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7th Grade American History Class Student Objectives/Outcomes The class will read and analyze the article

From D.W. Griffith to the Grapes of Wrath: How Hollywood Portrayed the Poor. The reading will use the students prior knowledge from previous lessons about the Great Depression, the Dust Bowl, and Post-Depression poverty and what they learned about the era by previously reading The Grapes of Wrath. Students will then watch clips of the actual movie and discuss the portrayal of poverty. Finally, the students will be assessed through the creation of movie posters where they will be required to express what they learned over the course of two-day lesson. Note: The students completed the reading of the book The Grapes of Wrath directly before the start of this three-day lesson plan. Materials 25 copies of the Article Loose paper White board & markers Grapes of Wrath movie clips Markers, construction paper, scissors, glue Standards ELA Common Core Standards 6th-8th Grade CC.8.R.L.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CC.8.R.I.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CC.8.R.L.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Lesson Plan: Shared Reading and DR-TA Method: Day One A) Prior to beginning work with the article, the teacher will initiate a class discussion about their prior knowledge of poverty in the early 20th century, based on what they read and comprehended in The Grapes of Wrath and what they have learned in prior lessons in this history class. Students suggestions will be written on the board.

Accommodation:

To make an accommodation for this Richard would be provided with the Spark Notes for the book prior to the lesson and would be provided individualized guidance by the teacher in order to ensure that he has a working understanding prior to the lesson. This would be done by allowing Richard to give the teacher oral summaries of the material separate from the rest of the class. This would work well with Richards successes with oral learning and tap into his prior knowledge, which is known to improve his comprehension and decoding.
B) Hand out the article From D.W. Griffith to the Grapes of Wrath, How Hollywood Portrayed the Poor to the students. Explain to them that based only on the title and images they need to provide ideas or thoughts as to what the main topics of the article could possibly be, make note of these on the board. C) The teacher will then read the first paragraph of the article aloud to the students. Over the course of the paragraph, the teacher stops and explains their thought process specifically during difficult terms/phrases. The teacher is modeling a reading procedure for the students and making notes on the board to teach students a new tool in reading comprehension and decoding. This is known as the DRTA/Shared Reading technique.

Accommodation:
To assist Richard with the difficulty of the article, he would get his own copy of the article which would have a lower Flesch-Kincaid reading level than the original but would still contain the same material. Also, since Richards reading comprehension and decoding skills are not strong the handout for Richard will have double-spaced lines with space for him to make notes to help him review the information. The lowered reading level will keep Richard from getting frustrated with the material and will also keep his attention on the reading. Extra lines and white space will not only leave space for notes but also make the article look less intimidating in length and an easier read.
D) After the first paragraph is read the teacher and the students can determine which initial predictions based on the title are correct and incorrect (with + or - chart) and also add any new predictions the students volunteer. E) The students will continue to read the article with the teachers guidance, especially when complicated ideas, terms, or phrases arise. After every paragraph for the first half of the article the students will stop and make note of what they have read thus far, compare to their predictions, and make new predictions about what is to come in the reading. This is requiring

them to think critically about the material directly after reading it. The teacher will guide them through these steps. F) The second half of the article will then be read by the students individually now that they have the tools and guidance to carry out this on their own. As a class, we will reconvene to check their comprehension after every two paragraphs, ensuring that they are understanding the main points of the article in comparison to The Grapes of Wrath. G) Once the class has finished reading the article, we will return to the notes and predictions on the board one last time to ensure that everyone in the class was able to both comprehend the content of the article but also will be able analyze it in comparison to clips of The Grapes of Wrath movie to be showed the next day and the book. Day Two: H) The second day of the lesson will consist of the class viewing multiple clips of the actual movie The Grapes of Wrath. The teacher will show clips which demonstrate how the poor are being portrayed in the movie and discuss this portrayal in between clips for the students benefit. This will allow them to take down notes about the connections between both the book and movie The Grapes of Wrath and then incorporate what they learned about Hollywoods portrayal of the poor during this era because of the article.

Accommodation:
Making the movie clips shorter and engaging the students in open discussions about the content of the clips would benefit Richard greatly. Instead of simply showing long clips of the movie, the clips will be shorter in length and punctuated by oral discussions about the content and how it applies to the article and book. Both of these accommodations will help stimulate Richard and also keep him interested.
Evaluation and Assessment: Day Three (Student Product): I) On the third and final day of this lesson the students will be broken up into groups of three in which they will be given the task of creating their own movie poster for a movie set in the Dust Bowl, Great Depression, and Post-Depression Era. Students will be supplied with markers, construction paper, scissors, and glue and will be allowed great freedom in creating their posters. Students will be provided with a rubric so they know the requirements for the poster. In general, the goal is for the students to incorporate what they previously learned about poverty in this era with what they learned from The Grapes of Wrath and how movie-makers portray poverty. Movie Poster Directions and Rubric

Directions: Groups should create a movie poster for The Grapes of Wrath based on what they feel are the key concepts from the movie and book, while incorporating information from the article about how Hollywood portrays the poor. Students will be assigned to groups and will be given the entire class period to complete the poster. Rubric: Group Participation ___/10 Demonstrating/Understanding of Key Concepts from book, movie, and article ___/15 15 points the poster must has 3 direct references to the book, movie, and article through theme, title, characters, etc. 10 points will be awarded if 2 direct references are made. 5 points will be awarded if 1 direct reference is made. 0 points will be awarded if no direct references are made. Completion ___/10 Total ___/35 Note: Because of the nature of this project/assessment these points are largely all or nothing except for the part about demonstrating your understanding of the concepts. The group participation grade will be either 0 points or 10 points based on whether or not I see you working with your group or if you are doing other things (i.e. playing on your cell phone). The same goes for the completion grade. If you turn in the poster you will get all 10 points. If you do not finish it on time or turn it in then you and your group will receive 0 points.

Accommodation:
Because this final group project is quite suited towards Richards skill sets there are not many accommodations to be made. However, one key accommodation which could be made would be allowing the students to pick their own groups. Richard gets frustrated easily so allowing him to pick a group of those who he is comfortable around. With a challenging project such as this it would be beneficial for Richard to be in a comfortable environment. He is much less likely to become frustrated and to instead bounce ideas off of his friends. The project itself is artistic and so should allow Richard to flourish which will also help to stem frustration.