Beruflich Dokumente
Kultur Dokumente
Date:
Age/Grade Level:
3/10
Sophomore
Cycle: 3
Content Area: English
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The Summative Assessment for this unit is an exam that tests the following targets:
1) A.2.cDemonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive,
and evaluative questions.
2) A.3.cRead dramatic literature and analyze its conventions (Dialogue, Characterization, Set/Stage Design) to identify how they express a writers
meaning.
3) A.5.c Identify, analyze, and evaluate metaphor, plot, character development, setting, theme, mood, and point of view as they are used together to
create meaning in increasingly challenging texts
4) A.5.e-- Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone, sound techniques,
foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging texts
5) A.5.f Analyze an authors implicit and explicit argument, perspective, or viewpoint in a text (e.g., Toni Cade Bambaras argument about social
e)
f)
Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
The pre-test showed me that a large majority of students had no knowledge about the conventions of drama and will need an in-depth lesson in order to be
able to successfully analyze how the playwright meaningfully uses stage design/set.
Lesson Objectives/
Learning Targets
Objective/target:
A.3.c
A.2.c (underpinning standard)
Assessment
Instructional Strategy/Activity
Assessment description:
Students will complete an exit slip in which they
will be given a cold passage to test their ability to
analyze how the stage/set design elements express
a writers meaning.
Strategy/Activity:
1. Students will begin by designing their ideal
bedroomanticipatory activity.
2. Teacher will lecture over stage design/set
3. Teacher will introduce the play Trifles.
4. Students will complete a freewrite to engage them
with the text.
5. The class will read the first two pages out loud
together.
Students will be in groups and will design the set for Trifles.
They will have to list props/set elements and describe why
they chose these specific things to add to their set design
(analyze the meaning).
Assessment Accommodations:
Extended Time if needed
Media/technologies/resources:
PowerPoint, Video Introduction to Trifles
GradeCam (Exit Slip)
Objective/target:
A.6.c
Assessment description:
Students complete a Bellringer that will review
their ability to master this standard. See the
attached document.
Strategy/Activity:
N/A (flashback)
Assessment Accommodations:
Extended Time if needed
N/A (flashback)
Activity Adaptations:
Media/technologies/resources:
30 Copies of Womens Experiences in the Pre-World War I
Period
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1.
2.
3.
4.
5.
6.
6.
7.
Students begin by getting in their Kagan groups assigned the previous day. They will then do another teambuilding activity that will acquaint them with
each other. (5-10 Minutes)
Students will then do a flashback in which they will read Womens Experiences in the Pre-World War I Period and answer 4 short answer questions
(10-15 Minutes)
Students will then do an anticipatory activity for todays standard by designing their ideal bedroom in the form of a stage design (5 minutes).
Teacher will distribute the notes page that students will be using throughout the class. Students will self-assess their current ability to master the
standard. The teacher will lecture over stage design/set.
The teacher will introduce the play Trifles and students will complete a freewrite to engage them with the text: One of lifes most painful experiences
is being betrayed by someone you love. Often, when relationships sour, one person feels betrayed. Think about relationships youve had, read about,
or watched on television or on film. When does a relationship change from one of love to one of betrayal? Do you have to love someone in order to
betray him or her? Write a few notes on your thoughts. (5-10 minutes)
The teacher will then assign roles for the play and the class will read the first two pages of the play out loud together. While reading, the teacher will
use questioning strategies specifically related to the stage design/set. (5-10 minutes)
In groups, students will design the set for Trifles. They will have to list props/set elements and describe why they chose these specific things to add to
their set design (analyze the meaning).
Students will complete an exit slip in which they will be given a cold passage to test their ability to analyze how the stage/set design elements express a