Lesson Plans

Title of On the Edge Unit Curriculum Literature/Social Area Studies Grade Level Time Frame 9-10
5 days (45 minute sessions)

Stage 1 Identify Desired Results

Standards (state or national standards using with lesson): RL: 1, 2, 3, 4, 5, 6, 9, 10 RI: 7, 9 W: 1, 2, 3, 4, 7, 8, 9, 10 SL: 2, 4, 5, 6 L: 1, 2, 3, 4, 5, 6 National Educational Technology Standards Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for

investigation b. Collect and analyze data to identify solutions and/or make informed decisions

Essential Questions Overarching Question: 1. What values do you think are most important in peoples lives? 2. What ordinary experiences can force a person to rethink his or her values and priorities? Topical Questions? 1. What is plot? 2. What is foreshadowing? 3. What are pronouns?

Knowledge and Skills

Knowledge: Students will know: Students will understand and know (What facts, vocabulary, how-tos, information will students need?)

1. that authors purposefully choose diction and structure in a selection to make a claim, create a mood, or persuade (audience) 2. Understand and analyze structural elements of plot 3. setting and mood 4. plot and setting 5. cause-and-effect 6. sequence of events. 7. academic vocabulary 8. descriptions with sensory details 9. use personal pronouns correctly

Skills: Students will be able to (What thinking skills will be required of the students?) Use formal rules of grammar and composition to express thoughts (W 1, 2, 4, 7, 8; SL 6; L 1, 2, 3, 4, 5, 6) Identify and support claims using textual evidence (W 1, 2; RL 1; RI 1; SL 4, 6) Examine and use literary and informational text to draw analysis (W 9; SL 4, 5) Determine and find evidence to support central themes (RL 2 ;RI 1)

Vocabulary:

Projection Exhalation Imperceptibly Rebounded Irrelevantly

Analyze and explain complexities in sequence of events (RL 3; SL 4) Determine the meanings and purpose of diction and structure within a text (RL 4) Determine and analyze the purpose and effectiveness of the authors choice of point of view (RL 6; RI 6; SL 3) Evaluate multiple interpretations of a literary text and multiple interpretations/criticisms of an informational text (RI7) Read and comprehend informational and literary texts (RL 10; RI 10)

Other Evidence (e.g. tests, quizzes, work samples, observations) Informal assessment may be performed through discussion, notetaking, illustrations, and journaling. Unit assessment. Student Self-Assessment and Reflection Students may also reflect upon the lesson and their life experiences within the discussion. Stage 2- Assessment Evidence 1. Guided Reading Questions 2. Semantic mapping Other Evidence: 1. Class discussion: small group and whole group 2. Informal feedback to daily class work and/or homework assignments 3. Response to discussion comments. Stage 3- Learning Plan Experiences

Day 1 Discuss with your class the following question to motivate them and to get them thinking about some of the issues addressed in the selection. What do you think? What values do you think are most important in people's lives? 2. 3. 4. 6. Students use a cause and effect chart to identify the chain of cause and effect while reading the selection. Meet the writer to learn something about the author's purpose. Use the QuickTalk activity in which students discuss their values to help motivate them before reading the selection. Build background feature on the unique aspects of the 1940s and 1950s movie going experience that are important to the selection's plot.

Day 2 Selection Vocabulary (PowerPoint) Preview Vocabulary PowerPoint projection (PRUH JEHK SHUHN) n. something that juts out from a surface. Toms paper was trapped between the ledge and the decorative projection sticking out from the wall. exhalation (EHKS HUH LAY SHUHN) n.: something breathed out; breath. After holding his breath, Tom felt an exhalation of air as he breathed again. imperceptibly (IHM PUHR SEHP TUH BLEE) adv.: in such a slight way as to be almost unnoticeable. Tom moved along the edge imperceptibly, taking tiny, cautious steps. rebounded (RIH BOWND IHD) v.: bounced back. After he broke the window, Toms arm rebounded, bouncing backward from the force of the blow. irrelevantly (IH REHL UH VUHNT LEE) adv.: in a way not relating to the point or situation.

Tom thought irrelevantly about the apartment furnishings, as if the cozy rooms could stop him from falling to his death. WORD STUDY

DIRECTIONS: What do the words imperceptibly and irrelevantly have in common? Each begins with a version of the same prefix. A prefix is a word part that is attached to the front of a word to change its meaning. Both im- and irare prefixes meaning not. So, imperceptibly means not perceptibly or not noticeably and irrelevantly means not relevantly or not relatedly. Look in the dictionary for some other examples of words that begin with the prefixes im-, ir-, or in-.

Have students read and complete the vocabulary development activity to learn more about prefixes.

Day 3 INSTRUCTION 1. Tell students that as they read and listen to the story, they should answer (or at least think about) the questions that run below the selection. Have students read the read with a purpose to establish an objective for reading the selection. Help students apply the analyzing philosophical context perspective to the selection.

2. 3. Day 4 1. 2. 5.

Now that students have read the selection, test their mastery of the skills covered by working through the questions in activity 2. Grammar focus on personal pronouns. Use the Timed Writing exercise on SE p. 35 to provide your

6.

students with practice analyzing plot and setting. Students can use the Literary Persectives question on SE p. 33 to practice applying the analyzing philisophical context perspective to the selection. 1.

Day 5 Unit Assessment

Differentiation What will I differentiate? Content, Process, Product 1. Content: Adapting selection for authors for a variety of reading and comprehension levels; graphic organizers provided for comparison and contrast 2. Process: Small groups for optimal experience; increase scaffolding during writing process as needed, and use level appropriate questions during discussions. 3. Product: Guide students in selections of text, provide one-on-one assistance for digital media, and modify writing requirements. How will I differentiate? Readiness, Interest, Learning Profile, Affect/Learning Environment, Combination A variety of texts will be chosen, and writing assignments will be leveled as seen appropriate by the teacher. Assignments may vary among students in the same class to include visual, written, and spoken expression of ideas.

Contents of the Dead Mans Pocket Jack Finney Activity 1: Semantic Mapping Creating a semantic map can help you represent different types of word knowledge in graphic form. Based on the example, create a semantic map for each of these vocabulary words from Contents of the Dead Mans Pocket: projection, exhalation, imperceptibly, rebounded, irrelevantly. Example

Activity 2: Exploring Deeper Meanings

Choose the statement that provides an accurate example of the meaning of each vocabulary word. 1. rebounded A) Katie felt better in time to join her cousins in their baseball game. B) The wild pitch grazed the catchers mitt and sailed back to the wall. 2. exhalation A) When Janet saw her test score, her sigh caught her teachers attention. B) The class cheered when the teacher announced that everyone passed the test. 3. imperceptibly A) Unnoticed by the other diners, Brandon quietly slipped into the next room. B) The dinner guests were unaware that they had offended Brandon. 4. irrelevantly A) The score was unimportant; how the team played mattered. B) Abbey was not interested in Leslies account of the game, instead asking about the players uniforms. 5. projection A) Sean wore an elaborate costume made up of many pieces to the Halloween party. B) The crown alone had ten golden spikes arranged around a large circle.

Activity 3: Changing Contexts Each vocabulary word from Contents of the Dead Mans Pocket is used at least once in the following sentences. Fill in each word where it best fits the context. Example Annes exhalation was followed by her sisters laughter. Irrelevantly projection imperceptibly exhalation rebounded

6. The angle of the rock _______________________made it a favorite destination for novice climbers. 7. The change in lighting was _______________________ different, yet the photographer noticed it. 8. When the basketball _______________________ off the hoop, the alert player caught it and made the winning shot. 9. The crowd let out a sudden _______________________; no one had expected the judge to call a mistrial. 10. Hillary commented _______________________ on the way the members of the opposing debate team were dressed.

Contents of the Dead Mans Pocket Jack Finney

COMPREHENSION Circle the letter of the best answer to each of the following

items. (30 points; 6 points each)

1. The two settings of this story are A) a living room and a ledge B) a bedroom and a living room C) an apartment and a movie theater D) a window and a ledge 2. Tom is spending his free time working on an idea that he hopes will A) surprise and delight his wife B) convince his boss to give him a raise C) change the way groceries are advertised D) help him climb the corporate ladder 3. Toms major conflict in this story is to A) get his work done on time B) retrieve a crucial paper without being killed C) save his troubled marriage D) persuade his wife that his new idea is a good one 4. Which event early in the story creates Toms internal conflict? A) His wife wants to go to the movies. B) He smashes the window with his fist. C) The yellow sheet flies out the window. D) He and his wife move to Lexington Avenue. 5. Which tactic does Tom use to try to draw attention to himself? A) Smashing glass B) Throwing his shoes C) Shouting to passersby D) Knocking on neighbors windows

VOCABULARY DEVELOPMENT Match the definition on the left with the vocabulary word on the right. On the line provided, write the letter of the correct vocabulary word. (10 points; 2 points each) ____ 6. bounced back ____ 7. something breathed out ____ 8. slight; almost unnoticeable ____ 9. not relating to the point or situation ____ 10. something that juts out from a surface VOCABULARY SKILL Match the definition on the right with the prefix in each of the following words from the selection. You will use one definition two times. (10 points; 2 points each) ____ 11. irrelevantly ____ 12. imperceptibly ____ 13. rebounded ____ 14. exhalation ____ 15. projection A) forward B) no, not C) again D) away from, out A) B) C) D) E) imperceptibly rebounded exhalation projection irrelevantly

LITERARY FOCUS Circle the letter of the best answer to each of the following items. (20 points; 5 points each) 16. Which of the following events occurs first in the chronological order of the story? A) Clare leaves for the movie. B) Tom is careful to not look down. C) Tom opens the living room window. D) Tom takes a tweed jacket from the closet. 17. Which of the following is an example of a complication that occurs in the plot? A) Tom grabs the window and causes it to close. B) Tom takes research notes on yellow paper. C) The blow by Toms fist breaks the glass. D) Clare goes to the movies alone. 18.Which of the following statements is the best example of chronological order in the story? A) Then, from the short hallway at this back, he heard the muffled clang of wire coat hangers . . . B) Turning, he saw a sheet of white paper drifting to the floor in a series of arcs . . . C) On a sudden impulse, he got to his feet, walked to the front closet, and took out an old tweed jacket . . . D) He glanced at his watch; Clare had been gone eight minutes. 19. Which of the following is the best summary of the plot of this story? A) The main character faces a broken marriage. B) The main character risks his life for a promotion. C) The main character overcomes his fear of heights. D) The main character faces an obstacle that changes his priorities.

READING FOCUS Circle the letter of the best answer to each of the following items. (10 points; 5 points each) 20. What effects result from Toms decision to go after the yellow paper? A) He conquers his fear of heights and realizes that seeing a movie is more important than work. B) He drops all the change in his pocket and cant afford to meet his wife at the movie. C) He realizes that life is fragile and not worth risking over a possible job promotion. D) He comes to the conclusion that he has been neglecting his wife. 21. Which cause-and-effect chain is true? A) Tom drive for recognition at work leads to his overcoming his fear of heights. B) Toms extra work earns him a promotion at work. C) Tom breaks the window and falls into the living room, relieved that he was able to save the yellow paper. D) Tom steps out on the building ledge and recognizes the choices he has recently made. FIFTEEN MINUTE TIMED WRITING (20 points) 22. As Tom tries to solve his problem in this story, his mind sometimes flashes forward, imagining possible outcomes. Find an example of flash-forward in the story. On a separate sheet of paper, describe the flash-forward, and analyze how it affects Toms choices and the readers sense of suspense. Weebly: contentsofadeadmanspocket1.weebly.com