Grade 7: Choosing to Persevere Lesson Seed: 11
Lesson Seed Prototype
Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds it is crucial that a teacher considers Universal Design for Learning and the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessments will inform a teacher’s instructional pacing and delivery.
Text(s): The Miracle Worker by William Gibson (All page numbers are approximate depending on the version of the text used.); a variety of teacher-selected student-friendly monologues (these can be located at http://freekidsmonologues.blogspot.com/ )
Focus Standards
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range
W.7.10. 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.
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening
Student Outcomes/Suggested Instructional Activities
· Explain to students that the root “mono” means one. Provide students with a variety of words that are formed using the root “mono” to define. For example: monochrome, monocle, monolingual, monolith, monopoly, monorail, monosyllabic, etc. Have students provide self-generated definitions for each word based on prior knowledge of the word parts. End with the term “monologue.” (Additional practice and an online quiz are available at http://quizlet.com/4047899/mono-root-words-flash-cards/ )
· Work with students to develop a formal class definition for monologue: a long speech presented by a single character, most often to express their mental thoughts aloud, though sometimes also to directly address another character or even to speak directly to the audience. (Modified definition from http://en.wikipedia.org/wiki/Monologue )
· Tell students that they will have an opportunity to compose, practice, and deliver a short monologue in preparation for the major composing assignment for this unit.
· Divide students into small groups. Assign each group a brief monologue. A variety of student-friendly monologues can be found at http://freekidsmonologues.blogspot.com/ .
· Direct students to read the monologue to determine the tone of the speaker. (If students are not familiar with tone, briefly review this concept by providing students with a list of assorted tone words and having them sort the words into negative, positive, and neutral categories. Students could also create a word spectrum by showing degrees of meaning for specific words identified. A list of words can be found at http://www.psd202.org/PEHS/departments/english/shepherd/assets/tonewords.pdf )
· Have groups work to add text notes to bring the monologue to life. Students should be directed to consider the following aspects of creating a unique voice for the character: tone, volume, pacing, and gestures/facial expression/movement. Remind students that, when effectively presented, the performer’s delivery of the monologue will elicit a desired emotional response from the audience.
· Provide time for students to briefly rehearse and provide each other with constructive feedback. Solicit volunteers to share their group’s assigned monologue.
· Direct students to revisit the end of Act 2 of The Miracle Worker (pp. 81 – 91). Working in their groups, have students select a character from the closing scene of this act and compose a brief monologue in the voice of the character reflecting on events at this point in the narrative. (Helen has just been dropped off at the cottage for two weeks of intense one-on-one work with Anne.)
· Provide time for students to rehearse and then present their original character monologues.
· Students can provide each other with constructive feedback using the rubric criteria specified in Lesson Plan 4.
· Suggested homework: Have students finish composing the character monologue if not finished in class.
R/ELA.MSDE.05/02/2012