Grades 6-12 ELA Lesson Plan

Grades 6-12 ELA Lesson Plan

Facilitators: Deanes/Sides

Teacher: Hunter Grade/Course: 8th English Language Arts Date: Days 4-5

Unit Title: Vantage Points: Multiple Perspectives / Corresponding Unit Task: Task 2 Talk Show
Unit EQ(s): / How do authors use ideas from older, familiar texts to write modern stories?
Why do different texts provide conflicting information about the same topic?
Why do authors use different media formats and text structures to present different information?
Essential Vocabulary / Students will continue to review vocabulary words from days 1-3. Introduce new vocabulary:
Protagonist – the main character in a story, novel, or play
Antagonist – another character, force of nature, society, or an internal force that works against the protagonist
Archetype – a recurring element that is identifiable in a wide variety of works of literature
Hero - an archetype that faces obstacles and triumphs; is frequently courageous, strong, and determined
Villain – an archetype that attempts to defeat the hero; is frequently treacherous, cruel, and unfeeling
Media – television, newspapers, magazines, radio, movies, and the internet
Medium – tool
Plot – the series of events in a story
** Detailed unit glossary- teacher will need to print detailed unit
glossary
Materials/Resources / Suggested Texts
·  Teacher-chosen novel located in Unit 1 resources
·  Selection of Talk Show from internet ( teacher choice, available on GaggleTube or Wingclips.com
·  Super Hero Montage: http://www.youtube.com/watch?v=21oe5HtJCI4
·  AFI's 100 Years 100 Heroes & - Opening Montage: http://www.youtube.com/watch?v=BOGYZwWJ9qk
·  Le Morte d’Arthur (http://www.sacred-texts.com/neu/mart/) *advanced*
·  Beowulf Seamus Heaney translation: http://www.scribd.com/doc/20757289/Beowulf-a-New-Verse-Translation-Seamus-Heaney
·  Arthurian legends: http://www.webenglishteacher.com/kingarthur.html
·  Grendel, by John Gardner – available to purchase from most booksellers
·  Greek myths from D’Aulaires’ Book of Greek Myths or Edith Hamilton’s Mythology
·  Yamato Takeru: http://heritageofjapan.wordpress.com/following-the-trail-of-tumuli/4th-century-the-legend-of-prince-yamatotakeru-the-path-he-took-and-yamatos-expansion/
·  “Woman Warrior” Springboard, pp. 44-47
·  Creation myths:
o  “Pan Gu and Nu Wa” from Creation Stories from Around the World - http://www.gly.uga.edu/railsback/CS/CSIndex.html
o  Hopi creation myth - http://www.dreamscape.com/morgana/umbriel.htm#HOPI
o  Egyptian creation myth -http://www.theologywebsite.com/etext/egypt/creation.shtml
·  Genesis account of creation - http://etext.virginia.edu/toc/modeng/public/KjvGene.html
·  Perrault fairy tales - http://worldoftales.com/fairy_tales/Perrault_fairy_tales.html
·  Grimm’s Fairy tales - http://www.cs.cmu.edu/~spok/grimmtmp
·  Illustrated Grimm’s fairy tales - http://grimmsfairytales.us/index.html
Activating Strategy/ Bell Ringer / Day 4
Hero and Villain Anticipation Guide- Teacher creates four to six statements concerning Heroes and Villains. Students will either agree or disagree and explain their reasoning with examples. Attached is an anticipation guide template. Students will complete the anticipation guide.
**Heroes in Action anticipation guide page 17 located in Springboard Text**
Day 5
Students will answer the following question in their journal: List three examples of people that you describe as villains. Again, they can be male or female, living or dead, and you can have known them personally or just have heard or read about them. List them in your notebook, and think of exactly what it is about each individual that brings you to think of them as villains
Balanced Literacy Components Addressed:
□  Reading
□  Writing
□  Word Study
□  Speaking & Listening
Gradual Release of Responsibility:
□  Modeled
□  Shared
□  Guided Practice
□  Independent / Common Core State Standards:
Unit Focus - Power Standard
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Relating Power Standards
L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Supporting Standards:
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social,
commercial, political) behind its presentation.
SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
I Can Statements:
I can gather vocabulary knowledge when considering words and phrases important to comprehension or expression.
I can analyze the purpose of information presented in diverse media and formats.
I can distinguish between sound and unsound reasoning in a speaker’s argument.
Instructional Plan:
Day 4
1.  Teacher will solicit students’ anticipation guide responses.
2.  Students will watch at least one of the recommended video clips of heroes and villains. After viewing, students will brainstorm and share what makes a classic “villain” and a “superhero” (either in seat, whole class discussion, or in gallery-walks.
3.  Teacher will follow up with a discussion about what characteristics students might add for “real-life” heroes and villains.
Day 5
1.  Teacher will solicit student’s responses from today’s journal entry and the TOD from yesterday.
2.  Students can work in groups to create a set of official traits for “villains” and heroes” and write these into the “Archetypes” Charts for Hero and Villain (See attachment). Use the “synonyms” section to have students seek out challenging vocabulary by first brainstorming synonyms, then adding to them through use of the thesaurus. For example, are villains “bad” or are they “Evil, nefarious, scheming, and malicious”
3.  Vocabulary words can be added to the word wall and students will be expected to use vocabulary words during the talk show.
4.  Check for previous learning for “protagonist”, “antagonist”, and “conflict”, teach/review as necessary. These terms may be added to a vocabulary journal or a literary terms word wall. Discuss the difference between a “protagonist” and a “hero”, or an “antagonist” and a “villain”. A possible example to spur discussion may be “If two friends are fighting because they both want the same tater-tot, is one a hero and one a villain?” Later, complicate the discussion with, “What if the two friends both want the same man or woman?”
Closing/Summarizing Strategy / Day 4
Ticket out of the door(TOD)
List three examples of people that you describe as your heroes. They can be male or female, living or dead, and you can have known them personally or just have heard or read about them. List them in your notebook, and think of exactly what it is about each individual that brings you to admire them so much
Day 5
Review/TOD
Differentiation Strategies / Extension (AIG) / Intervention (EC) / Language Development (ESL)
·  Pre-teach and review vocabulary with students.
Pair students based on strengths and areas of needs detected during the first days of the unit.
Use whole class instruction instead of groups. / ·  Literary Terms Review- Guide students in adding terms t their vocabulary lists. Provide several examples. During class discussions, provide appropriate language framework/sentence starts to give LEP students the opportunity to share their opinions in the groups.
Assessment(s) / Teacher will assign students a word and create a vocabulary recipe.
Reflection

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