Lesson Plan Template Teacher Candidate: MacKenzie James Hand Unit Title: Short Story Lesson Title/Number Common

Core Standards Short Story Introduction: Setting and Characters Date: 10/31/2012 Subject/Grade Level: ELA 9 Lesson #:1

1) 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 2) CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 3) CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

21st Century Skills

#2: Work independently and collaboratively to solve problems and accomplish goals. #3: Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes.

Lesson Objectives

1) Students will be able to recall plot structure, theme, and literary elements to apply to short stories. 1a) Students will be able to interpret the thematic elements of Kurt Vonneguts Harrison Bergeron. 2) Students will be able to explain the character development which occurs in Harrison Bergeron. 3) Students will be able to create self-portraits of themselves using the knowledge they have of the plot elements and theme of Harrison Bergeron.

Acceptable Evidence

1) Class will answer questions and help complete a plot diagram on the PowerPoint. 1a) Students will discuss the plot of the story in groups and share ideas as to what possible themes for the story could be, and then the class will decide on the best possible answers as to what the theme of the story is. 2) Students will write journal entries in which they explain why they think Harrison does the things he does in the story, citing evidence from the story. 3) Students will create drawings to the best of their ability, which will be self-portraits of themselves with the handicaps they feel the Handicapper General from Vonneguts story would apply to them.

Procedure

Bell Ringer: The teacher will open the class with a PowerPoint (visual accommodation) slide showing the plot structure diagram without any labels written on it, only the word Time Machine written as a heading. The teacher will explain that the image is of an ignition, and that the time machine cannot work unless the students are able to name the diagram and fill in the empty labels. (CFU- Ask if students are clear on directions, know what the image is of, and what the labels are) The students will name the image as a plot diagram, and label the beginning/exposition, rising action, climax, falling action, and the resolution/denouement. As this is done, the teacher will move through the slides. (objective 1) (CFU- have students stretch out responses to ensure they know what the terms they are listing mean) The teacher will activate the time machine once the classroom has filled in the labels on the plot structure diagram, taking the class to the year 2081. Students will be asked to stand and spin around in a circle five times (kinesthetic accommodation). A PowerPoint slide with the logo for the Handicapper General (fake organization in Harrison Bergeron) and then explain to the students that in this year in the future, the government requires all exceptional people to wear handicaps, so they are no longer above average. (objective 2)

The teacher will put on a clown nose and big glasses and weights, claiming they are required by law to wear them, just as Harrison Bergeron is. Explain the basic plot and the setting of Harrison Bergeron. Hand Out copies for. (CFUAsk students about theme, its meaning, and if they can identify any themes from books they have read in the past) (objective 2) The teacher and students will read Harrison Bergeron aloud. (CSE- answer reasonable questions raised during reading) (CFU- ask students to define vocabulary words or to elaborate on ideas presented in text during the reading) The teacher will place students in and give them worksheets where they can fill in descriptions of the setting, character, and possible themes. The students will discuss the plot of Harrison Bergeron and point to the text for vivid descriptions of characters and then come up with possible themes for the story (objectives 2&3) (CFU- move between groups to ensure students are actively engaged) (CSE- evidence that students are looking through the text for examples). Groups will share aloud and class will decide on a working theme for the story. The teacher will remove handicaps, and hand out sheets of paper and coloring materials. The students will be instructed to create self-portraits of themselves, but they will have to include handicaps that the Handicapper General would force them to wear included in the portrait. (objective 3) (CFU- make sure students understand directions, and what the handicaps listed in the book are, or if there are any creative ones they can come up with which werent in the text). The teacher will assign homework, for students to re-read Harrison Bergeron and write a journal entry in which they explain why they think Harrision does the things he does in the plot of Harrison Bergeron. (objective 2)

Assessment/ Evaluation

Formative: Regular checks for understanding during lesson, as highlighted in procedural methods. - To ensure that students are following along with lessons and capable of recalling or prepared to discuss literary elements in short stories. (objective 1) Formative: Student setting/character/theme worksheets for Harrison Bergeron - To make sure that students are understanding how to describe setting in stories where they are not explicitly given at the exposition. To make sure students understand how the character descriptions can relate to the actions they take, and their development over the course of a plot. The see that students are capable of understanding theme in a short story before moving on to longer, more complex texts. (objective 1a)

Formative: Student drawings - To check that students understand one of the key elements of the plot and the ideas presented in Vonneguts story, and understand the kind of place that has been described in the story where the government limits a persons abilities. (objective 3) Formative: Student journal entry - To check that the students are able to understand how characters develop over the course of a story, and why they might do the things they do. To ensure that students understand the relationship between elements of literature. (objective 2) Technology PowerPoint, projector

Closure

Review the setting of Harrsion Bergeron Author bio: Kurt Vonnegut Looking forward into the unit: future themes. Hand out The Interlopers for students to read.

Accommodations and/or Interactions with Co-Teachers and/or Support Staff

Accommodations or any other student needs will be provided as necessary according to student support services, special education department, or provided IEPs.

Resources/ Materials

Kurt Vonneguts Harrison Bergeron whiteboard/blackboard PowerPoint projector/Smartboard crayons/colored pencils/plain white paper. composition notebooks Sakis The Interlopers