Escolar Documentos
Profissional Documentos
Cultura Documentos
UTL 640E
Andrea Khawaja, Anderson HS
PreAP ELA
Date:
September 22, 2015
#2
Class Period / Time: 8th (B day) 2:55-4:25
Chrissy Hinkle
9th Grade
Teach(es)
Lesson Objective(s):
AfterreadingShirleyJacksonsTheLottery,studentswillworkingroupsof34to
completeaMindMirrorforoneofthecharactersinthestoryinordertoreview
symbols,images,andcharacteranalysis.
Resources/Materials:
A.TODObeforethedayofthelesson:
Preparehandoutsofthestory
GetpaperforthestudentstodotheirMindMirrorswith
Makeaninstructionslidefortheprezitoprojectduringtheactivity
B.Forthelessonitself:
Placehandoutsonbookshelfforstudentstopickup
Haveagendaslideupandreadytocopy
Constructionpaper/Posterpaperforkidstodotheiractivity
Steps in Lesson:
ENGAGEMENT(10 minutes)
Students will write in their journals to the prompt:
Use the Schaffer method to answer the following question:
How does the author of your library book use literary devices to describe the
characters? (If you dont have a library book with you, you can talk about your
favorite moviethink about American Psychoor another book you have read
recently.)
o Once we are done with the discussion, I will put students in eight groups
of three or four with their neighbors (to save time from moving desks and
bodies) and assign each of them a character from the story to draw a
Mind Mirror. (30 minutes)
The characters faces will be composed of
at least two quotes from the story (either something the
character said or that was said about them),
two original statements (their opinion or interpretation of the
character),
two images, and
two symbols.
(All of this will be projected on the screen in the front of the class.)
Can someone remind us what a symbol is?
Can someone give us an example from the story?
It is okay if some of the groups use the same quotes and
symbols. Some of them are useful for many of the
characters, and since it is a short story, there arent as many
as we may have found in a longer narrative, like a novel.
Evaluation: (5 minutes)
o If there is time and students have finished their projects, I will ask that
one group (or more if time allows) to elect a spokesperson to share theirs
with the class, either using the doc cam or holding it up so everyone can
see it.
o Those who dont present will be asked to turn in what they have done,
finished or not, for evaluation. If they havent finished, they will be given
a few minutes on Thursday to finish and turn it in.
CLOSURE(5 minutes)
While the group is presenting (or if no one is finished, while they are working),
will pass out a sticky note to each students and, in the last five minutes, ask them to write
down a) one sentence expressing the main idea of todays lesson, b) any questions they
still have about the story or the activity, or c) a comment or suggestion regarding my first
lesson that could help me improve for future lessons.
Theyll stick the sticky notes to a piece of poster board I have sitting on the
bookshelf by the door.
TOTAL TEACH TIME = 86 minutes
Modifications/Differentiation Strategies:
FollowingtheIEP
Visuallearnerswillhavetheopportunitytoreadthestory,auditorylearnerswillhave
theopportunitytoengageindiscussionandlistentomyminilecture,andkinesthetic
learnerswillbeabletomanipulatetheinformationintoapicturetheydraw.
Verballearnerswillhavetheopportunitytohavebothclassdiscussionandinteractin
smallgroups.
Visual/spatialintelligentstudentswillalsobenefitfromthevisualrepresentationof
theinformation.
Evaluation Strategies:
Participationintheclassdiscussion,journalwriting,anddiscussionintheirsmall
groups(Iwillbefloating)
TurningintheirMindMirrorsforcompletion(partialcompletionisfineaslong
astheyareworkingthewholetime)
Imgladthatthestudentswereabletochoosetheirowncharactersbecauseitwas
easierforthemtofindtheinformation,butIdowishthatIwouldhave
encouragedthemtousemorethanjustthreedifferentcharacters.