-read questions 3-6 on page 357. *Students can answer these questions individually, on paper, or these questions can be used as class discussion of the story.Step 8 – give the assessment – can be leveled with one-stop plannerStep 9 - culminating projectActive Literacy:Students will use the irony graphic organizer from the one-stop planner to keep track of specific examples of the three types of irony as they read the story.*Students can either work with a partner or the teacher can details to the graphic organizer to help scaffold struggling learners.Post Literacy:Students will share their graphic organizers with the three examples of irony from the story. Students can work individually or work in collaborative groups to complete the critical thinking questions on page 357 before sharing answers in a whole group discussion. Teachers can use the following link as a review for the leveled assessment.*The link can be used as a whole class review on a smartboard, or white board with projector, or can be printed onto index cards and students can work in pairs.Product/Performace:Irony examples worksheetIrony chart (one-stop planner)Vocabulary activity p. 358 & Resources:The modified version of the story is available on the teacher’s disc.Assign leveled final assessment – available on one-stop plannerWebsites:my. (teacher will have to set up an account or log in) Connection:Working in groups- teachers, mechanics, lawyers, constructionPoint of view - counselorsMaking predictions – forensics, criminal justiceTechnology use –administrative assistants, paralegalsFiles Uploaded:Smartboard activityDate Created:April 24, 2013Date Modified:Key Word Search Fields: ................
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