Lesson Plan - Required Format

Title: The Gift of the Magi: A Close Reading Grade Level: 9 Time Frame: two (40 minute) class periods Connection to Standards: L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL.9-10.3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Rationale/Purpose: Students will begin to become with familiar with literary elements that lead to good storytelling. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I. Objectives Students will be able to identify narrators voice, humor, alliteration, repetition, and color in The Gift of the Magi. Students will be able to discuss narrators voice, humor, alliteration, repetition, and color in The Gift of the Magi.

 Students will be able to defend their choice of which literary element plays the most important role in The Gift of the Magi.

II. Required Materials

Class set of The Gift of the Magi O. Henry

III. Procedures

Lead-in/Anticipatory Set Go around the classroom, having volunteers tell an appropriate story that is humorous. After each story, students will discuss what was humorous.

Step by Step

Introduction

1. Teacher hands out annotation guidelines sheets to the class. 2. Teacher calls on a different student to read each guideline aloud. 3. Check for Understanding: Teacher calls on a different student to explain in his or her own words each type of annotation on the guideline sheet. 4. Teacher explains that in the next activity, students will individually or with a partner annotate the Gift of the Magi. 5. Check for Understanding: Teacher calls on two students to explain the next activity.

Body

1. Students, individually or in pairs, annotate The Gift of the Magi for: Narrators voice Use of humor Alliterations Repetitions Colors

2. As a class, students discuss their annotations. 3. During the discussion, students continue to take notes and annotate the story

Closure

Quick Write 1. Teacher explains that students will write which literary element they think is the most important in The Gift of the Magi, quoting the text at least one time. The length should be about one page. 2. Check for Understanding: Teacher will ask two students to repeat the directions for the quick write. 3. Students perform the quick write

I.

IV. Differentiation

Learning Modality Preferences and/or Learning Style Preferences and/or Multiple Intelligences

A.

Advanced

1. Select student volunteers to practice reading selections aloud prior to this lesson, or while other students are still working on annotations. The students should practice reading dramatically, recorded with a video camera, so they can evaluate and improve their performances. 2. Allow students to choose another short story by O. Henry to annotate, and compare and contrast it with The Gift of the Magi.

B.

Struggling

1. Read/reread the short story to the students, and allow them to listen to a pre-recorded version on an MP3 Player. 2. Give students a worksheet of the story to write on during class discussion, possibly even with sketches (or other nonlinguistic representations) to help aid memory or understanding.

C.

Student(s) with Exceptional Learning Needs (ELN)

V. Homework, if Applicable or Follow-up Reread The Gift of the Magi.

VI. Assessment/Evaluation

A.

Assessment of Student(s)

Quick Write B. Self-Assessment (Teacher)

The teacher will write a reflection on how well he taught the material. This reflection will be based on his observations during class as well as the evaluations of the students Quick Writes.

Adapted by Snowden, P. L. (2012) from: Carmichael, S. B. (Project Coordinator). (2012). Common core curriculum maps: English language arts, grades 9-12. San Francisco. Jossey-Bass.