UbD Lesson Planning Guide (PSI)
|Lesson Title/Focus |Short Story: The Leap by Louise Erdrich |Date |March 19 2013 |
|Subject/Grade Level |ELA 20-1 |Time Duration |2:17 PM – 3:23 PM |
|Unit |Short story |Teacher |Ms. Abella |
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning |GLO #1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, |
|Outcomes: |feelings and experiences |
| |GLO #2: Students will listen, speak, read, write, view, and represent to comprehend literature and other texts in oral, print, |
| |visual and multimedia forms, and respond personally, critically and creatively |
|Specific Learning |1.1.1 Form tentative understandings, interpretations, and positions |
|Outcomes: |2.1.3 Engage prior knowledge |
| |2.2.2 Relate elements, devices, and techniques to created effects |
|LEARNING OBJECTIVES |
|Students will: |
|Engage prior knowledge about the short story genre |
|Create a “Dummies Guide for Short Story” to demonstrate their tentative understandings, interpretations, and positions |
|Identify elements, devices, and techniques to create effects |
|ASSESSMENTS |
|Observations: |Observe students as they create their Dummies Guide for Short Story in Learning Activity #1 (1-3) |
| |Observe peer editing process (1-3) |
| |Observe students demonstrate their prior knowledge about the act of trapeze in their short group presentations (1) |
|Key Questions: |What do you know about short stories? (1) |
| |What important elements, devices, and techniques are used to create effects in short stories? (3) |
|Products/Performances: |Students’ Dummies Guide for Short Story (1-3) |
| |Students’ short group presentations to demonstrate their prior knowledge on the act of trapeze (3) |
| |Self-assessment exit slip (3) |
|LEARNING RESOURCES CONSULTED |MATERIALS AND EQUIPMENT |
|Alberta Program of Studies ELA 20-1 |Smartboard |
|Short Story online resource: |Powerpoint |
| 11 textbooks (28) |
|y.pdf |Whiteboard /Markers |
|Exit slips: |Learning Expectations poster |
|Flocabulary video: | |
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|Trapeze video: | |
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|PROCEDURE |
|Introduction |Time |
|Attention Grabber |Show Trapeze video: |2:17 PM |
| | |2 mins |
| |Ask students : | |
| |- Who has ever been to a circus? | |
| |- Who has seen a trapeze act? (share) | |
| |- Share my personal experiences | |
|Assessment of Prior Knowledge |Ask students: |3 mins |
| |What do you know about short stories? | |
| |What important elements, devices, and techniques are used to create effects in short stories? | |
|Expectations for Learning and |Refer to learning expectations created yesterday on the wall |1 min |
|Behaviour |- Re-explain to students who were absent | |
|Transition to Body |As students, you may be very familiar with short stories because it is one of the first forms we|30 secs |
| |are introduced to from a very young age- Think of reading storybooks as a child. Our next | |
| |activity will be to uncover what exactly makes up a short story- take out a sheet of paper | |
|Body |Time |
|Learning Activity #1 |Create Dummies Guide to Short Story |2:23 PM |
| |- Show “Dummies Guidebook” Template in powerpoint |20 minutes |
| |- Explain to students how to create a small booklet | |
| |- Have students individually their own booklet and respond to questions | |
| |- When students complete their booklets, have them pass it down to the person behind them | |
| |- Students will read each others’ booklets and peer-edit until they receive theirs back | |
| |- Ask students | |
|Assessments/ Differentiation: |Walk around and observe students as they create their booklets |Ongoing |
|Learning Activity #2 |Short Lecture about Short story |2:43 PM |
| |- Using powerpoint, provide information about Short story from the resource: |15 minutes |
| | | |
| |- Consider printing copies out for students | |
| |- Show Flocabulary video: | |
| | | |
|Assessments/ Differentiation |N/A |- |
|Learning Activity #3 |Pre-reading the story |2: 58 PM |
| |- The Art of the Trapeze |20 mins |
| |- Number students off 1-6 and designate areas | |
| |- Have students work in small groups to share what they know about the art of the trapeze, the | |
| |dangers faced by the performers, and the psychology at work behind these acts that audiences | |
| |find so entertaining | |
| |- Have students share their responses in a short 1 minute speech/tableau/skit/ other visual | |
| |representation | |
| | | |
| |Setting a purpose for reading: Descriptive Language | |
| |- Explain to students to how in this story, Louise Erdrich uses vivid images and sensory details| |
| |to convey emotion and create clear pictures for the reader | |
| |- Ask students: what are some techniques of descriptive writing? (write down on white board) | |
| |- Tell students to be aware of these as they read, making note of passages that they find | |
| |particularly effective | |
| |- Explain to students how to note descriptive language with sticky notes and then rewrite onto | |
| |their notes | |
| |- Students will then rewrite the passages without the descriptive elements, and then compare the| |
| |two versions | |
| | | |
| |Begin reading the short story | |
| |- Have students read the story aloud by popcorn reading | |
|Assessments/ Differentiation |Observe students’ demonstrating their prior knowledge about the act of trapeze in their short |Ongoing |
| |group presentations | |
|Closure |Time |
|Assessment of Learning: |Exit slips: |3: 18 PM |
| |- Have students complete exit slips from the resource: |4 mins |
| | | |
| |- Students will submit exit slips before leaving class | |
|Feedback To Students |Compliment on good participation and positivity |30 secs |
|Transition To Next Lesson |Tomorrow, we will continue working with this short story. Finish reading this story for |30 secs |
| |homework and we will discuss important elements, devices, and techniques that Erdrich uses | |
|Reflections from the lesson | |
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[pic]
Short Story Info:
Exit slips:
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