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My class has 22 students in it and 18 of them are Caucasian. Of the remaining 4 students, I
have 2 Native American students, and 2 Hispanic students.
There are 12 females and 9 males in the class.
There are no ESL or exceptionality students in this particular class.
Analyze the impact of the author's choices regarding how to develop and relate elements of a story
or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced
and developed).
Content, Reading/Language Walk-Away:
Walk-Away:
Students will identify key themes within a text and discover the importance of themes in relation
to plot lines and what is considered strong writing.
Modifications/Accommodations
Loo 2
literature or film.
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
story.
Summarization/Closure
- Class discussion on fear as a theme for horror and why it is interesting.
Talk about examples of fear as a theme mixed with action, comedy, or
romance themes within Literature and film. Reflect on why they are
interesting (popular)/ or why they are not. Also talk about how themes
are everywhere in pop culture and it would benefit the students to be able
to identify key themes when analyzing books and films in the future. I
anticipate each class will have a different discussion course, however, I
want them to walk away realizing that different emotions usually
correlate with different themes used in art and literature. For example
What emotions does the viewer usually encounter when
reading/viewing a comedy? What about a Romance?
NOTES TO TEACHER
What do I need to remember to do?
- Review Power Point slides.
- Prepare modifications for possible ELL and IEP students in class.
- Read/review Thou Art the Man (for myself as the teacher)
Materials to have ready?
- Student journals
- PowerPoint/ YouTube video
Approximate time needed for lesson?
- 1 class period
Reflection:
I think that this lesson may take a few class periods to complete if I want to do it right. I need to
prepare so that each class will be at the same point as any other so that no one gets left behind. Since I
havent taught this lesson in a real-life situation I am curious as to how interested the students will be.
I wonder if the interest will vary from class to class and why that might be the case. I will be able to
use the assessments to decide if I can continue to more complex elements of literature or if I need to
continue to focus on the basic elements such as theme, setting, character roles, etc After each class
finishes a segment I think it would be valuable to take notes about things that the students already
knew and what they may have struggled on.