Lesson Plan Guide.docx
- 文档编号:4911630
- 上传时间:2022-12-11
- 格式:DOCX
- 页数:14
- 大小:23.30KB
Lesson Plan Guide.docx
《Lesson Plan Guide.docx》由会员分享,可在线阅读,更多相关《Lesson Plan Guide.docx(14页珍藏版)》请在冰豆网上搜索。
LessonPlanGuide
Materials
∙SelectionfromBenjaminFranklin’sAutobiographyinHolt’sElementsofLiterature
∙SunscreenSpeech(Provided)
∙VennDiagram
Grade:
10Unit:
2B
Section/Period:
Merit/Honors
LessonPlanGuide
Day1of5
Indicators:
E10.10.02
E10.20.01
Objectives:
Thestudentwillexaminemeaningbydetermininghowtonehelpsrevealanauthor’spurpose.
Studentswillgenerateaclearthesisstatement,examples,anddetailstosupportthethesis.
Assessment:
VennDiagram
BCRonsynthesizinginformationfromtwotexts
ScoringTool:
Threeormoreitemsineachcategory
BCRrubric
Warm-Up:
(5minutes)
∙Think-pair-share:
Whatisamemorableorhelpfulpieceofadvicethatyouhavereceivedinyourlife?
DirectInstruction:
(seeit)(30minutes)
1.Pre-readingquestion:
Nowthattheclasshasbegunthinkingaboutadvice,askthemtoshiftpointofviewandimaginewhatkindofadviceoneofthefoundingfathersmighthavegiventopeopleinthe1700s,aroundtheRevolutionaryera.Howmightitdifferfromadvicesomeonemightgivetoday?
Discuss.
2.Studentsandteacherwillread/viewandcomparethefollowingtwopieces:
a.“fromTheAutobiography”byBenjaminFranklinintheHolt’sElementsofLiterature(EOL).Focusprimarilyontheadviceonpg.72.
b.Schmich,Mary.“Sunscreen.”ChicagoTribune.June1,1997.-search“Sunscreen(Teachermaydecidewhethertoprovidelyricsorshowonlinevideo).
3.Discussthesimilaritiesanddifferencesinthecontentbetweenthetwopieces.
4.Modelforstudentshowtoidentifythetoneofthetwopieces.
a.InwhatwaysisFranklin’sadvicemoreformal?
b.Whatarethecontextcluesthathelpdeterminethetonesofthetwopieces?
GuidedPractice:
(doitwithhelp)(25minutes)
1.StudentswillcompleteaVennDiagram,comparingandcontrastingthecontentandtoneofthetwopieces.
2.OncestudentshavecompletedtheirVennDiagramsindependently,theywillsharetheirfindingsinpairs.
3.Studentswillshareasaclass.
IndependentPractice:
(doitthemselves)(25minutes)
1.StudentswillcomposeaBCRbasedonthefollowingprompt:
oExaminetheadvicegiveninTextAandexplainhowitissimilartoanddifferentfromtheadviceinTextB.(ExaminepassageAandpassageBandsynthesizeinformationtosupporthowthesubjectof_________istreatedineach.LA.E10.20.05)
2.StudentsshouldusetheinformationthattheyrecordedontheirVennDiagramstosupporttheiranswers.
Closure:
(5minutes)
Discusswhichtextstudentsfoundmosteffective,andwhy.
Homework:
1.Studentswillwritethreepiecesofadviceintendedforanadult,suchasaparentorteacher.
2.Studentsmayusetoday’sreadingsasmodels.
Materials
∙ImpliedMetaphorChart
∙SelectionsfromHolt:
FughumandFitzgerald
Grade:
10Unit:
2B
Section/Period:
Merit/Honors
LessonPlanGuide
Day2of5
Indicators:
E10.10.02
E10.20.01b
Objectives:
Thestudentwillexaminemeaningbydetermininghowimpliedmetaphorsandtonerevealanauthor’spurpose.
Thestudentwillutilizefigurativelanguagebycreatingimpliedmetaphors.
Assessment:
Teacherobservation
Impliedmetaphorchart
ScoringTool:
Studentsareabletoidentifyimpliedmetaphors.
Studentsareabletocreatetheirownimpliedmetaphors.
Warm-Up:
1.Studentswillsharetheirthreepiecesofadvicewithoneanother.
2.Teacherwilltakevolunteerstoshareadvicewiththeclass.Discuss.
DirectInstruction:
(seeit)
1.Pre-readingquestion:
WhatissomethingyoulearnedinKindergartenthatyoustillremembertoday?
Whydiditmakethisimpact?
2.Studentsandteacherwillreadandcomparethefollowingtwopieces:
a.“fromAllIReallyNeedtoKnowILearnedinKindergarten”byRobertFughumonpg.74inEOL.
b.“ALettertoHisDaughter”byF.ScottFitzgeraldonpg.714inEOL.
3.Discussthesimilaritiesanddifferencesinthecontentbetweenthetwopieces.Tellthestudentsthateventuallytheywillbewritinganessayontwoorthreeoftheadvicetexts,explaininghowimpliedmetaphorshelpfulfilltheauthors’purposes.
4.Reviewthedefinitionofametaphor.Readwithstudentsthedefinitionsprovidedonpg.1388inEOL.Discussthetypesofmetaphors,emphasizingimpliedmetaphor.
5.Provideexamplesofimpliedmetaphorsfrombothofthereadings:
a.From“Kindergarten”-“Don’thitpeople.”Theimplicationinthismetaphoristhatoneshouldavoidallkindsofviolencewheninteractingwithpeople.
b.From“Letter…Daughter”-“Don’tworryaboutdolls.”Theimplicationinthismetaphoristhatmaybeoneshouldnotfocusonmaterialthingsinlife.
GuidedPractice:
(doitwithhelp)
1.Studentswillreviewbothpassages,identifyingeightmoreimpliedmetaphorsandtheunderlyingmeaningofeach.
2.Discussasaclass.
3.TakepiecesofadvicefromeitherFranklin’s“Autobiography”andrewritethemasimpliedmetaphorsonthefrontboard.
oFromFranklin:
“3.Letallyourthingshavetheirplaces.”Animpliedmetaphorforthispieceofadvicemightbe“Parkyourcarintheassignedspace”or“PuttheWiigamebackinitscaseonceyouarefinished.”
4.Studentswilldiscusshowchangingapieceofadviceintoanimpliedmetaphorchangesthetoneofthepiece–itmakesthepieceofadvicemoregeneraltolife.
oByparkingthecarintheassignedspaceorputtingtheWiigamebackinitscase,apersonisvaluinghis/herpossessionsorfollowingtheacceptedrulesthathelptomaintainanorganizedsociety.
IndependentPractice:
(doitthemselves)
1.StudentswillwritefiveimpliedmetaphorsthatrepresentfivepiecesofFranklin’sadvicefromhisAutobiography.
2.Studentswillusetheprovidedcharttowritethesemetaphorsandthenexplaintheimplicationsofthemetaphor.Whythisisimpliedmetaphoraneffectivewayofrestatingthepieceofadvice?
3.Ifstudentsstillneedhelpwithunderstandingimpliedmetaphors,theycanrefertoFranklin’saphorismsonpg.76.
Closure:
∙Studentsmaysharesomeoftheimpliedmetaphorstheycreatedandtheimplicationsofthesemetaphorsforthestatedadvice.Manystudentsmaybeabletoshareimpliedmetaphorsthattheyhavealreadyheardnumeroustimesfromparentsoradults.
Homework:
1.Reworktheadvicethattheywrotelastnight(adviceforadults)intoimpliedmetaphors.
Materials
∙SampleTextsforWarm-Up
∙SunscreenSpeech
∙StudentCopiesofAuthor’sPurposeChart—Front/Back
Grade:
10Unit:
2B
Section/Period:
Merit/Honors
LessonPlanGuide
Day3of5
Indicators:
E10.10.02a.
E10.10.02
Objectives:
Studentswillexaminemeaningbydetermininghowtoneandfigurativelanguageinatextrevealanauthor’spurpose.
Thestudentwillanalyzehowimpliedmetaphorsrevealanauthor’spurpose.
Assessment:
TeacherObservation;Author’sPurposeChart
ScoringTool:
Studentshavewell-chosenexamplesandsufficientexplanation
Warm-Up:
1.UsingthedataorLCDprojector,projectthreetypesoftextsthathaveclearandobviousauthor’spurpose:
a.Restaurantreview
b.How-tomanual
c.Anadvertisementinanewspaperormagazine
2.Discussasaclassthepurposeofeachofthethreetexts.Theremaybemultipleanswerstoeachone(forexample:
Apurposeofarestaurantmightbetodeterpeoplefromvisitingtherestaurant).
DirectInstruction:
(seeit)
1.Discussauthor’spurpose:
a.Whatisauthor’spurpose?
(Whattheauthorwantstoshowthereader.)
b.Howdoesonedetermineauthor’spurpose?
c.Usethefollowingquestionstohelpguidestudentstofindingauthor’spurpose:
i.Basedonthetitle,whydoyouthinktheauthorwrotethisselection?
ii.Whydidtheauthorwritethepiecefromaparticularpoint-of-view?
iii.Howdidtheauthorinfluenceyourresponsetotheselection?
iv.Wastheauthor’spurposespecificallystated?
v.Doyouthinkthattheauthorachievedhis/herintendedpurpose?
vi.Whatexamples(includingthosethatincorporatefigurativelanguageandtone)fromthetextsupportyourconclusionsabouttheauthor’spurpose?
(Basedoncontentfrom“IdentifyAuthor’sPurpose.”ReadingStrategiesfortheJourneyNorthTeacher.AnnenbergMedia.2009.http:
//www.learner.org/jnorth/tm/ReadStrat8.html.)
2.UsingtheSunscreenSpeech(providedattheendofthisunit),modelforstudentshowyoucandetermineauthor’spurposebyusingthequestionsandtechniquesfromabove.(Note:
Teachersmayprefertociteexamplesthenderivepurposefromthese;ortheorderbelowcanbefollowed.)Remindstudentsthattheirfinalproductforthisunitwillbeanessayinwhichtheycomparedifferentwaysthatauthorsuseimpliedmetaphorstofulfilltheirpurposes.
3.Writethepurposeonthefrontboard.
a.(Suggestion)Toappreciateandpreserveone’syouthbyavoidingstressandworry.
4.Showstudentsexamplesfromthetextthatsupportthispurpose.
a.“…youwillnotunderstandthepowerandbeautyofyouryouthuntiltheyhavefaded”–drawtheirattentiontopoint-of-view,wordchoice,andtheintendedaudiencetodemonstratetheeffectivenessofthisstatementtotheauthor’spurpose.
GuidedPractice:
(doitwithhelp)
1.StudentswillusetheSunscreenSpeechtogeneratefurtherexamplesthatsupportthestatedpurpose(2–3moreexamples;encouragestudentstolookfortoneandimpliedmetaphor;studentsshouldusetheirworksheetsfrompreviousdaystohelpthemwiththis)
2.Followingtheopportunitytodothisindependently,studentswillpairandsharetheirresultswithoneanother,evaluatingwhicharethestrongestimpliedmetaphors.
3.Finally,studentscansharetheirbestexampleswiththefullclass.
IndependentPractice:
(doitthemselves)
1.Studentswillcompleteanauthor’spurposechartforoneoftheothertextsreadinthiswritingun
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Lesson Plan Guide