Lesson Topic: Putting on the Mask

Grade: 7th (Block periods, approx. 2 hours)

Teacher: Alexis Baumgartner

Date: 3/25/2016

Standards
a. Content standards
7.RL.2: Determine a theme or central idea of a text and analyze in detail its development over the
course of the text; provide an objective summary of the text.
7.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings
7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
b. ELL Standards
B-5: Sharing a personal experience/story supported by details and examples in complete
sentences.
B-7: Connecting information and events in text to life experiences and to related text and sources
(text-to-self, text-to-text).
B-14: Drawing conclusions from information implied or inferred in a literary selection.
B-4: Writing a paragraph using expressive and descriptive words that convey the intended
meaning.
Visuals/Materials/Resources:
Pen/Pencil, Highlighter, Journal, Springboard book (see Appendix), Projector, Paper,
Markers/Colored Pencils, Extra craft supplies, Popsicle sticks, Glue/Tape, Powerpoint/Prezi (which
will contain concise directions, objectives, or focus questions for the activity)
Key Vocabulary:
Guile
Myriad
Subtleties
Over-wise
Nay
Tortured
Arise
Vile
Contradiction
Metaphor(ical)
Content and Language Objectives:
a. Content objectives:
Students will be able to analyze We Wear the Mask by highlighting words that describe
emotions and underlining passages of contradictions.
Students will be able to create a mask that represents their personality by identifying social
issues and pressures they feel in their daily lives.
b. Language objectives
Speaking and Listening: The students will be able to present their mask to their classmates
by explaining what they created and how it relates to their metaphorical mask (or daily life).
Reading: The students will be able to identify strong emotions and contradictions while
reading We Wear the Mask.
Writing: The students will be able to compose a journal entry by reflecting on what they
learned when creating their mask, and one connection they made to another students
mask/story.

Assessment (At least three assessments)

Individual/Oral: Students will work individually to create their mask and brief presentation. They
will be assessed on the creativity of the mask, if they can (orally) identify the social issues and
pressures that make them feel forced to wear their mask, and (orally) describe the mask they
wear.
Group: Students will work cooperatively to annotate the poem by sharing the words of emotion or
passages of contradiction with their partners, then volunteering to share one example they found.
Students will then work together in groups to brainstorm some ideas about the concept of wearing a
mask (hiding your true feelings or self from others) and why we might do it. Table leaders will then
offer a summary of what the group discussed.
Written: Students will individually write a one-page (minimum) reflection in their journals, which will
be graded on the content not the quality. They will be given a total of 10 points, 5 points for
providing specific details about what they learned in the process of making their mask (either
about themselves or the masks society wears), and 5 points for providing specific connections to
another students presentation (how they relate to that students life and/or mask).
Lesson Sequence
Introduction (5 mins): (How will you get students started as they enter the room? What will be the
first task they must engage into capture their interest? Or initiate their background knowledge or
past learning?)
Students will be asked to come in and sit down quietly. Class will begin with an informal discussion
where the teacher start by posting a quick question: Have you ever pretended to be something
youre not? After posing the question, the teacher will share a short story where she pretended to
be brave although she was actually really scared inside to get kids on the right track. Students will
(hopefully) laugh and share some stories of their own. Teacher will tie this all back in to the idea of
putting on a front (or pretending), for a purpose, or being forced. Tie in some examples of how
family, media, etc. can all make us feel like we cant express ourselves fully.
Main Lesson:
I do (15-20 minutes): Introduction to new content (How will you express to students what the
learning goals for the lesson are?)
Teacher Will:
1. Ask students to take out their Springboard books and turn to the Putting on the Mask section
2. Review the first learning objective with the class
3. Review the meaning of metaphor(ical) and contradiction, and examples of words that describe
emotion
4. Read the poem once, aloud
5. Explain and demonstrate how to annotate the poem as it is read; highlight emotions, underline
contradictions, and circle unknown words.
5.1. Highlight one word, underline a contradiction, and circle one of the vocabulary words
6. Instruct students to read the poem to themselves and annotate using the methods described.
7. Place students with a partner and ask them to compare annotations
8. Ask students to share one of their annotations
8.1. Teacher will mark their book (displayed on the projector) along with the student suggestions
8.2. Teacher will help define unknown words as they are brought up
Student Will:
1. Bring out their Springboard book and turn to the Putting on the Mask section
2. Listen to objective and give a thumbs up to show they are engaged
3. Offer examples of metaphor(ical) and contradiction, writing down the definition in the notes
section of their Springboard books. Students not engaged or who can be easily lost may be
asked to repeat classmate responses in their own words. Also will offer examples of emotions.
4. Listen and read along as the poem is read aloud.

5.
6.
7.
8.

Create an annotation key in the notes section of their Springboard

Read and annotate the poem
Compare their annotations with a partner and make note of difference in responses
One of the partners will share one annotation
8.1. Follow along and add annotations
8.2. Write down definitions (or synonyms) for unknown words as they are given

We do (10 minutes): Guided Practice (How will you show students what you want them to
engage in?/ What will you model in terms of learning content and target language?)
Teacher Will:
1. Have students discuss with their table about this idea of a mask. How does the narrator feel
vs. how does he look? Why would he feel a need to hide his emotions?
1.1. Give context to the poem based on the short background information provided on the page.
2. Have table leaders share a summary of what their table discussed
3. Ask the groups to discuss how this relates to the introduction of the lesson and their own lives.
What pressures and issues in their culture or society might cause them to put on a mask?
4. Have table leaders share a summary of what their table discussed
5. Introduce the mask project while distributing materials to students and state the second learning
objective and desired outcome.
6. Explain and show the teacher-made mask, demonstrating what students should cover when
they present their mask.
7. Give directions on how to create mask, timing, expectations, and check for understanding
(thumbs up, down, or sideways). Answer any questions students may have.
Student Will:
1. Discuss with their table about the poems meaning. How does the narrator feel vs. how does he
look? Why would he feel a need to hide his emotions?
2. Table leaders will summarize what their group said
3. Discuss with their table about pressures and issues important to them, or affecting their lives.
What pressures and issues in their culture or society might cause them to put on a mask?
4. Table leaders will summarize what their group said
5. Put away their Springboard groups and listen to directions and objective
6. Watch demonstration and listen to teachers story.
7. Listen to directions and respond with their level of understanding. May be asked to summarize
directions or objective. Will ask questions if they have any
You do (20 minutes create, presentation remainder): Independent practice
Teacher Will:
1. Give time for students to work on creating their mask, circulating the room and helping students
to brainstorm by asking them a series of open-ended questions
1.1. Allow students to talk and gain ideas from peers as they work, as long as they are being
productive
2. Remind students to be conscious of what they are adding to their mask and why. What makes
you wear a mask? Why do you feel you have to wear that mask? How did you choose to
present this (what colors, objects, symbols, etc.)?
3. Ask students to clean up their tables and prepare for presentations.
4. Remind students briefly about presentation etiquette (no shout-outs, full attention, snaps after
each presentation, respect) and ask them to be conscious of connections to peers
5. Allow students to present and thank each student for showing their mask
5.1. Differentiation: For shy students, have the class present to small groups instead, or have the
class write a short journal entry about their mask and ask for volunteers
Student Will:
1. Create their mask using craft materials

2. Be conscious of what they are adding to their masks and why. What makes you wear a mask?
Why do you feel you have to wear that mask? How did you choose to present this (what colors,
objects, symbols, etc.)?
3. Clean up their area and sit quietly to wait for presentations
4. Participate in reminder by offering examples of presentation etiquette
5. Present mask to class
5.1. Differentiation: Present to small group, or write a journal entry about mask and optionally
present
Closing (final 3 minutes): (what will you do invite students to share back what they did or learned
during the lesson?)
Tie this project in to the reading of Shakespeares Twelfth night and how this idea of wearing a
mask will apply within the story.
Students will be given a homework assignment (written on slips) for a journal entry which contains
the questions: What did you learn during this project, either about yourself or the issues and
expectations of your culture and society? What is one connection you made between your mask
and that of a classmate?
Optionally, if there was limited time or shy students, they would be asked to include information
about their mask (essentially a written version of the expected presentation).
This is important because it allows them to reflect on their own personal learning through the
lesson, as well as asking them to relate their experiences with that of a classmate. They can then
affirm differences and learn to appreciate depth of character, another point of view, and the
similarities/differences in pressures and expectations imposed on themselves and others.
SIOP Features
Preparation
___Adaptation of Content; ___Links to Background; ___Links to Past learning;
___Strategies incorporated
Integration of Process
___Reading; ___Writing; ___Speaking; ___Listening
Scaffolding
___Modeling; ___Guided practice; ___Independent practice; ___Comprehensible input
Application
___Hands-on; ___Meaningful; ___Linked to objectives; ___Promotes engagement
Grouping Options
___Whole class; ___Small groups; ___Partners; ___Independent
Assessment
___Individual; ___Group; ___Written; ___Oral

APPENDIX