TEACHING the Learning Segments

Kelsey Dougherty

Unit Plan

TE 432

Dr. Miller

Fall 2013-11-12

Unit Intro

Dr. Miller

T.E. 432/5432

TEACHING THE Learning Segments

Name of course: English FundamentalsNumber of students: 25

Your name: Kelsey DoughertyRoom number: 107

Date of learning: Spring SemesterSchool name: East High School

Grade level and ability group: 12CMT name: Mrs. Chavez

Meeting time: 11:35Time period: 50 minutes

Unit Rationale

Beowulf is an excellent text that exposes students to several timeless literary devices. The idea of the epic with all of its conventions is something that they will continue to encounter for the rest of their education. Each student that will participate in this unit is likely to have a hero of some kind, and getting a more clear understanding of heroic qualities, traits, and behaviors may influence them in their choice of heroes. Learning about heroes will also aid them in their own writing, as many pieces of literature employ some of the heroic traits in main characters. Life for reach student is bound to be a journey, so being able to define the various aspects of a journey will be very important in their own lives. This will also help them to understand that people can overcome the most unlikely odds, and the best plan is to take it a step at a time. Furthermore, teaching students that literature often reflects the views and behaviors of society is an excellent chance to view things with a culturally responsive lens. With this unit the lack of women in early literature can really be explored and discussed. This will get students thinking about gender and exclusion in a way they might not have up to this point. Beowulf provides countless opportunities for teachable moments as well as many opportunities to relate classic literature to modern every day life. This unit involves a great deal of creating. Students are highly responsible for the “doing” this particular practice really channels the constructivist approach.

Objectives:

Objective: As a result of this learning segment students will be able to apply the understanding that language usage is a matter of convention, can change over time, and is sometimes contested.
Students will participate in a class discussion, and will take notes over the progression of the English language; the notes will be turned in at the end of the unit.

Objective: As a result of this learning segment students will be able to analyze the impact of the author’s choices regarding how to develop an relate elements of the epic.
Students will complete an Epic Element worksheet after participating in a class discussion and reviewing definitions.

Objective: As a result of this learning segment students will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text.
Students will complete several writing prompts about heroism and what constitutes a good leader, the class will discuss the traits that good leaders and hero’s possess, and students will provide examples.

Objective: As a result of this learning segment students will be able to conduct short as well as more sustained research projects to answer a question synthesizing multiple sources and demonstrating understanding.
Students will respond to a question about how Beowulf reflects the Anglo-Saxon culture in a mini-research paper, the class will also discuss how elements in Beowulf mirror the warrior culture.

Standards:

Reading:

CCSS.ELA-Literacy.RL.11-12.2

CCSS.ELA-Literacy.RL.11-12.3

CCSS.ELA-Literacy.RL.11-12.5

Writing:

CCSS.ELA-Literacy.WHST.11-12.4

CCSS.ELA-Literacy.WHST.11-12.6

CCSS.ELA-Literacy.WHST.11-12.7

Speaking & Listening:

CCSS.ELA-Literacy.SL.11-12.1 a-d

CCSS.ELA-Literacy.SL.11-12.6

Language:

CCSS.ELA-Literacy.L.11-12.1a

CCSS.ELA-Literacy.L.11-12.4c

CCSS.ELA-Literacy.L.11-12.5a

Materials:

Beowulf

Vocabulary Worksheet

Tongue Twister Handout

Epic Convention Worksheet

Hero Worksheet

Hero Handout

Section 1 Summary

Section 2 Summary

Computer

Composition Notebooks

Dictionary

Week 1
M T W Th Fr
You might consider how each goal builds up, i.e., backwards planning
Ask: what do I hope to achieve and then plan backwards from there?
In each box to the right, brainstorm what you intend to do during that period
Assessments should be formative, summative and always authentic
List all materials and texts you will need for the learning segment / Goal:
Evolution of English Language
Procedures:
Do now: What does English mean to you?
Give padlet presentation about the evolution of English
Divide the class in to their groups to complete the assignment
Walk around making sure students understand and are on track
Closure:
Exit Slip.
What is one thing that you learned today?
What is something that you did not know before this presentation?
What is something that you found surprising about today’s lesson?
Assessment:
Was the student involved in the discussion? Did the student participate in the group work?
Materials:
Computer
Padlet Presentation
Composition notebooks / Goal:

Evolution of English Language
Procedures:
Do now:
What do you know about poetry?
Pass out tongue twister hand out.
Discuss Kennings.
Divide the students back into groups to work on their assignment.
Walk around making sure groups are progressing and on task. Info should be written on posters.
Closure:
Give me one example of a Kenning.
Assessment:
Did the student hand in the Kenning? Were group members focused and working?
Materials:
Computers
Tongue Twister Handout
“Age of Anxiety”
Computers
Comp. notebooks / Goal:

Elements of an Epic
Procedures:
Do now: Describe an Epic event in your own life.
Have the groups present their posters of info.
Introduce Epics.
Pass out the Epic Element worksheets.
Review epic conventions and their definitions.
Pass out vocab sheet.
Closure:
Exit Slip
Two questions that you have about today’s discussion
Two things that you’d like to learn more about regarding today’s topic
Assessment:
Did the groups complete their posters?
Did the students hand in their exit slips?
Was the class on task?
Materials:
Epic element hand out
Beowulf text
Comp notebooks
Vocab sheet
Computer / Goal:

Elements of an Epic
Procedures:
Do now:
Based on the conventions we talked about yesterday, which do you think will appear in Beowulf?
Class discussion over elements, address questions from exit slips.
Allow the students more time to complete their epic element handouts.
Walk through and make sure everyone is getting the worksheet filled out.
Start reading Beowulf
First 2 Pages
Closure:
Homework: Write a short story using 3 epic themes. No more than a page long.
Assessment:
Grade epic element handout
Materials:
Beowulf Text
Epic element handout
Comp . Notebooks
Computer
Dictionary
Vocab Sheet / Goal:
What Constitutes a hero?
Procedures:
Do now:
Describe one of your hero’s.
Introduce hero’s
Show PP.
Read 3 pages of Beowulf.
Hand out hero worksheet
Closure:
What is heroic to you?
Assessment:
Participation in discussion of hero’s/heroism
Did students read?
Materials:
Beowulf Text
Comp. Books
Hero Handout
Computer
Dictionary
Vocab Sheets
Week 2
M T W Th Fr
Notes to self / Goal:
What constitutes a hero?
Procedures:
Do now:
What characters do you like/dislike so far?
Work on hero worksheet
Read 3 pages of the text
Closure:
Exit Slip, which character do you want to see again? Why?
Assessment:
Section 1 Summary
Materials:
Beo. Text
Hero Handout
Comp. Book
Computer
Vocab Sheet
Dictionary / Goal:
How does Lit reflect Society?
Procedures:
Do now: If you could have 1 heroic skill, what would it be?
Students will turn in hero handout
Presentation about Anglo-Saxon Culture compared to Beowulf’s culture.
Read 3 pages of text
Closure:
Exit Slip
Based on what we’ve read and discussed so far, what were major themes in Anglo-Saxon life?
Assessment:
Grade Hero Handout
HW: Mini-research Beowulf’s/Anglo-Saxon culture. What were their beliefs?
How did they compare?
Materials:
Beo Text
Mini-paper handout
Comp books
Computer
Mini-paper rubric
Vocab Sheets / Goal:
How does Lit reflect Society
Procedures:
Do now:
Do you think that books show how society works?
Discuss do now
Lit Circles to read 3 pages of text.
Work on mini-paper
Closure:
Exit slip
How do you feel about the absence of women in Beowulf?
Assessment:
Progress check on mini-paper
Materials:
Beo text
Comp books
Computer
Dictionary
Vocab Sheets
Mini-papers / Goal:
Being a good leader
Procedures:
Do now:
Who do you think of as a good leader?
Presentation about leadership
Break into Lit circles to read 3 pages of Beo
If time, work on mini-papers
Closure:
Exit Slip
Do you think Beowulf is a good leader?
Assessment:
Participation in Lit Circle
Hw: Section 2 Summary
Materials:
Beo Text
Comp books
Computer
Dictionary
Vocab sheets
Mini-papers / Goal:
Being a good leader
Procedures:
Do now:
What is your favorite part of Beofwulf so far?
House cleaning day. Finish mini-papers.
Finish section 2 summary
Finish Vocab sheet
Closure:
How do you think the epic ends?
Assessment:
Grade mini-paper
Section 2 summary
Materials:
Beo Text
Comp books
Computer
Dictionary
Vocab sheets
Mini-papers
Week 3
M T W Th Fr
Notes to self: / Goal:
What makes a good leader?
Procedures:
Do now:
Thoughts on Beo
Read Final pages
Discuss the end of the book
Introduce project
Handout project materials
Closure:
Exit Slip
According to Anglo-Saxon tradition, did Beowulf die a good death?
Assessment:
Completed Vocab Sheet
Materials:
Beo Text
Comp books
Computer
Dictionary
Vocab sheets
Project handouts / Goal:
Project
Procedures:
Do now:
Which project did you choose?
Vocab Quiz
Work on projects
Closure:
Exit Slip
Three things you did on your project today
Assessment:
Grade vocab quiz
Check to see if all chose project
Materials:
Beo Text
Comp books
Computer
Dictionary / Goal:
Project
Procedures:
Do now:
How is your project coming?
Work on projects
Inform this is last class day to work on projects, due the following Monday
Closure:
Questions, comments, concerns over Beo or projects
Assessment:
Progress slip on projects
Materials:
Beo Text
Computer / Goal:
Procedures:
Do now:
Closure:
Assessment:
Materials: / Goal:
Procedures:
Do now:
Closure:
Assessment:
Materials:

Step-by-step procedures:

1.The class will open with a do now. The do now for the first day will be: What does English mean to you?

2. After the do now is complete, I will turn on the smart board. Once the smart board is on, I will play the clip of the opening lines of Beowulf.

3. After the clip is over, I will ask student for a quick reaction.

4. I will then display the first page of the Beowulf manuscript.

5. Once students have had 1-2 minutes to look over the manuscript I will display the question and answer section, which students will answer in their composition notebooks. They will have 5 minutes to answer the questions. I will walk around the class, doing status checks.

6. After the students have answered the questions, I will open up the Prezi on the English language. Students will be asked to take notes in their composition notebooks.

7. After the Prezi is finished, I will display the webpage with the runic alphabet and the Old English alphabet. Students will be able to look at the differences between these writing systems and the one used today.

8. Students will then be broken up into groups of five to work on the assigned project. The groups will be based on the letters a-e.

9. The assignment will remain displayed on the board.

10. In order to close the lesson, students will have to fill out an exit slip.

Classroom arrangement and management issues:

The class will be set up into it’s usual rows for the first part of the class while the presentation is being given and notes are being taken. Once the presentation is over, the students will break into 5 groups of 4-5. They will work with these groups on their projects and will remain sitting in the groups until the end of class.

I do not think that there will be a lot of issues with management. Students will know that this is a no device day, and if I see the use of devices I will deliver one verbal warning. If the verbal warning is ineffective, I will take the device until the end of the class period.

Technology:

This particular lesson has quite a bit of technology. The presentation includes a YouTube video, a Prezi, and a Padlet presentation. Students will need to use computers in order to complete their mini-research assignment.

Adaptations:

This lesson includes a video clip that contains subtitles in case a student is hearing impaired. There is a moderate amount of writing, but computers will be available if there are students who have motor skill issues and have trouble writing.

Student engagement

There are quite a few different aspects of this lesson. Students will watch a short clip, take notes, answer questions, and use the computer. I think that they will be very productive, so there will not be issues with engagement. The amount of work is varied, so students will not be lingering on one task for too long.

There are also several ways that I will check engagement

Eye contact with students

Exceeds Expectations / Meets Expectations / Does Not Meet Expectations / Score
Points Earned / 3 / 2 / 1 or 0
Engages in group effort / Regular, enthusiastic participation / Regular participation / Little or no participation
Assumes/delegates responsibility / Organizes and plans tasks / Cooperative; accepts tasks / Uncooperative; accepts few or no tasks
Follows through on group tasks / Goes beyond assignments/tasks / Completes assignments/tasks / Completes few or no assignments/tasks
Follows through on individual tasks / Goes beyond assignments/tasks / Completes assignments/tasks / Completes few or no assignments/tasks
Helps others with assignments / Offers assistance / Assists when asked / Little or no assistance
Participates in class discussions and activities / Volunteers suggestions or answers / Participates when asked / Little or no participation
TOTAL SCORE

Participation in discussion
Note taking

Assessment with matching criteria:

Today’s lesson has only informal assessment. The exit slip is a piece of the assessment. I will also account for participation in the discussion as well as the group work.

Rubric for Group Work:

Step-by-step procedures:

1.The class will open with the following do now: What do you know about poetry?

2. One or two students will share their responses.

3. After students have shared, I will pass out a handout about tongue twisters. As a class, we will go over the tongue twisters.

4. I will inform them that Beowulf uses a lot of alliteration, and a great example of alliteration is the tongue twister.

5. I will then introduce the Kenning to the class. We will talk about what Kennings are, what they look like, and we will go over a PowerPoint detailing some examples of Kennings, and students will be asked to take notes.

6. Once we have discussed Kennings, the students will break back up into the groups from the previous class periods.

7. I will walk around and make sure that the different groups are working on their presentations.

8. Before the last 5 minutes of class, students will be expected to have most of their information written on poster boards.

9. At the end of the class period, students will need to produce a Kenning on an exit slip in order to get full credit for the day.

Classroom arrangement and management issues:

Technology:

This particular lesson uses the computers in order for students to do necessary research.

Adaptations:

All materials, information, and instructions will be typed out for those who have hearing impairments.

For students whose native language is not English, a copy of the text will be available in their given language.

Student engagement

There are quite a few different aspects of this lesson. Students will share responses from the completed do now’s. Students will also jot down notes during the presentation over Kennings, and they will work in their groups to complete their assignment. There are quite a few tasks going on, so I think that all students will be busy.

There are also several ways that I will check engagement

Eye contact with students
Participation in discussion
Note taking

Assessment with matching criteria:

Today’s lesson has only informal assessment. The exit slip is a piece of the assessment. I will also account for participation in the discussion as well as the group work.