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Xuewen Wu

Grade 7
Subject: English Language Arts
Unit: Choosing to Persevere
Topic: Choices
Unit Plan Overview and Description
When students better understand how others face challenges, they can develop skills and
make choices to overcome the challenges they will face in life. "Miracle Worker" not
only provides students with the opportunity to explore the literary elements inherent in
the drama form, but also provides students with the opportunity to analyze the behavior
and language features in the text. Students will trace the development of the story and
explore the connections between the characters in the book-those who are helped by
adversity and those who try to help others. This unit will be conducted using various
reading, writing and group discussion strategies. Students will demonstrate knowledge of
specific skills in on-demand writing and process writing. Contacts will come from a wide
range of texts and genres, including short stories, non-fiction, poetry and movies.
Students will write, rehearse, and present an original character monologue to synthesize
unit concepts and understanding, and provide a final assessment of performance tasks.

Objectives
Explore short stories that are non-fictions, poems, movies, and novel-length dramatic
texts.
Identify and analyze how authors purposefully choose vocabulary to enhance tone, build
tone, and create unique sounds to distinguish characters in the text and provide relevant
evidence.
Reading, writing and short research activities encourage students to synthesize ideas from
non-fiction texts.
Explain ideas for reflection and narrative writing experience gained through reading.

Common Core State Standards


RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions
of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)
contributes to its meaning
RL.7.6. Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
W.7.3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
W.7.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)

Assessment
Students will compose, rehearse, and present an original character monologue accurately
portraying the voice of a character from The Miracle Worker.
Students will synthesize research about characters from The Miracle Worker following
events of the play to enhance the accuracy of information and the voice created in their
character monologues.
Students will compose an argument determining which character from the play
represented the “miracle” – Helen or Annie.

Unit Plan Calendar


Week One
Monday Tuesday Wednesday Thursday Friday
Objective: Objective: Objective: Objective: Objective:
Understand the Building Discover how Setting the Close reading
definition and background trust impacts stage; analysis of the opening
structural knowledge communication of text to scene in order
characteristics related to between and diagram/sketch to determine
of dramatic characters and among people. staging. tone and
texts. historical time Standards: Standards: connect to the
Standards: period. RL.7.1, RL.7.2, RL.7.1, RL.7.4, mood
RL.7.1, RL.7.3 Standards: W.7.4 W.7.4 established.
Activities: RL.7.1, RL.7.2, Activities: Activities: Standards:
Introduce Unit RL.7.3 Analyze Explain to the RL.7.1, RL.7.3,
Performance Activities: reading to students how RL.7.4, W.7.4
Assessment – Show the determine the stage Activities:
Creating and students the challenges should be Discuss with
performing a brief video faced by Helen arranged. students that
character about the life and Annie. Guide the the setting,
monologue. of Helen Participate in students in the stage
Comparison of Keller. activity built direction of the directions, and
prose version Divide students around stage set up in characters'
of A Christmas into research building trust. front of the actions all
Carol to groups to Assessment: miracle worker. contribute to
dramatized locate Provide an Ask the the mood.
version information assignment to students to Assessment:
Transform a about Helen preview create a Analyze how
poem into a Keller and vocabulary; diagram of the this author
drama Anne Sullivan. platforms, stage setting established the
Assessment: Assessment: fluidity, using the text mood. Use
Create Collect and episodic, details from the details from the
monologue record health unencumbered. previous selection to
from care content of the justify
perspective on information miracle worker. response.
a character in A from the Assessment:
Christmas 1880s. Explain the
Carol or the author’s
dramatic reasons for
version of the setting the
poem stage in the
manner
described in
the text. Use
details from the
text to support
response.
Week Two
Monday Tuesday Wednesday Thusday Friday
Objective: Objective: Objective: Objective: Objective:
Analyze Characters Analysis of Comparison Comparison of film to text
author’s use and analysis characters’ of – close reading of pp. 58 –
of of internal actions to informationa 66 – mapping of events to
foreshadow and external determine l text to compare to film.
and conflicts how they dramatic Standards:
flashback to they face in advance the situation – RL.7.1, RL.7.3, W.7.4
enhance text the story plot. what is it Activities:
meaning Standards: Standards: like to teach Create a
Standards: RL.7.1, RL.7.3, RL.7.1, RL.7.3, blind flowchart/timeline/sequenc
RL.7. 1., RL.7.3, W.7.4 W.7.4 students to e chart that outlines the
RL.7.4, W.7.4Activities: Activities: “see”/what is significant character
Activities: Students Explain to it like to actions and event for this
Engage complete a the class teach deaf segment of the selection.
students in chart that the students to Assessment:
reader’s analyzing actions of “speak” Why does Helen's action of
theatre to plot events characters Standards: folding the napkin hold
hear/portray to are critical. RL.7.1, RL.7.3, great importance to the
the author’s determine Direct each W.7.4, plot? What is the
use of the conflicts group to list Activities: significance of this action?
flashback to characters at least five Direct the How do you think this
enhance encounter. actions of students to action will affect upcoming
developmen Assessment that go back plot events?
t of : character through text
characters Complete from Act I. content and
and advance the Assessment use sticky
the plot following : notes to
Assessment: journal Journal mark the text
Complete a response entry or exit where the
journal ticket information
response confirmed,
refuted, or
caused them
to modify
their
predictions.
Assessment:
Complete a
journal entry
or exit slip
Week Three
Monday Tuesday Wednesday Thusday Friday
Objective: Objective: Objective: Objective: Objective:
Analyze Interpret Practice Symbols Close reading of text –
characters’ stage composing and end the play
perspectives in directions in character Archetypes Standards:
order to order to monologues Standards: RL.7.1, RL.7.3
determine what explain how –group RL.7.1, RL.7.2, Activities:
to do about the these affect activity RL.7.3, RL.7.4 Students finish reading
problems created dialogue, Activities: the play. React to play
by Helen interactions Standards: Examine through dialectical
Standards: between RL.7.1, RL.7.4 universal journaling activity.
RL.7.3, W.7.4 characters, Activities: and Make personal
Activities: and plot Group constructed connections/extensions
Students engage Standards: activity – symbols in to ideas/quotes from
in a brief RL.7.1,RL.7.3 writing text to the text.
philosophical Activities: focus. identify and Assessment: Complete
chairs discussion Close Students explain a a journal entry and exit
about whether Reading of will choose variety of ticket
Helen should be stage a character symbolic
placed in an directions. from prior images in
asylum or not – Students reading and The Miracle
refer back to provide compose a Worker
information predictions character Assessment:
learned in LS 2 about stage monologue Complete a
about asylums directions reflecting journal
and lesson about prior to on the entry
teaching reading text. situation.
blind/deaf Comparison Use words
students… of predicted from the
should they be stage text and add
institutionalized? directions to own ideas to
Assessment: text. create
Complete the Assessment: distinctive
RAFT Complete a voice and
assignment journal tone.
entry Assessment:
Students
provide
constructive
feedback
Week Four
Monday Tuesday Wednesday Thusday Friday
Objective: Objective: Objective: Objective: Objective:
Film/Text What happens Creating and Text to self End of Unit
comparison – “after the text” presenting a connections: Reflections
end of – what happens character Identification Standards:
play/closing in the future to monologue of themes RL.7.1, RL.7.2,
scene Helen, Annie, Standards: developed in RL.7.3,
Standards: and the RL.7.1, RL.7.4, The Miracle Activities:
RL.7.1, RL.7.3 remaining W.7.4 Worker Apply lessons
Activities: characters? Activities: Standards: identified
View ending Standards: Interpret RL.7.1, RL.7.2 during reading
scene at the RL.7.1, characterization Activities: of The Miracle
water pump in Activities: in order to Trace the Worker might
which Helen Students share compose a development of be applied to
finally information monologue an identified more modern
understands learned from the theme and “real life”
how to through perspective of a throughout the situations.
communicate independent character from course of the Students
with Annie – research. The Miracle text. respond to one
compare to text Jigsaw activity Worker. Assessment: several
– what choices with various Assessment: Complete a questions in
did the director articles about Complete the journal entry or the form of a
make to characters and following quick write one-draft essay
portray this events that journal identifying one in order to
scene to follow the text. response of the themes synthesize
enhance the Assessment: lessons learned
emotional Complete the during the unit.
impact on the following Assessment:
audience? journal Reflection
Assessment: response
Continue
independent
research about
Helen Keller or
Annie Sullivan
following the
events in the
story.

LESSON PLAN TEMPLATE

Course Name: Choosing to Persevere Unit Plan Day: DAY ____2___


1, 3, 8, etc.

Level Grade 7 (Standard) Lesson Duration: 90 mins


(Grade/Honors/ How many
AP): minutes will this
lesson last?
(Lesson should
last at least 45
minutes)

Lesson Objective:

Understand the instructions on stage and how they affect the dialogue, characters and plot.

Standard Alignment (state and national):


Only list one or two

RL.7.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or
plot).

SUMMARY OF TEACHING TASKS/ACTIONS:


Include a description of the lesson activities, clarifying: 1) what the student will be doing,
2) what the teacher will be doing. and 3) how long the specific activity should take.

Estimated Teacher Does: Students Do:


Time:

Post questions: Students orally debate the question.


“What is the “original sin” in Annie’s
10mins opinion? (p. 82) Do you agree or disagree Students discuss and share their ideas in class.
with her view? Why?”
“What agreement has Annie made with the
Keller’s?”
“Why does Annie refuse to give up on
Helen? How do you know this?”

Direct students to skim the text of Acts I Group and/or pair students to complete the
and II of the play to determine what form prepared section of the text.
20 mins of text the majority of their reading has
entailed: stage directions or dialogue. Compare the stage directions to those of the
Prepare a section of the text (pages 76-79), original text.
without stage directions, for students to Students orally share similarities and
read and enter their own stage directions. differences between their stage directions and
(from ANNIE: I – want complete charge of those of the original text.
her. To ANNIE: ___ Do you?)

Question: “Why are stage directions an Students raise hand to answer question.
20 mins essential component of the dramatic
narrative? Use examples from your notes
and the original text to support your ideas.”
Explain that the stage directions in this
play are critical not only to describe the
setting (and establishing the mood) for the
reader, but also serve an important role in
advancing the plot and developing the
characters.

Arrange students into five groups. Have Students read the text. Feel the emotion in the
20 mins students read aloud pgs. 81 – 89 (You can conversation.
go to bed now, you’ve earned your sleep.
Thank you.) as a small group. Instruct
students to pay close attention to the stage
directions as they are reading.
Assign a different section (between pages
81 and 89) to each group.

Role play read the dialogue of


handout

Discussion: Students use examples from the assigned text


20 mins How does the lighting affect the characters to support their answers to each of the
words and/or actions? following questions. ( Clarify any
How does the setting of the situation misconceptions.)
contribute to the development of the plot?
How does the character’s movement on
stage support the character’s words?
How do the props and costumes assist a
reader’s understanding of the play?
How do the character’s words work to
establish tone or mood?
How do lighting and/or sound effects alter
the mood?
If a character speaks in a situation other
than a conversation, what is the effect on
the play’s action?
Review answers and ideas from each group
based on their assigned portion of text.

(Add or delete rows as needed)

MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?

The Miracle Worker


Handout

JUSTIFICATION:
In this section, specifically describe how you integrated contemporary instructional
methods that we’ve discussed in this class to support diverse groups of student learners.
Please visit our course syllabus to ensure that you address methods and concepts from
each area of our class study. Cite your resources and include them in the “References”
section below.
This section should be no longer than 1/2-page, single-spaced.

In this lesson, I am committed to let students cooperate to complete the task. In order to ensure a maker-centric
classroom, I designed to spend most of the time in the classroom for students to discuss and cooperate. Students
collaborate by finding and sharing resources (Clapp, et. al, 2016). This not only helps students save time but also
enables them to reap more. Through mutual feedback to improve each other's learning ability. In the course
design, I mainly guide students to read and analyze the contents of the book, and students will find deeper
meaning through discussion.
REFERENCES:
Please include the correct APA citations for each of the resources cited above.

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2016). Maker-centered learning: Empowering young people to
shape their worlds. John Wiley & Sons.
Handout
Consider using different scenarios (spies regarding information about an assignment, a
parent addressing a child about an incident, etc.) to have students add stage directions
to the following dialogue:
o ____: You’re early. ______________________________
o ____: Is that a problem? ______________________________
o ____: Take a seat. ______________________________
o ____: So why am I here? ______________________________
o ____: Don’t you know why? ______________________________
o ____: I’m not sure. ______________________________
o ____: Here, take this. ______________________________
o ____: I hope it’s not what I think it is. ______________________________

LESSON PLAN TEMPLATE

Course Name: Choosing to Persevere Unit Plan Day: DAY __3_____


1, 3, 8, etc.

Level Grade 7 (Standard) Lesson Duration: 90 mins


(Grade/Honors/ How many
AP): minutes will this
lesson last?
(Lesson should
last at least 45
minutes)

Lesson Objective:

• Analyze reading to determine challenges faced by Helen and Annie.


• Participate in activity built around building trust.

Standard Alignment (state and national):


Only list one or two

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text.

SUMMARY OF TEACHING TASKS/ACTIONS:


Include a description of the lesson activities, clarifying: 1) what the student will be doing,
2) what the teacher will be doing. and 3) how long the specific activity should take.

Estimated Teacher Does: Students Do:


Time:

5-7mins Post a variety of familiar literary symbols Have students brainstorm the
(For example: a dove, an apple, an eagle, a meaning of each symbol when it is
mirror, a bridge, fire, etc.) for students to used in a narrative.
view. “What do these symbols stand for?” Answer the questions.
“Can you make up a story with these
symbols?”
“why authors use symbolic images within
text?”
Explain to students that as part of this
lesson they will be “digging deeper” into
the text to locate and explain symbolic
images used by William Gibson.

Introducing and reviewing vocabulary Students will read the words and understand
20 mins students will encounter as part of the their meanings.
independent text reading. (audible, Complete Symbols and Archetypes Part 1.
haggard, boon, contention, defers, serene,
wrench.) Discuss terms, names, or pictures that may be
Work with students to develop a definition familiar in everyday life and have specific
for “symbol”. (See Symbols and connotations in addition to their regular and
Archetypes resource.) “What do you think obvious meanings.
the definition of symbol is?” Determine that universal symbols are
Direct students to engage in a think-pair- recognizable wherever they are used.
share to identify and explain the meaning
of additional universal symbols. (Part 1)

Define constructed symbols as those Consider how the image of an apple changes
symbols that are given meaning based on from its reference in the Biblical story of
20 mins how they are used in a literary work. Adam and Eve to its use in recently popular
Provide students with several examples of literature like the Twilight series.
constructed symbols. Students take the note.
Create a chart for students to take notes by Complete Symbols and Archetypes Part 2.
identifying each symbol, explaining its
literary association/meaning, and
explaining their rationale for the meaning
assigned.
Explain to students that they will analyze
the author’s use of the doll and the key as
constructed symbols within The Miracle
Worker.(Part 2)

Divide the class in half. Have half of the Students read the books with the relevant page
class work in pairs and/or groups to numbers.
20 mins explore William Gibson’s use of the doll Students should be prompted to discuss the
as a symbol in The Miracle Worker. Have constructed meaning of each symbol in
the other half of the class explore the use relation to events and characters in The
of the key as a symbol in The Miracle Miracle Worker.
Worker.
Regroup and have students share text
information and ideas related to their
assigned symbol.

Introduce the concept of “archetype” and Have students use sticky notes to mark places
discuss the meaning of the term where “water” is referenced in the text.
10mins Use a think aloud to explain the idea of a
“garden” as a literary archetype.
Pair students to read pp. 90 – the bottom of
102 (after Annie has finished spelling “f-a-
c-e” to Helen) of The Miracle Worker.

Answer questions: Students raise hand to answer questions.


“What is the archetypal meaning
15mins associated with the image of water in
literary texts? How does this meaning
apply to events and characters in The
Miracle Worker? Use details from the text
to support your ideas.” (See Section B of
Part III of the Symbols and Archetypes
teacher resource.)
MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?

The Miracle Worker


Symbols and Archetypes resource

JUSTIFICATION:
In this section, specifically describe how you integrated contemporary instructional
methods that we’ve discussed in this class to support diverse groups of student learners.
Please visit our course syllabus to ensure that you address methods and concepts from
each area of our class study. Cite your resources and include them in the “References”
section below.
This section should be no longer than 1/2-page, single-spaced.

In this lesson, I mainly focus on guiding students to explore problems. In this lesson, students are the center,
increasing the opportunities for student group cooperation, and trying to form a maker-centered teaching
framework(Clapp, et, al., 2016). Through observation, exploration and discovery to complete the teaching of
this lesson. Students use my handout to discuss the meaning of symbols and the relationship with the characters in
the text.

REFERENCES:
Please include the correct APA citations for each of the resources cited above.

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2016). Maker-centered learning: Empowering young people to
shape their worlds. John Wiley & Sons.

Symbols and Archetypes

Part I:
A symbol is
_______________________________________________________________________________
__________________________________________________________________________________
___________

Universal symbols are recognizable to everyone. Identify the meaning associated


with each symbol below.

______________ _______________ _______________ _______________

Part II:
Constructed symbols are symbols that are given meaning based on how they are
used in a literary work. Look at the symbols below. Determine a literary work
you have read this year that you can associate with each. Explain your
connections by completing the chart.

Section A
Symbol Literary Association Explanation/Reasoning

Section B
Directions: Note the use of each symbol in The Miracle Worker by examining it
in context on the page references indicated. How are the characters interacting
with the object? How is it being used? Then explain the symbol’s deeper
meaning. The first example for each symbol has been completed as a model.

Symbol Page # and How is the object being used?


Text Reference How are the characters
interacting with the object?

What is the meaning of this symbol? What does it represent to the


characters and to the story?

____________________________________________________________________________
__________________________

____________________________________________________________________________
__________________________

____________________________________________________________________________
__________________________

Symbol Page # and How is the object being used?


Text Reference How are the characters
interacting with the object?

What is the meaning of this symbol? What does it represent to the


characters and to the story?
____________________________________________________________________________
__________________________

____________________________________________________________________________
__________________________

____________________________________________________________________________
__________________________

Part III:
Section A

A literary archetype is an image, story-pattern, or character type that recurs


frequently and evokes strong, often unconscious, associations in the reader. For
example, the wicked witch, the enchanted prince, and the fairy godmother are
widely used throughout folk literature and appear in slightly different forms in
poetry, drama, and novels.

Directions: Study the example provided and then complete the chart using
examples from what you have already read.

Symbol What it can represent…


Light vs.
Dark Light can suggest hope, renewal, or a realization
______________________________________________________________________

Darkness can imply ignorance, the unknown, or a state of despair

Spring
Section B
Directions: Complete the following chart by examining William Gibson’s use of
water as an archetype in The Miracle Worker. Locate the passages referenced to
analyze when and how water appears in the play. Use these examples to
determine and explain water’s symbolic meaning in the play.

Symbol Page # and How is water being used?


Text Reference How are the characters
interacting with water?

Water
What is the symbolic meaning of water? How does this meaning
apply to The Miracle Worker?

____________________________________________________________________________
_________________________

____________________________________________________________________________
_________________________

____________________________________________________________________________
_________________________

LESSON PLAN TEMPLATE

Course Name: Choosing to Persevere Unit Plan Day: DAY ____11___


1, 3, 8, etc.

Level Grade 7 (Standard) Lesson Duration: 90 mins


(Grade/Honors/A How many minutes
P): will this lesson
last?
(Lesson should last
at least 45
minutes)

Lesson Objective:

• Understand the dialogue of the characters and understand the motivation of the sounds and
inferred tones.

Standard Alignment (state and national):


Only list one or two

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.

SUMMARY OF TEACHING TASKS/ACTIONS:


Include a description of the lesson activities, clarifying: 1) what the student will be doing, 2) what
the teacher will be doing. and 3) how long the specific activity should take.

Estimated Time: Teacher Does: Students Do:


[i.e. 5 minutes, 7 This section should describe what What are the students doing during this
minutes] the teacher is doing or saying to time? What activities are they engaged
guide student understanding. Include with? Are they working independently or
at least three quotes of what a in groups?
teacher would say to guide the mini-
lesson or lesson plan.

Review the definition for “monologue” Students think about the question and share to
class.
10 mins “why playwrights would compose dramatic
text to include monologues?”

Show a film clip that features a monologue - Students view the clip and take notes.
Fiddler on the Roof
https://youtu.be/RBHZFYpQ6nc Students discuss their observations and analyses.
Questions:
Who is speaking?
What is the purpose of the monologue?
Who is the intended audience?
What reaction does the speaker hope to elicit
from his/her audience?
What gestures does the speaker use while
delivering the monologue?
What facial expressions are observed
throughout the monologue?
What is the tone of the monologue? How does
the speaker achieve this tone?
Explain to students that they will be examining
character dialogue and motivation to
understand voice and infer tone.

Review tone with students. Students practiced identifying tone words and
35 mins Group Work: describing a speaker’s tone.
Share and read aloud the specifications for the
composing and presentation of a character students will be working in pairs or as a group to
monologue: compose, revise, rehearse, and develop and compose the monologue and that one
present a monologue for an assigned character person from each group will be presenting to the
from The Miracle Worker. It is ten years after class.
Helen has realized the meaning of language – Pair or group students and assign each (or have
how to use language to communicate and students randomly select) a character from The
interact with the world. The character is Miracle Worker.
reflecting on this moment of Helen’s
realization (the day at the water pump),
explaining the significance of this time and its Students use their close reading skills to gain
impact on the family. Compose, revise, textual evidence analyzing their assigned character
rehearse, and present a reflective monologue and understanding his/her motivations in the play.
from the perspective of the character that Students skim the text to locate significant and
accurately reflects his/her voice and tone. meaningful examples of what their character says
Prompt students to generate a list of the to others (or the teacher could provide page
methods of characterization employed by number references).
writers to develop meaningful characters.
“We need to pay attention to a few questions” :
What the character looks like
What the character says
What the character thinks
How the character acts/significant actions
taken by the character
What other characters say about the character
“Try to use the text examples of character Students take notes.
quotes to draw a conclusion about the tone
10 mins most frequently associated with their assigned
character.”
Explain that this tone helps to create a unique
character “voice” that resonates with readers
and audiences.

Provide adequate time for students to compose


their character monologues.
20 mins Combine groups and engage students in a peer Students should revise and edit their monologues
review of their original character monologues. using this feedback.
Encourage and/or require students to practice
and perform their character monologues for the
class. Students show their work to class.

Reflection time Students complete a journal entry reflectively


What do you think of your team's evaluating their own group’s performance.
performance?
15 mins What are the advantages and disadvantages?
What do you need to improve? (include
gestures, facial expressions, and
words/phrases)

(Add or delete rows as needed)

MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?

The Miracle Worker


scoring criteria
JUSTIFICATION:
In this section, specifically describe how you integrated contemporary instructional methods that
we’ve discussed in this class to support diverse groups of student learners. Please visit our course
syllabus to ensure that you address methods and concepts from each area of our class study. Cite
your resources and include them in the “References” section below.
This section should be no longer than 1/2-page, single-spaced.

This class aims at learning monologues and writing monologues, and helps students understand the meaning of monologues
by watching videos and reading books. In class activities, I mainly focus on classroom discussions and role-playing
activities to guide students to explore the psychological motivation of characters through monologues. I try to form a maker-
centered teaching framework. Technology and tools are used to support the student's manufacturer-centric thinking and
learning process(Clapp, et, al., 2016).

REFERENCES:
Please include the correct APA citations for each of the resources cited above.

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2016). Maker-centered learning: Empowering young people to shape
their worlds. John Wiley & Sons.

Scoring Criteria Exemplary Proficient Emerging


(3 points) (2 points) (1 point)
Gestures, facial expressions, andGestures, facial expression, andGestures, facial expression, and
Gestures/facial movement are appropriate to the movement usually occur in themovement is inconsistent or
expression/movement monologue and enhance themonologue when appropriate. does not vary enough to make
Performance

performance. the performance effective.

Achievement of purpose The performer is able to elicit the The performer elicits a responseThe intended purpose of the
emotional response desired fromfrom the audience. monologue is unclear.
the audience.
Composition

Clarity of words The diction fits the tone of theThe diction makes the purpose The diction needs more
situation and makes theclear to the audience. descriptive words to convey the
performance powerful for the emotion of the monologue.
audience.
The original monologue skillfullyThe original monologue revealsThe original monologue simply
Ideas and creatively reveals anan understanding of the event toretells the event from the
understanding of the significance the character and his/herperspective of the character and
of this event to the character and reflections of the moment. does not add any new meaning
his/her reflections of the moment. to the moment.

Organization The monologue coherentlyThe monologue communicates aThe monologue fails to


communicates with a clearpurpose to an intendedsufficiently communicate a
purpose to an intendedaudience. purpose or demonstrate an
audience. understanding of audience.