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Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Audrey Hutchings

Lesson Title: Symbolism Lesson, Day 2


(During Reading)

Grade Level: 10th

Lesson Goals
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
To explore what we carry with us, synthesizing narrative strategies from mentor texts and creating personal narratives and
thematic elements that reflect individual growth experiences.
List the title, author, and write a short description of the text(s) used in this lesson.
The Things They Carried, Tim OBrien
Set in the dual theatres of VC occupied Vietnam and the American life back home, The Things They Carried offers a deeply moving
account of a small unit of men that must learn to endure both the unfamiliarities of war in an unaccustomed country as well as the
hardships that it brings. Each character is affected by the death of Ted Lavender, the first one in the Alpha Chapter to die, and they try
to cope with and justify it. As they share their narratives of the brutalities and grief that they face, the characters cope by
using humor and alternate versions of the truth. Between the guilt and the terror that the war conditions and experiences, they carry
much more than their supplies and mementos from back home. The protagonist and main narrator, Tim OBrien, also speaks to the
audience during several chapters about the power of stories and what makes a true versus effective narrative about the war.
Ultimately, he says that the difference between a true story and a good story is sometimes minimal, as many details are blurred,
ignored, and supplemented in order to capture the moment.

Conceptual/Theoretical Framework (draw from research and readings in CI and English courswork:
As a whole, this lesson reflects Blooms Taxonomy in that it allows students means to creating, evaluating, and
analyzing. In creating, students have the opportunity to create a visual in order to summarize and synthesize their
knowledge of symbolism and the text as a whole. This activity also relates to one of Jim Burkes 103 Things To
Do for Before/During/After Reading; a Collage. (Burke). Burke suggests that students can Create an individual
or class collage around themes or characters in the book. This activity allows students to thinking creatively and
analytically and work collaboratively in order to solidify understanding about symbolism in the novel The Things
They Carried. In addition, this lesson is also built upon Blooms Taxonomy in that students can evaluate their

understanding of symbolism in a relevant, applicable manner through a few different hands-on activities. In
addition, students will also analyze examples of symbolism in order to form an accurate, meaningful
understanding of symbolism.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
IPTS Standard 2 - Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of content
area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher
creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge,
and evidence-based practice

Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
The learning objective of students being able to reflect on their writing and critical thinking about short narratives and
symbolism relates to the Common Core standard that asks students to Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the
discussion, because of its related assessments creatively, collaborative, and critical aspects. It also relates to the central

focus in that it addresses the reflective nature of the unit as a whole in creative personal narratives. The learning objective
of students being able to represent and evaluate examples of symbolism in a multimedia format relates to the Common
Core standard that asks students to write in variety of forms and genres over short (and long) periods of time throughout a
unit of study. This also relates to the central focus in that the accompanying assessment asks students to work creatively in
understanding thematic elements throughout the novel The Things They Carried.
Materials/ Instructional Resources:

SmartBoard
White Board
Projector
Chromebooks/Laptops
Microphones/Speakers
Magazines/Newspapers
*Learning Objectives (Add additional objective boxes as
needed):

*Assessment (both formal and informal)- Evidence of Student


Understanding:

Objective 1:

Related Assessment:
Students will complete a short narrative sharing activity with a small
group.

Students will be able to reflect on their writing and critical


thinking about short narratives and symbolism.

Explain the Assessments Alignment with the Objective:


Students will not only write a short narrative, but will have
The opportunity to self-assess the extent to which
They incorporated a mature understanding and application
Of symbolism into their writing.

Describe the form of Student feedback that accompanies

the assessment:
They will give oral answers to questions related to their writing
Overall and how symbolism was addressed in their
Short narratives.
Objective 2:
Students will be able to represent and evaluate examples of
Symbolism in a multimedia format.

Related Assessment:

Students will create a collage about a symbol in the novel


The Things They Carried and its significance.
Explain the Assessments Alignment with the Objective:
The collage will demonstrate student understanding of specific
Symbols in the novel The Things They Carried, and their
Ability to creatively integrate their knowledge with visual formats
Beyond essay and narrative writing.
Describe the form of Student feedback that accompanies
the assessment:
Students will submit a collage made either in an electronic
Copy, or a hard copy made with clippings from newspapers
And/or magazines.

Lesson Considerations
Pre-Assessment:
Students will have read Chapters 16 and 17 for todays class. They will also submit their completed short narrative
involving a symbol at the beginning of class.

Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)


Students will need to have at least a basic understanding of symbolism as a literary device.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
Some of these students may have grandparents and other family members who were directly involved in the
Vietnam War. Therefore, there should be a level of anticipated sensitivity in discusses events of violence and
differing political ideologies related to the war itself. In addition, in these students lifetimes, they have not
experience a kind of large-scale, formal war waged by the United States similar to the Vietnam War, the Cold
War, etc. Therefore, it would be important to make meaningful connects to present political and social tensions,
and military aggressions that have happened in the past 20 years.

Misconceptions:
That symbols are subjective, not personalized/individualized based on life experiences, and are largely vague and
ambiguous.

Language Objectives and Demands


Identify a Language Function:

Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.

Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Students will analyze examples of symbols in the novel The Things They Carried, and synthesize their understanding of the
material by creating a visual product.
Students will be able to synthesize their knowledge of symbolism as it works within The Things They Carried.
Vocabulary:

Symbolism
Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:

For the student with an Autism Spectrum Disorder, light and sound stimuli will be reduced in the room. Especially during
group work, the teacher will use constant monitoring in order to maintain a reasonable noise level in class-wide,
collaborative work. In addition, if he feels uncomfortable sharing his short narrative with a small group, he may have the
option to work with a partner, or submit answers to the questions via Google Docs to the teacher, and listen to other group
members present.
Accommodations for students who are not proficient uses of Standard English:

For the native French speaker, she will have a copy of each group members short narrative (at least in English, because
there will not be enough time to translate a French copy, as these narratives are due at the beginning of class).
Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small

group arrangements
This class period will rely heavily on small group work. This will be beneficial in having students expand their knowledge of
symbolism, and to have a low-stress environment to share their creative work and ideas for collaging later in the class
period. This will also be inclusive and appropriate for non-native English speakers, as everything is visually-based, or
reliant upon oral discussions. Therefore, students will feel comfortable sharing and reading their narratives and responses
about symbolism in a vernacular that is reasonable, nature, and comfortable for them.

Time

1) 1-2
minute
s
1) 7-10
minute
s
2) 30-35
minute
s
3) 8-10
minute
s

*Lesson Plan Details


Lesson Introduction
1) Greet students. Students will sit in regularly-assigned seats.

Learning Activities 1) Divide students into small groups for a sharing activity. They will read their narratives aloud, and brief answer two
questions: what was your symbol? How did you ensure that your symbol was central to the plot?
2) After sharing, students will choose one symbol from The Things They Carried that they find especially relevant and/or
interesting. They will then make a collage either in electronic copy, or with provided physical copies of newspapers and
magazines. They will also write one sentence over the collage that addresses the symbol and its significance.
3) Small groups will take turns presenting their collages to the class. They will share what symbol they chose, its
significance, and how they represented and discussed the symbol/its significance in the collage.

Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.

The sharing activity (informal assessment), will give students an opportunity to demonstrate their knowledge of symbolism
as it works within The Things They Carried, and their complemented assignment, the short narrative, will demonstrate that
students are able to write thoughtfully about symbolism and the plot of the novel, thematic elements, etc. The collage
(formal assessment) will give students an opportunity to demonstrate how students are able to synthesize their
understanding of the novel and symbolism in a collaborative, multimodal platform beyond journaling or essay-writing.

Closure
Students will submit their collages for review. They will make any final adjustments to their visuals and finish any further
discussions with small group members.
Extension
If students complete activities early, they can begin the reading due for tomorrows class. Students will read
Chapters 18-22 for homework.

Resources and References (use APA or MLA listing the information from the conceptual framework above as
well as from any other categories where cited a source):
Burke, Jim. "103 Things to Do Before/During/After Reading." Reading Rockets. N.p., n.d. Web. 14 Dec. 2015.
Armstrong, Patricia. "Bloom's Taxonomy." Center for Teaching. Vanderbilt University, n.d. Web. 14 Dec. 2015.

Attachments: handouts, assessments, etc.

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