Embed Size (px)
Citation preview
“A well-read woman is a dangerous creature.” Lisa Kleypas
ALLISON SATCHELL “So we beat on, boats against the current, borne back ceaselessly into the past.” ― F. Scott Fitzgerald The Great Gatsby
“I like it when somebody gets excited about something. It's nice.” ― J.D. Salinger The Catcher in the
Rye
“I am no bird; and no net ensnares me: I am a free human being with an independent will.” ― Charlotte Brontë
Jane Eyre
“And in that moment, I swear we were infinite.” ― Stephen Chbosky The Perks of Being
a Wallflower
ABOUT ME
I have always loved reading—I was the kid who would go to bed early, just so I could read longer. There is nothing I love more than curling up in sweat pants and a great book. Maybe I am a nerd….. Anyways, I have been going to school for far too long. But, I am in the home stretch, and I am looking forward to spending the rest of my life (or career at least) in the front of a classroom. I have lived in St. Louis my whole life, and I really can’t imagine living anywhere else—I love my city! Other than reading a LOT, I also really enjoy a good tv show (Game of Thrones is my favorite!!), movies, and good music. I love finding new music, so any suggestions are always welcome! I have a cat named Alfred, whom I watched come into this world-gross-, who is my best homework buddy. I also have a really great family. My parents are hilarious, and wonderful. And my little sister Sarah is my favorite person on the planet. She’s the best.
FUTURE HIGH SCHOOL ENGLISH TEACHER
As cliché as it is, I have always wanted to be a teacher. People have called me crazy for wanting to be trapped in a classroom with 30 teenagers every day, but I. Can’t. Wait. In high school and college, I have been blessed with some amazing English teachers. They proved to me that it is possible to create a fun, exciting, interesting AND educational learning environment. Who knew?! Well, these teachers did, and they really made me feel as if I could be an effective teacher. My goal in my classroom is to create that same environment for my students, while also enabling them to grow and learn as human beings. I want my students to know that I respect them and their ideas, and I hope they will see me as someone they can always come to. I also realize that not every student is going to walk into my class loving reading and writing as much as I do, so my goal for those students is to show them that English matters, and that they can be just as successful in my classroom as the kids who happen to like my subject. I want them to walk away from my classroom understanding and enjoying English. Challenge accepted.
Allison Satchell CATCHING WALLFLOWERS
Junior Lit. Fall 2013
The Overview
The Rationale:
Not every student that enters my classroom will be a reader, or a writer, or have any
interest in an English class in general. Therefore, I want to show my students that
literature is important and relevant to, well, life. By comparing classic lit with modern
lit, students will understand that some characters and basic human struggles are
timeless, and will (hopefully) find at least an appreciation for reading great books.
The Summary:
Students will read and analyze The Catcher in the Rye and The Perks of Being a
Wallflower. The purpose is for students to be able to compare and contrast a classic
novel with a modern novel; specifically in relation to characters, symbols, and
themes. There will be a week and a half devoted to each novel, where students will
discuss “the specifics”, keep track of vocab lists, and take a short quiz at the end of
each mini-unit. After both novels have been read, students will then write a compare
and contrast essay that examines one of “the specifics”.
Essential Question(s):
How does classical literature compare or relate to modern literature?
Is any of it relevant to our lives now?
How can we connect with fictional characters?
Objectives:
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a
text and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an objective
summary of the text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view
requires distinguishing what is directly stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
o CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex
ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
o CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by
selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
o CCSS.ELA-Literacy.W.11-12.2c Use appropriate and varied transitions
and syntax to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
o CCSS.ELA-Literacy.W.11-12.2d Use precise language, domain-specific
vocabulary, and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic.
o CCSS.ELA-Literacy.W.11-12.2e Establish and maintain a formal style
and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
o CCSS.ELA-Literacy.W.11-12.2f Provide a concluding statement or
section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
Literacy Strategies:
Think-Pair-Share
Clustering
Pen-in-Hand
Think Aloud
Key Questions
Exit Slips
Writing Break
Vocab Alert
Peer Edits
Core Concepts:
Community, Conversation, Process, Negotiation, Connection, Construction
Length of Unit:
Five Week Unit: 25 days, 50 minute class periods. Length can and will be changed
when necessary.
Materials and Resources:
School: Copies of The Catcher in the Rye and The Perks of Being a Wallflower,
Library Computers
Teacher: Articles, Pictures, Movie, Vocab Lists, Power Point, Calendars,
Worksheets (for Brainstorming, Articles, Peer Review)
Student: Computer access, Pens and Paper, Highlighters, Colored
pens/pencils/markers
Means of Assessment:
Pre-Assessment:
Informal Discussions: Introductory Lessons
Brainstorming for final Compare/Contrast essay
Individual Conferences with Teacher for final essay
Formative Assessment:
Daily participation points based on Exit slips
Quiz after each novel- covering vocab and main points
Peer evaluations for final essay
Multiple Drafts of Compare and Contrast Essay
Summative Assessment:
Compare and Contrast Final Essay
Based on a Rubric
Written feedback
CATCHING WALLFLOWERS
Lesson Plan: Day 1 One, 50min. Class period
Rationale The purpose of this first lesson is to introduce the unit to my students
so they will have a clear understanding of what is expected by the end.
They will be presented with background information on the author and
the novel in order to enhance their knowledge going into their first
reading assignment.
Objectives Students will be introduced to the unit on The Catcher in the Rye and
The Perks of Being a Wallflower.
Students will be introduced to J.D. Salinger, and The Catcher in the
Rye, and corresponding vocab words.
Materials School – Copies of The Catcher in the Rye (paperback)
Teacher – PowerPoint, Copies of Handouts, Calendars, Vocab Lists
Student – Pens, Paper
Instructional
Framework
Initiating
Lesson Plan
Format
Teacher Centered: Direct Instruction Presentation
Grouping Whole Class
Literacy
Strategies
Exit Slips
Phase One Introduce Unit, give students Handout and Calendar
Discuss Expectations.
Phase Two Background Bio information on J.D. Salinger
Introduce The Catcher in the Rye, Handout Vocab List
Phase Three Discuss any questions students might have about upcoming unit.
Last 5 Minutes: Exit Slips
Formative
Assessment
Exit Slip to check for questions, comprehension of intro.
Summative *
Assessment
Brief introduction of Compare and Contrast Essay assignment coming
at the end of the Unit
Homework
Catcher: Chapters 1-4, vocab
Reminder Remind Students to take notes and look for vocab words as
they’re reading
CATCHING WALLFLOWERS
Lesson Plan: Day 9 One, 50min. Class period
Rationale Students will first showcase their knowledge of The Catcher in the
Rye through a quick assessment.
They will then be presented with background information on the
author and the novel in order to enhance their knowledge going into
the second half of the unit.
Objectives Students will take a short quiz over The Catcher in the Rye.
Students will be introduced to Stephen Chbosky and The Perks of
Being a Wallflower
Materials School – copies of The Perks of Being a Wallflower
Teacher – Quiz, Vocab List, PowerPoint Copies of quiz, vocab list
Student – Pen and Paper
Instructional
Framework
Utilizing Initiating
Lesson Plan
Format
Teacher Centered: Direct Instruction Presentation
Student Centered: Learning Assessment
Grouping Individuals Whole Class
Literacy
Strategies
Assessment
Exit Slips
Phase One Quiz over The Catcher in the Rye
Phase Two Background bio info on Stephen Chbosky
Introduce The Perks of Being a Wallflower, Hand out Vocab list
Phase Three Discuss any questions, or comments
Exit Slips
Formative
Assessment
Quiz over Catcher
Exit Slips for Perks
Summative *
Assessment
Final goal: Compare/Contrast the novels, as we read Perks, look for
any similarities with Catcher
Homework
Perks: Part One, vocab
Reminder Remind Students to take notes and look for vocab words as
they’re reading
CATCHING WALLFLOWERS
Lesson Plan: Day 17 One, 50min. Class period
Rationale Students will express their knowledge about The Perks of Being a
Wallflower in a short assessment.
The lesson will explain why we read The Catcher in the Rye and The
Perks of Being a Wallflower in the same unit, and how we will
combine the two in a final Compare and Contrast Essay.
Objectives Students will take a short quiz over The Perks of Being a Wallflower.
Students will receive a complete explanation about the final Compare
and Contrast Essay of the unit.
Materials Teacher – Copies of Quiz, Rubric
Student – Pens and Paper
Instructional
Framework
Utilizing Constructing
Lesson Plan
Format
Teacher Centered: Direct Instruction Presentation Concept
Student Centered: Learning Assessment Discussion
Grouping Individuals Whole Class
Literacy
Strategies
Assessment
Think Aloud
Exit Slips
Phase One Quiz over The Perks of Being a Wallflower
Phase Two Present information about final Compare and Contrast Essay
Handout Rubric
Phase Three Begin conversation about similarities between the novels (if time
allows)
Discuss any questions about the novels and/or the final essay
Formative
Assessment
Quiz over Perks
Summative *
Assessment
Complete explanation of final summative assessment: Compare and
Contrast essay
Homework
Brainstorming Worksheet
CATCHING WALLFLOWERS
Lesson Plan: Day 19 One, 50min. Class period
Rationale The purpose of this lesson is to prepare the students for another aspect
of the Compare and Contrast final essay: using research (articles).
Objectives Students will participate in a brief discussion about lists of similarities
and differences found in The Catcher in the Rye and The Perks of
Being a Wallflower.
Students will participate in Pen-In-Hand activity to prepare them for
reading articles pertaining to the final essay.
Materials Teacher – Copies of Two Articles, Copies of worksheets for article
reading, extra highlighters and colored pens/pencils/markers
Student – Highlighters, colored pens/pencils/markers
Instructional
Framework
Constructing
Lesson Plan
Format
Teacher Centered: Concept
Student Centered: Discussion Cooperative Learning
Grouping Whole Class Pairs
Literacy
Strategies
Pen-In-Hand
Exit Slips
Phase One Discuss Last night’s homework (Compare/Contrast Lists)
Present Article Activity, hand out worksheets
Split class into groups
Phase Two Pen-in-Hand with two articles
Phase Three Final questions/comments about articles
Exit slips
Formative
Assessment
Exit Slips
Summative *
Assessment
Article work aids in the preparation of the final Compare/Contrast
Essay.
Homework
Assignment
Finish Article Worksheet(s)
Reminder Tomorrow we will meet in the Library.
CATCHING WALLFLOWERS
Lesson Plan: Day 21 One, 50min. Class period
Rationale This lesson was designed to improve not only the student’s individual
grade but also their classmate’s grades. It is also meant to improve
ability to give and take constructive criticism.
Objectives Students will work in small groups on Peer Editing the first draft of
Compare and Contrast Essays.
Students will also be able to have individual conferences with the
teacher.
Materials Teacher – Peer Editing Worksheets, Sign-up Sheet for Conferences,
Extra highlighters, colored pens/pencil/marker
Student – Highlighter, Colored pen/pencil/marker, essay rough draft
Instructional
Framework
Utilizing
Lesson Plan
Format
Teacher Centered: Direct Instruction-Individual Conferences
Student Centered: Cooperative Learning
Grouping Pairs/Small Groups Individuals
Literacy
Strategies
Small Group/Pairs Peer Edit
Individual Conferences with Me
Phase One Divide class into small groups/pairs for Peer Editing
Sign-up Sheet for Personal Conferences
Begin Peer Edit.
Phase Two Rotate papers and/or groups every 10-15 minutes
Conduct Individual Conferences
Phase Three Discuss expectations of the rest of the unit
Formative
Assessment
Peer Edit Worksheets
Summative *
Assessment
Entire Class time Spent on Working on Final Essays.
Homework
Assignment
Revise Rough Draft of Essay
Reminder Remind students of Final Essay Due Date
PLACE LOGO OR
COMPANY NAME HERE
CATCHING WALLFLOWERS
Have you ever been asked to read something written what you think was a long time ago and wonder, why?
Why do I have to read this? What’s the point? What does this have to do with my life?
What if you found a book, written when you were alive, that you could connect with? That could have something to
do with your life, now?
For this assignment, you will begin by reading the classic novel, The Catcher in the Rye, by J.D. Salinger,
and the modern novel The Perks of Being a Wallflower, by Stephen Chbosky.
After we finish the books, you will then prepare a final Compare and Contrast Essay over your choice of
topics from the books:
Holden vs. Charlie, Other Characters
Themes, or Symbolism
The Books as a Whole
Whatever you decide, we will work on it together with peer reviews and personal conferences with me
before you turn it in- So Relax, You can do this!
Miss Satchell Name:_____________________________
Junior Lit Fall 2013
ESSAY REQUIREMENTS:
4-6 pages
Typed, Double-Spaced
2-3 Articles
MLA Format Works Cited
IMPORTANT DATES:
{Date}: Quiz over The Catcher in
the Rye (25pts.)
{Date}: Quiz over The Perks of
Being a Wallflower
(25pts.)
{Date}: Final Compare and
Contrast Essay Due
(100pts.)
Place Logo or
Company Name Here
MONTH DAY YEAR
Catching Wallflowers-Unit Calendar
Miss Satchell
Junior Lit, Fall 2013
Monday
Tuesday Wednesday Thursday Friday
Week One
Intro to Unit
-Salinger BIO
-Intro to Catcher
-Vocab List
HW: Chs. 1-4
-Discuss 1-4
-First Impressions
HW: Chs. 5-9
-Discuss 5-9
HW: Chs.10-13
-Discuss 10-13
HW: Chs. 14-17
-Discuss 14-17
HW: Chs.18-23
Week Two
-Discuss 18-23
HW: Chs.24-26
-Discuss 24-26
-Main Focus on
Holden
HW: Study Guide
-Review
-Vocab
-Content
HW: Study for
test
-Catcher Quiz
-Chbosky BIO
-Intro to Perks
-Vocab List
HW: Part One
-Discuss Part One
-First Impressions
HW: Part Two
Week Three
-Discuss Part Two
HW: pgs. 98-122
-Discuss 98-122
HW: pgs. 122-139
-Discuss 122-139
HW: pgs. 142-170
-Discuss 142-170
HW: pgs. 170-
213
-Discuss 170-213
-Main Focus on
Charlie
HW: Study Guide
Week Four
-Review
-Vocab
-Content
HW: Study for test
-Perks Quiz
-Discuss
Compare/Contrast
Essay
HW: Brainstorming
Worksheet
Class Brainstorm
HW: Finish Lists
-Discuss Lists
-Discuss Articles
HW: Article
Worksheet
Library Day
-students find 2-3
articles
HW: Rough Draft
1
Week Five
-Peer Edit
-Conferences with
Me
HW: Revise Essay
-Solo Work Day
-Conferences with
Me
HW: Rough Draft 2
-Group Peer Edit
-Discuss any
questions/concerns
HW: Revise Essay
-Discuss Essays,
Final questions
-Start Perks
Movie
HW: Final Draft
Essay Due
-Finish Perks
Movie
HW: None
***Calendar Subject to Change based on flow of Class Periods***
Catching Wallflowers-Student Calendar Junior Lit, Fall 2013
Monday
Tuesday Wednesday Thursday Friday
Week One
Intro to Unit
-Intro to The
Catcher in the Rye
HW: Chs. 1-4
Discuss 1-4
-First Impressions
HW: Chs. 5-9
Discuss 5-9
HW: Chs.10-13
Discuss 10-13
HW: Chs. 14-17
Discuss 14-17
HW: Chs.18-23
Week Two
Discuss 18-23
HW: Chs.24-26
Discuss 24-26
HW: Study Guide
Review
-Vocab
-Content
HW: Study for
test
-Catcher Quiz
-Intro to The
Perks of being a
Wallflower
HW: Part One
Discuss Part One
-First Impressions
HW: Part Two
Week Three
Discuss Part Two
HW: pgs. 98-
(top) 122
Discuss 98-122
HW: pgs. (middle)
122-139
Discuss 122-139
HW: pgs. 142-
(top) 170
Discuss 142-170
HW: pgs.(middle)
170-213
Discuss 170-213
HW: Study Guide
Week Four
Review
-Vocab
-Content
HW: Study for test
-Perks Quiz
-Discuss
Compare/Contrast
Essay
HW: Brainstorming
Worksheet
Class Brainstorm
HW: Finish Lists
Close Readings
-Discuss Articles
HW: Article
Worksheet
Library Day
- find 2-3 articles
HW: Rough Draft
Week Five
Peer Edit,
Conferences with
Me
HW: Revise Essay
Solo Work Day
Conferences with
Me
HW: Finished
Rough Draft
Group Peer Edit
HW: Revise Essay
Discuss Essays,
Final questions
-Start Perks
Movie
HW: Final Draft
ESSAY DUE
-Finish Perks
Movie
HW: None
***Be prepared for the Calendar to change***
NAME:___________________
COMPARE AND CONTRAST RUBRIC
Awesome! Well Done! Let’s Work on This:
Thesis 15 pts.
Clever, and well developed Thesis
Strong, developed Thesis
Confusing or Limiting Thesis
Organization 15 pts.
Essay is well organized, easy to follow and logically connects
everything to thesis
Essay is organized, and pretty easy to follow, but
may lack logical connections to thesis.
Essay is lacking organization, a little hard
to follow, and rarely connects to thesis
Content 20 pts.
Thesis fully supported, Complex understanding and exploration of the
topic
Thesis supported, and shows a good
understanding of the topic
Strays from the thesis, confusion or derivation
from the topic
Style 15 pts.
Creative, dynamic use of vocab words, complex
sentence structure
Consistent use of vocab words, various use of
sentence structure
Little to no use of vocab words, simple, bland sentence structure
Mechanics 10 pts.
Free of any grammatical and/or spelling errors
Very few grammatical and/or spelling errors.
A few too many grammatical and/or
spelling errors
Essay Requirements
10 pts.
4-6 Pages, typed, and double spaced
Less than 4 pages, typed, double spaced
Less than 3 pages, not typed, or incorrect spacing, margins.
Citations & Works Cited
15 pts.
Used 2-3 Articles, and Proper MLA formatted
citations and works cited page
Used 2-3 Articles, and good use of MLA
citations and works cited page
Less than 2 articles, incorrect use of MLA
citations and works cited page.
COMMENTS:
Total Points: ___________/100pts.
Allison Satchell THE CHOICE IS YOURS
Junior Lit. Fall 2013
The Overview
The Rationale:
It’s important for students to learn how to apply things they learn in the classroom to real life
experiences. Many of my students will enter the work force at some point in their lives, and
so they need to know what types of writing they will encounter in the business world. For this
unit, my students will be able to use information they have gathered over this year, and apply
that information to a business-type piece of writing.
The Summary:
The purpose of “The Choice is Yours” is for my students to apply learned knowledge from
Junior Lit to a real-world writing experience. The students will be able to choose their final
project for the class. The first choice is for the student to choose an author that they have read
this year and create a resume for that author, including a letter of recommendation from the
student explaining why that author should be “hired”. The second choice is for the student to
choose a novel they have read this year and create an Organization Manual that will
familiarize their readers with the setting, community, or “other world” found in their book.
Unit is extremely individual focused—students will work independently on their projects, but
will also have a few days for peer edits, conferences with me, and group reviews.
Essential Question(s):
How will I (the student) be able to use writing in the real world?
What kinds of potential business documents will I (the student) be asked to create?
Objectives:
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
o CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas,
concepts, and information so that each new element builds on that which precedes it to
create a unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
o CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge of the topic.
o CCSS.ELA-Literacy.W.11-12.2d Use precise language, domain-specific vocabulary,
and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
o CCSS.ELA-Literacy.W.11-12.2e Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are
writing.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Literacy Strategies:
Question of the Day
Think-Pair-Share
Think Aloud
Ask the Expert
Exit Slips
Peer Edits
Core Concepts:
Community, Conversation, Process, Negotiation, Connection, Construction
Instructional Framework:
Initiating: Used in First Two Lesson Plans to establish purpose for the unit
Constructing: Students will make Text-to-Self and Text-to-World connections as
they work on their final projects. They will use multiple sources to construct their
final projects, and will share their discoveries to the class.
Utilizing: Students will be creating a project that will show how knowledge gained in
the classroom will be used outside in the real world. Students
Length of Unit:
Two Week Unit, 10 days/50 minute class periods. Length can and will be changed
when necessary.
Materials and Resources:
School: Copies of novels, Library Computers
Teacher: Power Point, Copies of Handouts, Rubrics and Calendars, Worksheets (for
Resumes, Organization Manuals, Peer Review), Examples of Resumes and
Organization Manuals
Student: Computer access, Pens and Paper, Notes from Class
Means of Assessment:
Pre-Assessment:
Informal Discussions: Introductory Lessons
Brainstorming for final projects
Individual Conferences with Teacher
Formative Assessment:
Peer evaluations and Group Reviews for final project
Multiple Drafts of final project
Daily Participation Points- TBD
Summative Assessment:
Final Project: either Author Resume, or Organization Manual
Ask the Expert Presentations
Written feedback
Miss Satchell Junior Lit. The Choice is Yours
Rationale CC-Standards Addressed
Students will know what is expected for their final projects
CCSS.ELA-Literacy.W.11-12.2a
Materials Prior Knowledge Needed
-PowerPoint, Handouts, -Class notes about specific authors and novels
Objectives (Skills/information that will be learned) Lesson Plan Format
-Students will be introduced to the final project -Students will be introduced to Resumes and Organization Manuals
Direct Presentation Concept
Student Centered
Lecture Co-Op. Learning
Lesson Phase 1 (Day One of Unit) Grouping
-Question of the Day: ask class about what kinds of writing they may encounter after high school (business writing) -Introduce The Final Project: The Choice is Yours -Give out copies of Handout and Calendar
Whole Class Small Groups
Teaching Aids/Materials Needed
Copies of Handout and Calendar for
Students
PowerPoint for Resume/Organization
Manual information
Worksheets for Resumes and
Organization Manuals
Lesson Phase 2
-Power Point Presentation on Resumes (Day One) -Power Point Presentation on Organization Manual (Day Two)
Lesson Phase 3 (Day Two of Unit)
-Think-Pair-Share to begin brainstorming ideas for final project -As a whole class, discuss possible ideas
Activity (Used for First Two Days of Unit) Assessment (Formative / Summative)
Last 5 minutes of Class: Exit Slips
-Intro to Final Project -Exit Slips -T-P-S Participation Points
Strategies Homework
Question of the Day: to have students think about writing outside of the classroom Think-Pair-Share: students will brainstorm Ideas for projects Exit Slips: to ensure students understand the final project
-List of questions about final project -Think about what they want to do for project
Instructional Framework Initiating Additional Notes
Reminders!! Need to decide which project they choose by {Date}
***This LP will be used for the first two classes of this Unit
Miss Satchell Junior Lit. The Choice is Yours
Rationale CC-Standards Addressed
Students will begin working on their final projects CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.8
Materials Prior Knowledge Needed
School Library, Computers -Class notes about specific authors and novels -Final Project Expectations
Objectives Lesson Plan Format
-Students will make connections using Text-to-Self and Text-to World -Students will begin doing research for their final project using multiple sources found on the internet, as well as using their own prior knowledge of their topic (Intra & Inter Sentence)
Concept
Student Centered
Problem Solving
Lesson Phase 1 Grouping
-Discuss the projects: make sure students know the project expectations and what they are looking for as they begin their research
Individuals
Teaching Aids/Materials Needed
Library Access
Lesson Phase 2
Students do independent research Teacher available for questions, feedback, etc.
Lesson Phase 3
Students stop and organize their findings: figure out how to approach research the next day
Activity Assessment Summative
-Students use previously made outlines to lead them through their research
Entire class period used to work on Final Project
Strategies Homework
____________
-Continue working on Projects -Bring any questions you still have
Instructional Framework Constructing Additional Notes
Reminders!! Meet in the Library again tomorrow
***This LP will be used for two class periods {Date} & {Date}
Miss Satchell Junior Lit. The Choice is Yours
Rationale CC-Standards Addressed
Students will present their projects to the class CCSS.ELA-Literacy.SL.11-12.4
Materials Prior Knowledge Needed
--------------- Everything they have learned while working on the project
Objectives Lesson Plan Format
-Students will present their projects and show the class what they have learned about their author/novel
Presentation Concept
Student Centered
Presentations
Lesson Phase 1 Grouping
-Discuss order of presentations (ask for volunteers) -Any concerns about final projects due {Date}
Whole Class / Pairs / Small Groups
Teaching Aids/Materials Needed
_____________
Lesson Phase 2 (Two Days)
Presentations
Lesson Phase 3
-After Presentations are completed: Students turn in notes from presentation for participation points
Activity Assessment Summative
Audience will take a few notes for each presenter- something they learned- for participation points
Students will present their final projects
Strategies Homework
Ask the Expert: students will show the class what they have learned
about their chosen author/novel by presenting their work to the class
Any final touches for project- Due Tomorrow {Date}
Instructional Framework Utilizing Additional Notes
Reminders!! Everyone will turn in projects tomorrow {Date}
***This LP used last two days of Unit {Date} & {Date}
Monday Tuesday Wednesday Thursday Friday
Week One
{Date}
-Introduction to Unit (Question of the Day) -Power Point on Resumes HW: Make a list of any questions you have about this project.
{Date}
-Power Point on Organization Manual -Brainstorm Ideas for Projects (Think-Pair-Share) HW: Create list of top 3 choices for final project
{Date}
-Go over Bad & Good examples of Resumes and Organization Manuals (Think Aloud) -Students’ Project Contracts HW: Outline of project for research
{Date} Project Work day Meet in Library
HW: Work on Project
{Date} Project Work Day Meet in Library
HW: First Draft of Project
Week Two
{Date}
-Peer Edits in Pairs -Conferences with Miss Satchell HW: Work on Project
{Date} -Peer Edits in Pairs -Conferences with Miss Satchell HW: Work on Project
{Date} -Group Reviews -Assign Presentation Days HW: Finalize Project and Prepare for Presentations
{Date} Presentations (Ask the Expert)
HW: Finalize Project and Prepare for Presentations
{Date} Presentations (Ask the Expert)
Final Projects Due HW: NONE!
Teacher Notes:
***As always, Calendar is subject to change based on teacher’s discretion***
THE CHOICE IS YOURS Miss Satchell Teacher Calendar Junior Lit.
There Will Not Be a Rubric for this Project!
I expect each of you to create a unique, creative, well-put together, individual final project, and because of this, I don’t think it
will be fair to grade each of you on the same scale. We will talk about this in class, so don’t worry—as always, there is a method
to my madness! For those of you who must know, here is how the points will be distributed:
Project Contract: 10 pts.
2 Peer Edits: 20 pts.
Group Reviews: 20 pts.
Participation Points: 25 pts.
Presentation: 25 pts.
Final Project: 100 pts.
Total Points Possible: 200 pts.
THE FINAL PROJECT: THE CHOICE IS YOURS
Miss Satchell Fall 2013 Junior Lit.
I am sure most of you wonder, “How am I going to use information and knowledge I gain in high school out in the real world?” Well, most of you will hopefully enter the work force, and will be introduced to different forms of technical, or business writing. This final project is your opportunity to explore these important writing skills.
For this assignment, you will get to choose the project you want to work on. There will be two options:
1. Author Resume: Create a Resume and write a letter of recommendation for an author we have read this year 2. Organization Manual: Create a “New Resident Manual” explaining different aspects of a community in one of the novels we
have read this year.
Some Important Information:
You will get to decide which project you want to do, however each person needs to choose a different author/novel to work on.
We will figure out a fair way to do this as a class.
We will work on this project for the next two weeks.
There is no length requirement, but here are some suggestions:
Resumes: Typical resumes are 1-2 pages long, and a good letter of recommendation is 1-2 pages.
Organization Manuals: The amount of pages for a manual varies depending on the company, however I can’t imagine
you being able to create a quality manual that is under 4-5 pages.
On {Date} & {Date}, you will be presenting your projects to the class. This is super low-key, only a 5-7 minute presentation on
your projects: Just describe it to the class! Why did you choose that author/novel? What is your favorite part?
Everyone will turn in their completed projects on {Date}
Struggling? Well, here are some ideas:
Manual on how to survive Molching, Germany,
from The Book Thief
Manual for East or West Egg, from The Great Gatsby
Manual for Panem, from The Hunger Games
Manual on how to survive Salem, Massachusetts, from The Crucible
OPTION ONE: AUTHOR RESUME
Choose an author we have read this year and create a resume for them! Your goal here is for the author to be “hired” for my class. Why should we continue to read their work?
How to Get Started:
Research the author! Find out any literary prizes or awards they have won
Find out what other projects they have been associated with (other novels, movies, etc.)
Write a letter of recommendation for that author. This is where you convince the reader (me!) why
this author should be read in my class.
If you don’t know how to put together a proper resume, don’t you worry! We will spend an entire class period on what goes into a resume. Together, we will make sure your work is perfect before it is submitted for a grade.
Miss Satchell Fall 2013 Junior Lit.
THE CHOICE IS YOURS
NAME: __________________________________
-YOUR OPTIONS-
Important Dates
{Date} Choose Projects {Date} Library Days {Date} Peer Edits & Conferences with Miss Satchell {Date} Group Review {Dates} Presentations {Date} Projects Due
OPTION TWO: ORGANIZATION MANUAL
An Organization Manual is a business document given out to new employees that outlines important policies and regulations.
For this project, you will choose a novel we have read this year and create an Organization Manual for someone new to the
“community” of that story.
Include the following Sections:
Dress Code
Information about Disciplinary Actions
Safety Regulations
Two sections of your choice
You will also need to write an introduction for your manual, explaining your community. How would a new member navigate this setting? What do they need to know before entering this community?
Should you choose this project, have no fear! I will provide you with plenty examples of Organization Manuals, so you will know what to do when you begin working on your own. Your project will be perfect before you turn it in. How do I know? Because we are going to work very hard on it- together!
