Lesson Plan #1: Superman and Me

UTL 640E
Mrs. Watson/ Anderson High School
Date:

Skyla Sale
English II / 10th Grade

September 22, 2015

1&2
Class Period / Time: 6th @11:00 , 8th @ 2:55

Teach(es) #

Lesson Objective(s):
After a whole class reading of Sherman Alexies Superman and Me,
students will work in pairs to create a complete Three Levels of
Reading graphic in order to practice close reading, moving from
concrete to symbolic thinking, and crafting theme statements.

Resources/Materials:
A. TO DO before the day of the lesson:
Find a way to get big construction paper

Print short story

B. For the lesson itself:

Create a PowerPoint for class instructions

Make sure I have enough stories to pass out

Make sure my powerpoint can be displayed on the board

TEKS/SEs Addressed in the Lesson:

English II
(2)

Reading/Comprehension of Literary Text/Theme and Genre.

Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to
support their understanding.

(6)

Reading/Comprehension of Literary Text/Literary Nonfiction.

Students understand, make inferences and draw conclusions
about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their
understanding. Students are expected to evaluate the role of

syntax and diction and the effect of voice, tone, and imagery on
a speech, literary essay, or other forms of literary nonfiction.

Steps in Lesson:
ENGAGEMENT(about 2 minutes)
Pass out stories and ask the students to look at the title.
Ask the students what they think Alexies essay will be about just
based on the title alone. Allow for free responses.
STATED OBJECTIVE(about 1 minute)
Because I thought your personal stories from the coffee
shop/gallery walk were so incredible and thoughtful, I thought we could
take a look at an authors personal story. Today, we are going to read
Sherman Alexies Superman and Me and to practice a strategy called
the Three Levels of Reading in order to determine the thematic
message or messages that we see in this piece.
ACTIVE LEARNING
(10 min) Have students read the story, independently and quietly.
(5 min) Read the story aloud to the class.
While I read, ask students to highlight any sentences or words that
strike them. Anything they notice. Something that stands out or
something that makes them think or wonder. Anything they like or
dislike, as well as anything they agree with or disagree with.
They should be ready to share when we finish.
(5 min) Ask students what types of things they highlighted/marked. Ask
if anyone needs a clarification or definition, or if there are any
questions around the room.
(4 min) Ask students to think about why Alexie uses the scene with
Superman at the beginning of the essay. How does that scene (and
Superman's action in it) connect to the end of the essay? Hopefully
generate a few answers around the class.
(2 min) Break up into pairs. Move around if necessary.
(45 min) Complete the three levels of reading circle activity.
Demonstrate concentric circle drawing, answering questions along
the way if need be.
Remind them to put their name on top of sheet.
Inner circle: (15 minutes)
Write prominently the most significant word from the piece.

 Copy the sentence in which the word appears.

Give multiple definitions and meanings of the word.
Place the word in the context of the passage
Middle Circle: (15 minutes)
Still referring to the text, draw two or three images from the
piece and write an explanation of the tie between the
illustrations and the word you selected for the first circle
Outer Circle: (15 minutes)
Going beyond the text, write two or three thematic
statements drawn from the significant word and your
illustrations, tying them to the whole work.
Grouped:
Pairing with another group, or two, depending on numbers, ask
students to share thematic statements and give each other feedback.
CLOSURE (10 Minutes)
-Have students write in journal notebooks:
How are your learning experience different or similar to those Alexie
describes
in 8?
-Then if time permits, have students turn and share what they wrote to
a neighbor.
-Afterwards, ask students to share out loud to the classroom.
I will walk around and collect graphics while students are writing.

Modifications/Differentiation Strategies:

Allow enough time for slower readers

During graphic activity, walk around to each group to make sure
everyone understands. For 8th period, have both the teaching aid
and the student helper be involved in the activity. (I have walked
them through the lesson so they are going to be helping a few
particular students.)

Evaluation Strategies:

Monitoring reading to make sure students stay on task

Monitoring paired activity to make sure students are working
collaboratively
Receiving completed three-levels graphic products
Student thoughtfulness in the closure aspect of making larger
connections

Notes/Recommendations for next time:

When I asked the students to read to themselves first, they were
too distracted and werent up to it. I ended up reading it out loud
to the whole class. I would change the first time read to be orally,
and then the second read through the students, independently.