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Creative Lesson Plan for Coraline
By
Brendan Baggitt
|Stage 1 – Desired Results |
|Established Goals: |
| |
|6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. |
|Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. |
|b) Make, confirm, and revise predictions. |
|c) Describe how word choice and imagery contribute to the meaning of a text. |
|d) Describe cause and effect relationships and their impact on plot. |
|e) Use prior and background knowledge as context for new learning. |
|f) Use information in the text to draw conclusions and make inferences. |
|g) Explain how character and plot development are used in a selection to support a central conflict or story line. |
|h) Identify the main idea. |
|i) Identify and summarize supporting details. |
|j) Identify and analyze the author’s use of figurative language. |
|k) Identify transitional words and phrases that signal an author’s organizational pattern. |
|l) Use reading strategies to monitor comprehension throughout the reading process. |
| |
| |
|Understandings: Students will understand that… |Essential Questions: |
| | |
|Big Idea: Great literature can guide us in thinking critically about |-What exactly is the “American Dream”? Is it any different from the |
|our world and how we relate to it. |hopes and dreams we have as individuals? |
| | |
|Big idea: The American Dream (VDOE, 2003). |-How are the hopes and dreams of Lennie, George, and the migrant |
| |workers represented in Of Mice and Men? What happens to these hopes |
|Understanding: The American Dream does not have a fixed definition, |and dreams and why? |
|but has been used throughout American history and literature in | |
|reference to idealizing America’s potential and to “life, liberty, and|-How does the American Dream as represented in Of Mice and Men reflect|
|the pursuit of happiness.” |or diverge from our own perspective? |
| | |
|Understanding: Steinbeck’s modernism associates the American Dream |-What are our (students) hopes and dreams, and are they individual or |
|with disillusionment due to both external and internal forces |shared? Does attaining our dreams rest entirely in our effort, or are |
|(individual and societal failure). |there mitigating circumstances, such as social and economic forces? |
| | |
| | |
|Knowing what we want to accomplish and being aware of the obstacles | |
|helps us to achieve our dreams. |If we can have a part in realizing our dreams, how do we do so? |
| | |
|There are numerous ways that we can express our personal goals. | |
| |How do we best express our personal dreams for our future for |
| |differing audiences through writing, presenting, or through another |
| |medium (professional/personal/live audience)? |
|Students will know… |
|Students will understand various aspects of the concept of the “American Dream” |
| |
|Students will understand that literature can provide a basis for thinking about our own lives. |
| |
|Students will understand that there are multiple means by which to express their personal aspirations. |
| |
|Students will be able to demonstrate their interpretation of the “American Dream” using a “genre” of choice. |
| |
|Students will synthesize conceptual knowledge about “the American Dream” by writing a succinct statement detailing their strengths, goals, and|
|means of achievement for use in a cover letter. |
| |
|Stage 2 – Assessment Evidence |
|Formative Assessment: |Summative Assessment: Assessments typically used to assign students a|
| |grade. |
| | |
|Contract: after student has identified their genre of choice, they | |
|will contract with me in order to meet both my expectations and their |Essay (2-3 Pages)(Due Day 5) |
|personal learning goals for the unit. Contract stipulates three | |
|“checkpoints” during the course of the unit at which point I will |Prompt: Part A: In what way do the thoughts and actions of the main |
|conference with the students and check the progress of their products |characters of Of Mice and Men reflect or diverge from the idea of the |
|and written work. |American Dream? Using Whitman’s Pioneers! O |
| |Pioneers! (or an appropriate selection from a previous American |
|Goals/obstacles sheet (below). |literary era with my approval), compare and contrast the theme of the |
| |American Dream as represented in Of Mice and Men with that of the |
|Graphic “concept maps” for essay, mission statement, and presentation |previous era (Baggitt, 2011). |
|(Buehl, p. 199, 2009). | |
| |Part B: Which of these two perspectives of the American Dream do you |
|Formative/Summative Rubrics. Students are asked to use the following |agree more with, and why? |
|during the process of preparing the various components of the | |
|performance task (attatched): | |
| |Performance task (McTighe & Wiggins, 2004, p. 170): |
|Essay rubric | |
| |“Corporate” Mission statement webpage (password protected) for Mr. |
|Presentation rubric |Baggitt’s Grade 11 English Class. |
| | |
|Product rubric |Goal: |
| | |
|Mission statement rubric |1. Using the essay as a springboard, students will create a final |
| |piece via a “genre” of their choice that represents their perspective |
| |of the “American Dream”, accompanied by a business-style written |
|Writing workshops/ Peer editing groups (Daily): |mission statement explaining the individual student’s goals. |
| | |
|One-on-one help with essay writing. |2. Students will present their products and discuss their personal |
| |goals to the class, and will include in their presentation a |
|Students meet each class to either work on class writing exercises or |comparison between their vision of the American Dream and that as |
|discuss and provide feedback on both pieces of written work due during|presented in Of Mice and Men. |
|the course of the unit. | |
| |3. Students will evaluate each presentation via rubric and provide |
|Student evaluations: |feedback orally. |
| | |
|Peer evaluation for presentations (based on attached rubric). |4. Video or photographs will be taken of each product and posted on |
| |the site. |
|Peer “recommendations” of mission statement “summaries” on website. | |
| |5. Students then write “recommendations” (as in LinkedIn) based on |
|Informal: |their knowledge of other students. |
| | |
|Quickwrites/Sketch to stretch |Audience: |
| | |
|Discussions and answers to questioning. |Class community, wider school community and students’ home |
| |communities. |
| | |
| |Product choices: |
| | |
| |Written |
| |-Poem |
| |-Short creative piece |
| |Visual |
| |-Drawing/photograph |
| |-Poster/collage |
| |-Digital image |
| |-Short video |
| |C. Performance (to be videotaped) |
| |-Monologue, self composed or chosen from play. |
| |-Musical performance |
| |-Self-composed song or rap |
| |D. Students’ choice, subject to teacher |
| |approval. |
|Stage 3 – Learning Plan |
|Learning Activities: |
| |
|Day 5: Crafting the personal mission statement. |
| |
|1. Anticipatory set (10): |
| |
|Provide some background for the film “Jerry Maguire” and show the “mission statement” clip: |
| |
|Quick write prompt: |
| |
|What are your reactions to Jerry Maguire’s writing process, and what does the clip tell you about mission statements? Is there anything that |
|you “think and do not say?” (Students with difficulty writing may confer with me, or may draw a sketch reacting to the clip). |
| |
|2. Setting goals and identifying obstacles (20): |
| |
|Review the previous night’s goal sheet assignment and initiate discussion on students’ perspectives: |
| |
| |
|Picture yourself ten years from this day in the most ideal situation. Where will you be physically? What will you be doing? |
|What do you do well in school and outside of school? |
|What do you need to work on to improve yourself in school and outside of school? |
|List four specific goals (not general statements like “I want to do well”) for the next year that will help you on your way to achieving your |
|long-term dreams. |
|List four specific ways you can meet these goals (more specific than “try harder). |
| |
| |
|3. Effective mission statements for a business environment (20): |
| |
|Navigate to the following webpage: |
| |
|Focus on examples of professional summary statements that are concise and use persuasive language in relating goals and qualifications. |
| |
|Discuss the importance of recommendations on LinkedIn and in the college and job application process and explain that students will be writing|
|recommendations based on other student’s products, presentations, and “summary” mission statements. |
| |
|Small groups (30): |
| |
|Students break off into heterogeneous-ability groups and work on using one of their strengths, goals, and obstacles to create a minimum of one|
|three sentence paragraph for a mission/summary statement. |
| |
|(Personal support will be provided to early readiness students, and they will be offered online tools such as Franklin Covey’s mission |
|statement generator as assistance.) |
| |
|Closure (10): |
|Navigate back to the LinkedIn site and demonstrate how members use profile applications to link to examples of work/portfolios and tie this in|
|with the student’s “products” which will appear on class website. |
|Ask about progress on products and reminder that product checkpoint will occur during the next class. |
Unit Overview
Day One:
-Of Mice and Men and the American Dream (review)
-Introduction of Performance Task (Multi-genre products/class website)
Day Two:
-Product choices explored: picking the “genre” which best represents your interests and abilities.
-Requirements explained.
Day Three:
-Writing workshop for Of Mice and Men essay.
Day four:
-Of Mice and Men essay final draft due.
-Goal Sheets assigned.
-Product checkpoint #1
Day five: (Above)
Day Six:
-Product/Statement checkpoint.
-Understanding how to make an effective oral presentation.
Day Seven:
-Writing workshop for mission statement “summaries”.
-Product/statement checkpoint #3
Day Eight:
-Presentations/products due.
Day Nine:
-Presentations day two
-Recommendation requirements discussed.
Day Ten:
-Mission statements due.
-Class held in computer lab where we post products and statements.
-Students use the rest of the class to write recommendations.
References:
Baggitt, B. (2011) Of Mice and Men Lesson Plan. Retrieved on November 15, 2011 from:
Buehl, D. (2009) Classroom strategies for interactive learning. Newark, DE: International Reading Association.
McTighe, J. and Wiggins, G. (2004) Understanding by design. Alexandria: Association for Supervision and Curriculum Development.
LinkedIn (n.d.) Build a professional profile. Retrieved on November 14 2011 from:
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