Brittany Brewer Symbol Scavenger Hunt Grade Level: Grade 10 Four Part Performance Objective Given directions, students

in small groups will be able to find a symbol from the novel within the classroom. Given access to a computer, students will be able to describe the symbol that they found by making a Glogster, and analyze it's importance within the first two sections of the novel. Given textual evidence, students will evaluate the usage and structure of writing in the novel to convey the symbols. Given symbols from the novel, students will analyze the relation to the texts themes. Given a discussion and activity on the novel's symbols, students will be able to create their own symbol that would relate to the novel. !ree "##ential $ue#tion# What importance can a singular object or image play in a person's life !ow do we define "pirit !ow do posessions affect the lives of everyone Learning arget# # can cite strong evidence$ # can find a main or central idea of a text$ # can analyze the development of a central idea$ # can make an argument with a claim$ # can participate in a group discussion$ # can present my ideas logically$ %ommon %ore Standard# &ddre##ed in t!i# Le##on %& '(.' )ey #deas and details* "tudents will be citing strong evidence on their Glogsters to find examples of the development of the symbols in the text. %& '(.+ )ey #deas and details* "tudents will be determining a central idea in relation to the symbol that their group finds. ,t this point in the unit we will have been past reading part +. "tudents will look for evidence on the symbol and trace it's development over the course of the first two sections to see how the idea behind the symbol is growing. -"tudents will continue to do this for the next two sections..

W '(.'a /ext /ypes and 0urposes* "tudents must decide amongst their groups what each symbol represents or means in relation to the text. /hey must create this argument on their board, citing evidence for why it is representative of that idea. "& '(.' "tudents will be working in groups of 1 or 2. /hey must be able to discuss the reading that has been done as well as the ideas that they have about the particular theme. /hey must work and respond with effort, play a large roll in their group, and generally work effectively. "& '(.1 0resentation of )nowledge and #deas* "tudents must be able to, at the end of this activity, present their findings to the other groups with their own symbols. /hey must clearly address their symbol, its meaning, their evidence, and their reasoning in a logical way so other students can follow and understand. Primary 'omain# 3ognitive* "tudent will be using their cognitive domain primarily in this lesson. "tudents will be pinpointing and evaluating the different symbols from the novel. /hey will have to decide what the particular symbol might represent as well as what they as a group think it means based on the evidence given within the text. /hey must organize their ideas on a Glogster so that it effectively presents the ideas that they had and other students in the class can understand the importance of that symbol as well. 4verall they must demonstrate their understanding of the abstract symbols, which will lead into thematic ideas in the novel instead of just remembering plot points. 0sychomotor* /he first part of the lesson deals with the 0sychomotor domain. "tudents in per5 determined groups of three or four will be given directions to start their scavenger hunt. Given clues, they must look throughout the classroom for a symbol that is in the novel. "tudents will be up and moving around, and working with their group members using physical movement. 6ventually they will find their symbol which is an actual physical item with a tag on it. /he tag represents that it is actually a symbol and not just something lying around the room. /his tag has a one page number. /his page number refers to a mention of this symbol in the novel. "tudents will have an actual physical symbol and a clue to get them started. /he next step is to get their books and look through it for more evidence about the symbol. ,ffective* ,fter students give their short presentations on their group's symbol we will have a brief discussion of each. /he biggest use of the affective domain comes with a discussion on possessions. 0ossessions are important symbols in the novel whether it be "arah's button, !andful's thimble, 3harlotte's green thread, or even any books. 0ossessions play an important role in people's lives and it is definitely something students will be able to relate to. We will discuss the importance of possessions, and students will be asked to evaluate their own possessions and the importance they play on their own lives. S(ill Level &))lying* "tudents will be applying their previous knowledge of symbols to the novel. /hey will take what they know about symbols, and relate it to the new book finding examples of symbolism and evidence that relates the symbol to the story. ,nalyzing5 "tudents must analyze the symbol itself. /hey must determine what they think it represents and means throughout the text. /hey must once again find evidence to support the claim they will come

up with in regards to representation of the symbol. /he basis of this level of 7loom's is focused on analyzing the meaning of the symbol and how it effects the characters. 6valuating5 "tudents will be using this level of 7loom's to really get deep into the use of symbols in the novel. /hey will be asked to think about the use of the symbol. !ow is it introduced !ow is it spaced throughout the novel /hey will need to take a deep look at how the author uses the symbol in the novel and how affective that use is. ,long with this, they must also evaluate the relationship between the symbols and the themes and how the author connects those two as well. 3reating5 "tudents will be using this level of blooms in two ways. /hey will, in their groups, be creating a Glogster to present their knowledge of the particular symbol to the class. , different group of students will be using the same Glogster once the third section of the novel is read. We will rotate groups so that they will continue on with a different symbol. /his allows the entire class to be creators of an item so that they all helped with each board. #f time in the week is available, # will allow students to make a Glogster for the symbols as well. /his would not be included on this particular day though. /o sum up the lesson, students will get out their journals and write an entry where they think of another symbol in the novel that they make up. /his could be something mentioned within the novel or something that they just thought up. /hey will describe what the symbol is, what it symbolizes and how it relates to the text. +ulti)le ,ntelligence# )inisthetic5 "tudents will be using this intelligence during the beginning of the lesson. /hey will be getting up and moving around the classroom to find the symbols hidden around the room. /hey must do this while looking at their directions and working with their group members to lead them around the room. #nterpersonal5 "tudents must work together in small groups throughout most of the lesson. /hey must find the symbols and collaborate in a discussion to make a Glogster that details their findings. 8erbal linguistic5 "tudents will be using this intelligence to effectively communicate within their groups. /hey must share their ideas and evidence and discuss different arguments amongst the group members. /hey must communicate to make their board and then finally use this intelligence to also communicate their ideas to the rest of the class at the end of the activity. #ntrapersonal 9 "tudents will be using this intelligence to write a journal entry at the end of the class period. /hey will be working by themselves as opposed to in groups which they had been for most of the class. 'ifferentiating ,n#truction* /his lesson will be differentiated within the groups. 6ach group is pre determined by me and how # think the students work best together. "tudents who # know will do well on this assignment and work fast will have that opportunity. #f # feel that a group might take a little longer, # might give them verbal hints as to where a clue is, or where to find some evidence within the novel. ,long with this, the groups that # have created are diverse enough, and full of kids that work well together. /his allows for different intelligences to help each other out. #t also allows for better communication. /here are no very low performing groups all together in one group. /here are however a few average performing students in groups with low performing students. /his allows for different conversation and help, rather than a high

level student getting frustrated and doing all the work themselves. # have also created differentiation with time. !igher level students will be finished earlier than lower level students. :or this, # have offered more deep thinking ;uestions such as <how does this symbol relate to the overall themes = /his allows higher level students to produce work that is more creative and thought out. # am doing this because # want all other groups to have enough time to finish. 4nce we have presented our work, we also have a small journal assignment. /his is also differentiated with time. !igher level students will most likely finish this prompt while others may not. /his is okay though. /his is an assignment to keep them busy and processing. &ower level students may not finish but can still demonstrate that they understood the lesson, and symbols and start a creative response to the prompt. ec!nology ,ntegration* "tudents will be using computers to create Glogsters for each symbol. 'evelo)mental %onte-t :or this lesson plan, students would have to understand symbols in literature. With this lesson, # would plan on having a refresher with them so that they are fully aware, but they must understand what symbols do, how to recognize them, what they represent, and how they relate to the characters, plots, and themes. /hey must also have read the first two sections of /he #nvention of Wings, and be able to actively participate in a group setting. iming /his lesson would be incorporated after the reading of the first two sections of the novel. /his is because # need students to have enough of an introduction into the story. /hey need to be able to see the symbols grow as the novel progresses and see how they interact with the characters and plot. While this would be possible in part one, they would merely be introductions. /his way, # can also use a similar lesson later on where students switch symbols and map the growth of a separate symbol through a new part of the novel. /his is important because it allows students to become experts on multiple symbols rather than just one. .e#ource# and +aterial# Li#t >( !andouts with scavenger hunt instructions 3omputer lab ?y copy of the novel White 7oard@ ?arkers &aminated "ymbols -made from paper and drawn, with attached page numbers. Gold bathtub "arah's ring , book , spirit tree 3harlotte's green thread -possible other symbols for other classes such as !andful's thimble. >( "tudent journals %esearch 7ase

&ansu, !elvi. </he "hape of &iterature.= English Journal. 21.A -'BA2.* 2+(52+1. Web. C ,pr. +('1. Dhttp*@@files.eric.ed.gov@fulltext@6E(1('AF.pdfG. &ntici)atory Set When students enter class, they will begin the way that they end. /his is with their journals. "tudents will be given a bell ringer written on the white board. /he prompt will be for them to think of a symbol from any literary work, movie or song that they remember. /his could be one they have found on their own or one they remember from class. /hey will be asked to write about it and the meaning it had to the overall work while we settle into class. /ey %once)t0 /he biggest idea or concept based in this lesson is the importance of symbols to plot structure. "tudents will hopefully come away understanding the role symbols play. /hey will see how they develop, how they take on meaning as well as how they interact with the characters and the plot. /hey will also understand the development of important ideas as a whole within the novel as the symbols interact with the themes that play out during the text. /hey also demonstrate strong character growth and development within the text as well. ,n#tructional +et!od# We will begin class as a whole group setting. /his will be so that students can settle in, and work on their bell ringer. /his will also be where # give the entire class their instructions for the assignment. # am doing this to direct my speaking to each student so that # am reaching them all /his is also so that students come right in and are already focused rather than starting out in their small groups and getting distracted talking. "tudents will then move into small group work. /hey will be helping each other with the scavenger hunt, and then moving into creating and discussing with their group. # do this because # want students to be collaborating with each other and working as a team to come up with conclusions based on their symbol. # also want each student to have help from any group member if they need it. # also like to create a lot of group activities when possible because students enjoy it and can often feel more relaxed when they are happening. #f they are having more fun, it is more likely that they will be engaged. Hear the end of the period, we will come back to a full group setting where groups will present their findings to the rest of the class. /his is an informal presentation just to let other students in on what they learned. /his is because another group will be working on a different symbol the next week. :inally students will be moving into independent work. /his will be a journal entry where they must create their own symbol for The Invention of Wings. /his independent work is for intrapersonal learners, and for any student that needs to wind down for a few minutes. #t will allow them to relax and express what they learned within the lesson about symbols by creating something themselves. +odeling /o model what # want my students to gain from this lesson, we will begin with an example from another student. # will ask a student to volunteer to share his or her bell ringer to the class. /his would be particularly helpful if a student wrote about a symbol bothe me and the other students are familiar with. # would then create a small we on the white board with a picture of a symbol in the middle, and some explanation around it. /his is a very ;uick activity. ,fter this, when students find the symbols in

the classroom, connected to them is a page number. "tudents will go to this page and read about the symbol. /his will give them a starting point in their assignment. ,long with this, # will be going around to groups giving suggestions and help when they feel that they need it. %!ec( for under#tanding1 &##e##ment for learning /here are plenty of opportunities for formative assessment in this lesson. /he first opportunity is within the students' journals. # will be reading their bell ringer as well as their end of class entry. /he bell ringer will give me an idea of what they knew coming into class, compared to what they understand about symbols leaving the classroom. /his will give me a great model of what they are gaining within the lesson after focusing and having peer help. 4ther than these journal entries, the Glogster that the students are creating will give me a good sense of what they understand, and how they are working together as a group. # will be going around observing groups to get a good sense of who is working and what is getting done, but the Glogsters will really demonstrate what they thought about and how they are connecting everything in their mind. #t will be obvious if a groups just does not understand the assignment, and if they do not # can make sure to spend more time on symbols.

Guided Practice /he first part of my guided practice comes from the page number on the physical symbol. /his will give them a direction to go in, and a starting point or their assignment. ,long with this, # will be around for the class period. # will spend time with each group of students making sure that they are going in a good direction. #f they are not, then # will provide any explanation, hints or guidance that # think the students may need. /his includes giving them different page numbers and ;uotes, or even explaining how a symbol relates to the character or theme. # won't be giving them all the information, but # will help them along. ,nde)endent Practice ,fter they have found the symbol, students will be starting by themselves. # will not be interjecting for a few minutes unless needed. /his allows students to create their own initial ideas which # may then help with later. ,bout halfway through the lesson # will expect students to be on their own track and creating thoughtful work. ,lthough # will be there for ;uestions, # expect students to not need much more guidance after this point. #nstead of guiding # plan to mostly observe at this point. :inally students will be working independently at the end of the lesson in their journals. /hey will be demonstrating their own learning within their writing and creating their own ideas without my help. %lo#ure 7efore we move to the independent work in journals, we will be discussing the findings of each group. /hroughout this small presentation time, # will be asking guided ;uestions to the students so that they are thinking deeply abut the subject. ,fter each group has demonstrated their projects, # will be asking students as a whole some summative ;uestions such as <!ow did some of these themes develop in the first two parts of the novel !ow do you think they will continue to grow = /his acts as a discussion closure to their activity and the lesson. :inally they will move into their independent work. /his

completely closes out the lesson as they are focused on what they've learned and what it all means to the novel. Summative &##e##ment /his lesson does not have a typical summative assessment. /he end of the unit however will have a few. /he Glogsters will go around until we are completely done with the novel. /his will act as a project for the students as a whole, determining what they learned. # think it would also be a nice idea for them to develop the idea of the symbol that they created in their journal. /his could also act as an independent project where students create the symbol and write about it in a paper, or create a presentation for the symbol.