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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Short Story Info:



Exit slips:



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