Instructional Lesson Plan .gov



Lesson OverviewStudents will develop a deep understanding of the nature and content of proverbs and their connection to the cultures from which they come. They will analyze a nonfiction article about the history of proverbs and their significance in communication which introduces the terms aphorism and epigram. Students will identify key characteristics of and classify the types of proverbs included in TFA and will demonstrate their learning as they compose an original narrative proverb in the Igbo style. Teacher Planning, Preparation, and MaterialsINTRODUCTION: This lesson models instructional approaches for differentiating the CCSS for advanced/gifted and talented students. Gifted and talented students are defined in Maryland law as having outstanding talent and performing, or showing the potential for performing, at remarkably high levels when compared with their peers (§8-201). State regulations require local school systems to provide different services beyond the regular program in order to develop gifted and talented students’ potential. Appropriately differentiated programs and services will accelerate, enrich, and extend instructional content, strategies, and products to apply learning (COMAR 13A.04.07 §03). Differentiate the Content, Process, and Product for Advanced / Gifted and Talented (GT) LearnersContent refers to the key concepts of the curriculum; what students should know, understand, and be able to do.Content Differentiation for GT learnersThe goal is an optimal match: Each student is challenged at a level just beyond the comfort zone. Pre-assess students’ readiness to determine the appropriate starting point. Implement strategies for acceleration: Use more complex texts and materials, above grade-level standards, compacting; or move grade level content to an earlier grade. Implement strategies for enrichment/extension: Use overarching concepts, interdisciplinary connections, the study of differing perspectives, and exploration of patterns/relationships. Content Differentiation in this Lesson:use of complex, informational text, the essay “The Tropical Landscapes of Proverbia: A Crossdisciplinary Travelogue” by Paul Hernadi and Francis Steendevelopment of key understanding through a constructivist Concept Attainment activityProcess refers to how students make sense of information. The teacher designs instructional activities that make learning meaningful to students based on their readiness levels, interests, or learning styles. Process Differentiation for GT LearnersInstructional processes incorporate flexible pacing and opportunities to engage in advanced problem-solving characteristic of professionals in the field. Activities focus on the higher level of each continuum: from simple to complex; from more practice to less repetition; and from dependent to independent Activities deepen understanding through authentic inquiry, research, and creative production. Process Differentiation in this Lesson: independent reading of a “chunk” of complex nonfictionuse of various collaboration strategies to synthesize meaning of whole text from “chunks”higher-level questioning and graphic organizers to analyze text use of close reading strategies to independently analyze complex textProducts are culminating experiences that cause students to rethink, use, and extend what they have learned over a period of time. Product Differentiation for GT LearnersDifferentiated products or performance tasks require students to apply learning meaningfully to complex, authentic tasks that model the real-world application of knowledge characteristic of professionals in the field. Products have an authentic purpose and audience, and students participate in goal-setting, planning, and self-monitoring. Product Differentiation in this Lesson:application of essential questions to a text representing cultural experiences outside of the United States composition of an original symbol to describe the current political situation of the United States Apply the CCSS triangle for text complexity and the Maryland Qualitative and Reader and Task tools to determine appropriate placement. Text Complexity: The essay “The Tropical Landscapes of Proverbia: A Crossdisciplinary Travelogue” by Paul Hernadi and Francis Steen is a university-level complex text which allows students to develop an full understanding of the nature of proverbs and their connection to culture. Materials:Things Fall Apart by Chinua Achebe“The Tropical Landscapes of Proverbia: A Crossdisciplinary Travelogue” by Paul Hernadi and Francis Steen organizers appropriate for concept attainment such as Frayer’s model or Concept MapGraphic organizers appropriate for comparison/contrast such as a Venn diagram Plan with UDL in mind: This lesson applies the Universal Design for Learning Guidelines to remove barriers for advanced/gifted and talented students. In particular, the lesson addressesI. Multiple Means of Representation 3.1 activate or supply background knowledge3.2 Highlight patterns, critical features, big ideas, and relationships3.4 Maximize transfer and generalization II. Multiple Means of Action and Expression5.2 Use multiple tools for construction and composition6.3 Facilitate managing information and resources6.4 Enhance capacity for monitoring progress III. Multiple Means of Engagement7.1 Optimize individual choice and autonomy7.2 Optimize relevance, value, and authenticity8.2 Vary demand and resources to optimize challenge9.1 Promote expectations and beliefs that optimize motivation9.3 Develop self-assessment and reflectionFor more information about how UDL addresses the needs of gifted learners, go to Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links: NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system.Essential QuestionHow does literature convey culture?What is universal across cultures?Unit Standards Applicable to This LessonReading LiteratureRL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Reading Informational TextRI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). WritingW.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful toaiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Speaking and ListeningSL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and e to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.LanguageL.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.Analyze nuances in the meaning of words with similar denotations.L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Lesson Procedure1. Introduce the lesson by posting the proverb, “Proverbs are the palm oil of conversation” from the novel Things Fall Apart. Discuss the context of the quote: When is it said? Who says it? What prompts the speaker to say it? Direct students to analyze the symbol of palm oil for both literal and figurative meanings in connection to the novel as a Think-Pair-Share. (L.9-10.5.)2. Lead a constructivist learning experience using a strategy like Concept Attainment, in order for students to develop their own definition of the term “proverb.” Select and sequence examples carefully; student learning will be based on inductive reasoning, and examples are central to the activity. Websites offering more on concept attainment can be found at , and . (L.9-10.6.)A sample concept attainment activity follows: a. Offer students a list of proverbs labeled “Examples.” A bank of possible examples is listed below: Don't cry over spilled milk. A bird in the hand is worth two in the bush. Although the Sun May Shine, Leave Not Thy Cloak at Home. Always the bridesmaid,never the bride. A watched pot never boils. You catch more flies with honey than with vinegar. The journey of a thousand miles often begins with a single step. A new broom sweeps clean, but the old brush knows all the corners. A reed before the wind lives on, while mighty oaks do fall. b. Show students a second list of statements, similar to proverbs in content and/or style, that would not be described as proverbs. Label this list “Non-Examples.” A bank of possible non-examples are listed below: The road to hell is paved with good intentions. I feel a bit under the weather. When one door shuts, another opens. When the going gets tough, the tough get going. Don’t jump all over me. Actions speak louder than words. c. Have students in small discussion groups list common characteristics of concept examples. Direct them to refine their analysis through an analysis of non-examples. Have students record their ideas in a graphic organizer designed for concept attainment. One example can be found at . (SL.9-10.1.) d. Offer several more concept examples for the groups to classify as Examples or Non-Examples. e. Have groups draft an initial definition of the term “proverb.” Test these tentative definitions with further Examples and Non-Examples. Through continuing small group discussion, have students judge which ideas should be accepted and which should be rejected based on their emerging understanding of the concept. (L.9-10.4.) f. Have students define the term “proverb” as a class and identify its distinguishing characteristics. Ask students to apply their definition of the concept by classifying their own examples. g. Ask students to analyze their own thinking by answering questions such as, “Did anyone have to change his or her ideas?” or “What made you change your mind?” or “When did you begin to see this concept?” during whole class discussions, small group reflections, or private journal entries. (W.9-10.10.) h. Direct students to review the list of Non-Examples and analyze them for their own concept. Introduce and define the terms “idiom” and “aphorism,” directing students toward a study of the nuances that make the terms distinct from each other. Share websites like or to illustrate the subtlety associated with defining closely-related terms.*While there are many definitions available for the terms below, the following may serve as initial resources.Proverb: A simple and short saying, widely known, often metaphorical, which expresses a basic truth or practical precept, based on common sense or wisdom, or culturally-based life experience or folk wisdom. Idiom: An expression that is peculiar to itself grammatically or cannot be understood from the individual meanings of the words. Quite a few idioms are language specific, and thus diificult to translate. An example could be how the idiomatic expression "break a leg" really means “good luck.”Aphorism: A tersely, memorable phrased statement of a truth or opinion usually from an identifiable figure; this can also be known as an adage. This type of figurative language can often be poetic in structure, with repeated words and phrases or two parts with a similar grammatical structure.3. Transition students to the essay “The Tropical Landscapes of Proverbia: A Crossdisciplinary Travelogue” by Paul Hernadi and Francis Steen. Chunk the essay into sections and assign small Expert Groups of students to summarize different sections of the text. (RI.9-10.5.)4. Jigsaw students to share their expert summaries and answer the five key questions about proverbs that Hernadi and Steen use to structure their essay: (1) What are proverbs? (2) When are proverbs? (3) Where are proverbs? (4) How are proverbs? (5) Why are proverbs? Provide students a note-taking strategy like Column/Cornell Notes to record information from the expert groups and develop an understanding of the full essay. (SL.9-10.4.)5. Direct each jigsaw group to collaboratively compose its own original definition of the term “proverb,” using the new information from the essay to continue to expand on the definition composed as a whole class. (W.9-10.2.)6. Have students once again play the role of ethnographer. Assign them to collaborative groups to research the proverbs of an assigned world culture. Using websites such as , have each group should prepare a mini-poster which lists a sampling of the proverbs they found and describes the cultural values and knowledge the proverbs embody. Have students will take a Gallery Walk, reviewing the posters and conducting a comparative analysis of the proverbs. During the Gallery Walk, provide students a Venn diagram to organize their thoughts as they identify similarities and differences in message, lessons, symbolism, archetypes, and cultural values and knowledge. (W.9-10.7.)7. In their collaborative groups, direct students to make conclusions regarding the universal purposes of proverbs and the ways they communicate ideas in different cultures. Discuss how understanding figurative language and being familiar with proverbs can promote communication. To do this, they should analyze proverbs across cultures for recurring patterns in the area identified in their Venn diagrams. In a Quickwrite, have the group collaboratively compose a Research Abstract which answers the question, “How are proverbs a universal language of humanity?” supported with examples from their research and analysis. (SL.9-10.1., W.9-10.10.)*During small group discussion, prompt students through careful questioning to consider that because most proverbs have their origins in oral tradition, they are generally worded in such a way as to be remembered easily and tend to change little from generation to generation; however, some change so much that their specific meaning is no longer relevant (ex., the proverb “penny wise, pound foolish” is a holdover from when America was a British colony and used the pound as currency). Because proverbs generally offer folk wisdom advice about how to act and live, they often strongly reflect a culture’s values and physical environment (ex. island cultures have proverbs about the sea; Eastern cultures have proverbs about elephants). Students should also recognize that proverbs are used to support arguments, provide lessons and instruction, and stress shared values, especially in African oral literature.8. Have students locate proverbs from their reading of Thing Fall Apart and examine the proverbs’ meanings in connection to the text at both the literal and figurative level. Share findings as a class. A bank of possible proverbs is listed below: (RL.9-10.4., RL.9-10.6.).9-10An old woman is always uneasy when dry bones are mentioned in a proverb. An animal rubs its aching flank against a tree; a man asks his kinsman to scratch him.If a child washed his hands, he could eat with kings.When the moon is shining, the cripple becomes hungry for a walk.Those whose palm-kernels were cracked for them by a benevolent spirit should not forget to be humble.As the elders said, if one finger brought oil it soiled the others.Living fire begets cold, impotent ash.A man danced so the drums were beaten for him.Whenever you see a toad jumping in broad daylight, then you know that something is after its life.A man who pays respect to the great paves the way for his own greatnessThe lizard that jumped from the high Iroko tree to the ground said he would praise himself if no one else did.When a man says yes, his Chi says yes also.A child’s finger is not scalded by a piece of hot yam which its mother puts into its palm.A child cannot pay for its mother’s milk.9. Through class discussion, have students identify characteristics of Achebe’s African proverbs. Be sure that messages, lessons, symbolism, archetypes, and cultural values and knowledge are all recognized. Point out how his African proverbs are similar and different from those of the other cultures. In collaborative groups, have students classify each proverb into categories they determine. Have students share and explain their decisions. (RL.9-10.6. ).10. Through careful questioning, have students recognize that one of the categories of African proverbs in Things Fall Apart is narrative proverbs. Describe how these proverbs resemble fables in their character development, narrative structure, and moral lesson, which often is explicitly stated. Direct students to one or more of these embedded narratives, having students describe the rhetorical purpose(s) of the narrative proverb within the central storyline of TFA, analyzing how each narrative proverb enhances characterization, enriches the setting, and clarifies or parallels the main action taking place in the novel’s central narrative. Have students identify key characteristics of Achebe’s narrative style, especially in diction and syntax, through a close reading of at least one proverb. Be sure that students recognize that he deliberately has the characters speak in a complex language full of proverbs and other literary and rhetorical devices, and that these proverbs are often passed down from generation to generation, often by the oldest, wisest, and often most revered members of the society. Achebe’s translation of the Igbo language into English retains the cadences, rhythms, and speech patterns of the language without making them sound “primitive,” as some European authors had characterized them in the past; he purposefully contradicts stereotypical depictions of Africans as savages. More support material for teachers on this topic can be found at: (W.9-10.3.)11. Assign students to compose an original narrative proverb, imitating the Igbo style. Have students create a rubric based on the characteristics of the proverbs they have studied. Have students share their proverbs while peers review them for authenticity to the Igbo culture and narrative style. (W.9-10.3.) ................
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