Download Grades 6-12 ELA Lesson Plan Teacher: ______ __ Grade/Course

Grades 6-12 ELA Lesson Plan
Teacher: ______ __
Grade/Course: __8th___
Date: Week 1: 9/10/12-9/15/12
Unit Title: Vantage Points – Multiple Perspectives
Corresponding Unit Task: 1 & 2
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
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
Conflict – a struggle between opposing forces
External Conflict – a conflict that is beyond the control of the protagonist
Internal Conflict – a conflict that exists within the protagonist (e.g. conflicting
emotions)
Plot – the series of events in a story
Rising Action – the actions that characters take to solve the problem in a story
Climax – the turning point in a story
Falling Action – the actions that wrap up the loose ends of a story
Resolution – the ending of a story
Theme – an insight about human life that the author shares with the reader
Universal Themes – themes that are found throughout the literature of all cultures
and time periods
Characterization – a tool authors use to create and develop characters
Evidence - facts, statistics, anecdotes and examples that support the claim of an
argument
Textual Evidence - a direct quotation or a paraphrase from the work under study
which helps prove the validity of a claim
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
Parent - an archetype that cares and provides for others; is frequently nurturing and
loving
Child – an archetype that seeks affection and approval; is frequently innocent and
helpless
Sage – an archetype that possesses insight, intelligence, and enlightenment; is
frequently wise, knowledgeable, and sometimes mysterious
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2012
Fool – an archetype that lacks experience or knowledge; is frequently amusing,
blithe, and sometimes shrewd
Media – television, newspapers, magazines, radio, movies, and the internet
Medium – tool
Materials/Resources
copies of stories, video clips, The Giver, Thesaurus
Activating Strategy/
Bell Ringer
Journal Entries, Grammar Practice
Common Core State Standards:
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or
Balanced Literacy
character types from myths, traditional stories, or religious works such as the Bible,
Components
including describing how the material is rendered new.
Addressed:
RI.8.9 Analyze a case in which two or more texts provide conflicting information on
 Reading
the same topic and identify where the texts disagree on matters of fact or
□ Writing
interpretation.
 Word Study
L.8.6 Acquire and use accurately grade-appropriate general academic and domain Speaking &
specific words and phrases; gather vocabulary knowledge when considering a word or
Listening
phrase important to comprehension or expression.
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.
Gradual Release of
Supporting Standards
Responsibility:
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
□ Modeled
RL.8.4 Determine the meaning of words and phrases as they are used in a text,
□ Shared
□ Guided Practice including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
□ Independent
RI.8.3 Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
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 recognize the unit vocabulary.
I can compare characters in a text to various archetypes.
I can participate in seminar style discussions.
Instructional Plan:
Day 1: Watch video clips of superheroes and villains. Students will make lists of
characteristics of each and specific instances used in the clips. Discuss the
characteristics real life heroes share with the superheroes and create an archetype
chart to compare characters to the various archetypes. Students will work together to
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2012
share their words and develop a list of synonyms for their words. Thesaurus can be
used to increase vocabulary. Giver Discussions.
Day 2: Unit vocabulary. Discuss scenarios where the protagonists and antagonists
are not necessarily obvious. Have students develop their own scenarios that contain
a protagonist and antagonist to share with the class. In groups students read two
short myths with heroes and villains. They will create a list of traits for various
archetypes. Students will present their stories to the class and how they were
characterized indirectly/directly. Will use archetype charts from the previous class to
discuss plot and how character traits affect theme.
Day 3: The Giver quiz. View propaganda from WWII where a group or person is
portrayed as a villain or hero. Show different propaganda about the same group from
different viewpoints. Work on one set as a class, then as small groups. Students will
use the S.I.G.H.T. organizer see where propaganda doesn’t match reality. Use
Grendel or True Story of the Three Little Pigs to show how a story is different from
another point of view.
Day 4: Ceremony of Twelves. Students will be assigned various jobs based on skills
they have such as Connector, Questioner, Rule Enforcer, etc. They will receive their
jobs by me calling them up in order just as in the novel while acting like an Elder.
Rules and apologies will be set up and enforced as they are in the book.
Day 5: Students will use modern day news stories and informational text that see
how people can be viewed as heroes and villains. Discussions about the various
groups and students thoughts. The Giver discussions on archetypes and clearing up
questions and sharing ideas and themes.
Closing/Summarizing
Strategy
Launch students with quotes and ideas from the novel to think about.
Good News.
Film Clips.
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2012
Differentiation
Strategies
Extension
Intervention
Language Development
Discuss Jonas’ journey in
The Giver as related to
The Hero’s Journey.
Assessment(s)
Discussion questions, group discussion, quiz
Reflection
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2012