Sie sind auf Seite 1von 7

Molly Ravetto 1

Modified Lesson Plan A(2):Who, What, Where, When, Why, How


Prior Academic Learning:
The students should be able to analyze a passage in which they develop predictions off of
as they did when they read On the Raod. They should then be able to relate their analysis
to the class and develop a discussion based on their peers analysis which has been
practiced as they read novels and other short passages/texts. Students will also use their
abilities in identifying important plot points in order to record them as they read.
Misconceptions:
Creating predictions about the book may become challenging because of the vagueness of
the provided summary. It will be important to analyze the summary as a class to develop
the students understanding of it and that it is meant to be vague. The teacher can remind
the students that predictions are based off the information they have which means their
predictions might be vague as well, or they can be extended and become fantastical.
Linkages among prior knowledge, current lesson, and future lessons:
The class will have gained an understanding of what it means to have a life influenced by
great powers, so they will be prepared to look at the life of the main character in the
novel, The Rise and Fall of Great Powers, and understand the ways her life is influenced
and affected. After making predictions based on the background knowledge provided, the
class can begin reading the novel and keeping track of its timeline to aid them in the
future. Having the timeline will help them organize the different plot points as they read
on in future lessons because the novel skips from various times periods.
Objectives:
Individually create predictions about the novel based on the provided summary ,
answering the questions specific to the life and secrets of the main character: who,
what, where, when, why, and how
Develop a timeline to organize events in the novel as they read
Key Vocabulary:
It is important that students understand the following vocabulary: predictions, who, what,
where, why, when, and how.
Academic Language:
In this lesson it will be essential for students to comprehend and synthesize.
Materials:
29 copies of the Summary worksheet, projector with a copy to be projected on the
board, 29 student journals, 2 pieces of large poster paper, 29 copies of the novel The Rise
and Fall of Great Powers, 29 pieces of construction paper
Preparation:
Write the objectives on the board; have 29 copies of the Summary worksheet prepares,
along with a copy ready to be projected on the board; 29 pieces of construction paper

Molly Ravetto 2
should be ready to be passed out; 1 piece of poster paper should be attached vertically to
the board while another should be attached horizontally; the student journals and novels
should be passed out on the desks
Procedures:
Explain the objectives for the day (*See attached schedule at the bottom) (1 min)
Ask the class if they remember what was discussed the previous day and review
the term great powers (5 min)
Pass out the Summary worksheet to the class and ask the class to open their
journals while you pull up a copy on the projector (2 min)
Read the summary or ask for a volunteer to read
Write the term who on the large poster paper and ask the class to do the same in
their journals. Explain that they can use the rubric at the bottom of the summary
sheet to what they will be graded on
Ask the class who they think the novel will center around based on the summary
and record their response on the poster paper
Reread the part in the summary about her upbringing. Write what on the poster
paper and ask the class what they think happened in her childhood. Point out that
they can also look at the first paragraph for ideas as well
Do the same thing for how, why, when, and where (All of the above
should take roughly 30 min)
Explain to the class that the novel is going to be about piecing this information
together in order to learn about Toolys childhood, as the book skips around in
time periods, which means that it may be confusing at times. Explain that in
order to keep track of this information we will create a timeline
Pass out a blank piece of construction paper, asking them to follow along as you
create a timeline on your own paper on the board (1 min)
Have the students copy down a horizontal line, dividing the paper into three
sections designated by each time period in the book (1988, 1999, and 2011) (5
min)
Once the students have created their timeline, ask them to open their books and
begin reading on their own until class is over
Have the students leave the timeline and journal on their desk and ask them to
read to page 25 for the next day
Discussion Ideas:
Describe the character Tooly. What do we learn about her so far?
What information are we missing about her?
What could have happened in her childhood based on the information given?
How do you think the secrets provided in the first paragraph play a part?
Planned Instructional Supports:
The lesson itself will encourage students in their reading achievement as they
consider predictions about the novel. Jim Burke in The English Teachers Companion
provides a list of reading strategies one of which involves readers predicting what will

Molly Ravetto 3
happen or what the author will say about a subject based on previewing the text and their
prior knowledge (173). After reading the authors summary of the novel, the class will
work with the teacher to formulate predictions about the characters and their roles which
will serve every student, especially those who are risk for failing, as readers. Throughout
this time, everything is being written on large poster paper or visually displayed for the
students to see, even points made by the students. This enables those struggling in the
class to have a visual and gives them time to take notes if necessary. It also assists the
language learners when students may be speaking too fast or using vocabulary that is
challenging. Furthermore, it assists the student with Autism, as it helps him to stay
organized and have a visual to follow instead of becoming distracted and lost in the
speech that takes no direction.
Because there are Asian American, African American, Hispanic, and Caucasian
students in the class, as well as those who are English language learner and speakers of
African American vernacular, the students will be able to take their notes without any
grammatical standards to follow. The students will also be able to make predictions as
they so choose. They are given the freedom to be as fantastical as they want in making
their predictions since the summary lists a variety of events included in the life of the
main character that the reader has yet to understand. The student can therefor run with
these events if they so choose or design predictions that are more conservative.
To manage the classroom more efficiently, the teacher will also place the
students journals on their desks to eliminate transitions and prevent the interruption of
students getting up and wasting time to pick out their journals, which can easily pull the
class off topic.
Language Accommodations:
To support the language learners uptake of knowledge, the teacher will write all
her notes on the poster paper in addition to the points of the students made during the
discussion. The goal is to provide the students with a visual to follow when tracking
speech simply by listening may become overwhelming. The quote discussed during class
will also be projected on the board in addition to being in front of them as a handout.
These visuals are included to keep them on track when they need to stop and consider a
word or phrase.
To support the production of knowledge by both language learners and those
whose dominant language is African American Vernacular, the students can write in their
journals however they choose. The students will not be required to write using standard
conventions but in the way they would like to present their predictions. Samy H. Alim
and Django Paris in What Are We Seeking to Sustain Through Culturally Sustaining
Pedagogy? A Loving Critique Forward, make it clear that Pedagogies can and should
teach students to be linguistically and culturally flexible across multiple language
varieties and cultural ways of believing and interacting (96). By enabling students to
write in their dominant or chosen mode of speaking, the students are able to practice their
mode and feel valued for who they are at the same time.
Special Education Accommodations:
To accommodate the student with Autism in the class, the lesson will begin by presenting
the schedule and objectives for the day. In GPS for the English Classroom:

Molly Ravetto 4
Understanding Executive Dysfunction in Secondary Students with Autism, Amy Azano
and Elizabeth Tuckwiller, explain that Structuring ones environment is critical for
students, especially students with ASD who thrive on routines and often lack
organizational skills (41). The schedule and objectives will be presented to help
maintain a routine. The same goes for the notes written on the board. They serve the
purpose of giving the students a means of structure to follow along instead of speech that
the student could easily get distracted from. Transitions are also minimized by providing
students with the materials they need so that everyone even students who do not have
Autism can stay on track and maintain a routine. It is also important that the teacher gives
clear directions and warning about what will be presented next when moving from
activity to activity so the student is prepared to move on without becoming distracted.
Assessments:
Individually create predictions about the novel based on the provided summary ,
answering the questions specific to the life and secrets of the main character: who,
what, where, when, why, and how
Develop a timeline to organize events in the novel as they read
Because there is diversity in this classroom, having students with various ethnicities,
languages, disabilities, and academic standings, the students will use journals to relate
their predictions and will be scored by a check off rubric. This serves as a formative
assessment to ensure that the students were able to make predictions about the text.
Evidence of their understanding will be shown in whether they are able to answer the
questions who, what, where, when, why, and how in relation to the summary provided.
Journals are specifically useful to the language learners who may have trouble speaking
in class or reading a test. Instead they are able to put the information in their own words
to relate their understanding. They are also beneficial to students with Autism as Azano
and Tuckwiller suggest including ongoing formative assessments (42). In addition to
the journal, the students will also be informally assessed on their participation in
discussion and whether they are able to make predictions off of the provided summary. If
the class is making predictions that have no correlation to the text (they can still be
fantastical) then the students may not understand the summary or the goals of the lesson
and the teacher will need to address their needs.
Extension Ideas:
As students move through the novel, they can revise their predictions. They can turn their
predictions into a mystery in which they piece together chapter by chapter to solve the
story of Toolys childhood.
References:
Alim, Samy H. and Django Paris. What Are We Seeking to Sustain Through Culturally
Sustaining Pedagogy? A Loving Critique Forward. Harvard Educational Review
Vol 84. No 1 (2014): 85-100. Web.

Molly Ravetto 5
Burke, Jim. The English Teachers Companion. 4th ed. Portsmouth: Heinemann, 2013.
Print.
Tuckwiller, Elizabeth D. GPS for the English Classroom. Teaching Exceptional
Children 43.6 (2011): 38-43. Web. 3 December 2014.

Illinois Professional Teaching Standards:


Standard 6 - Reading, Writing, and Oral Communication The competent teacher has
foundational knowledge of reading, writing, and oral communication within the content
area and recognizes and addresses student reading, writing, and oral communication
needs to facilitate the acquisition of content knowledge.
Knowledge Indicators The competent teacher: 6A) understands appropriate and varied
instructional approaches used before, during, and after reading, including those that
develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the
content areas
This lesson is a pre-reading activity designed to give students an understanding of the
novel they will be reading. It introduces them to the characters and events that will come
up in the book and encourages them to consider what will happen in the text.
Performance Indicator-- The competent teacher: 6J) selects, modifies, and uses a wide
range of printed, visual, or auditory materials, and online resources appropriate to the
content areas and the reading needs and levels of each student (including ELLs, and
struggling and advanced readers)
This lesson incorporates an online resource. It provides the students with a summary
directly from the website of the author. Not only is this resource displayed on the
projector, but it is also printed to have in front of them. During the discussion times, the
teacher will keep track of notes on poster paper so that the class has a visual that
coincides with the auditory speech.
Common Core English Language Arts Standards:
CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9,
read and comprehend literature, including stories, dramas, and poems, in the grades 9
10 text complexity band proficiently, with scaffolding as needed at the high end of the
range. By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 910 text complexity band
independently and proficiently.
The students will be reading a novel which harbors text complexity because it jumps
around from era to era. The students will have to keep track of events from the various
time periods to piece the work together. This lesson also includes scaffolding, as the class
will read a summary of the text before beginning in order to familiarize them with the
work and prepare them for reading.
CC.9-10.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

Molly Ravetto 6
partners on grades 910 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
The class will discuss the summary provided, making predictions and relating why such
predictions are made. Students can work off of one anothers ideas to develop their own
interpretation of the text.
Schedule:
Discuss summary of the book
Make predictions based off of the summary
Create timeline
Homework:
Read to page 25

Book Summary
The Rise & Fall of Great Powers begins in a dusty bookshop. What follows
is an abduction, heated political debate, glimpses into strangers homes,
and travel around the globe. Its a novel of curious personalities, mystery,
and lots of books: volumes that the characters collect, covet, steal.
Tooly Zylberberg, owner of a bookshop in the Welsh countryside, spends
most of her life reading. Yet theres one tale that never made sense: her
own life. In childhood, she was spirited away from home, then raised
around Asia, Europe and the United States. But who were the people who
brought her up? And what ever happened to them?
There was Humphrey, a curmudgeon from Russia; there was the charming
but tempestuous Sarah, who hailed from Kenya; and there was Venn, the
charismatic leader who transformed Tooly forever. Until, quite suddenly, he
vanished.
Years later, she has lost hope of ever knowing what took place. Then, the
old mysteries stir again, sending her and the reader on a hunt through
place and time, from Wales to Bangkok to New York to Italy, from the
1980s to the Year 2000 to the present, from the end of the Cold War, to
the rise and wobbles of U.S. power, to the digital revolution of today.
Gradually, all secrets are revealed

Molly Ravetto 7

Rubric for Predictions in Journals:


You will receive a check Each is worth one point
for including predictions to for a total of 6 points
the following questions:
Who
What
Where
When
Why
How

Das könnte Ihnen auch gefallen