DAY 1

Lesson Topic: The Golden Arrow

Level: 9th Grade ELA
Lessons Essential Questions:

Who are the main characters in the play? What is their relationship to each other?

How does the imagery in the story affect the plot?

Standards WIDA: 9th Grade ELA

Content Obj:
Objectives
SWBAT identify key character traits using plot points in The
Golden Arrow.

SWBAT identify imagery in The Golden Arrow and how it is

used throughout the story.

Procedure - Begin by handing out The Golden Arrow to your stu-

dents.
- (3-5 min) Ask students if they are familiar with Robin
Hood
- Write on the board what they each mention so all can look
back on the conversation after reading the story.
- Brief the students on the lesson:
- They will listen to the story read by a woman (audio
online).
- They should follow along as she reads the story.
- (12-13 min) Play the audio and be sure that students are
following along.
- After the audio, have students create a chart in their note-
books.
- Create the chart on the board so all students can see what
is expected and can follow along.
- (5-7 min) Have students circle the names of the charac-
ters, and underline key character traits of these characters.
- Model the activity.
- (5-7 min)After students have done so, ask students to
come up and write the names of the characters.
- (10-13 min) Then have students volunteer descriptions of
the characters, while naming where they found this evi-
dence.
Procedure (contd) If students struggle with this activity, pose questions:
**What made you think that the characters that way?**
**Was it something they said or did?**
**How do these characters feel about each other?**

Wrap-up: Review what the class concluded about the

characters. Make a point about how these characters af-
fect each other and how that affects the plot.

Homework: Find objects that appear often in the text,

and mark them with a box around them or highlight
them. Make them visible. See how these objects are im-
portant and create a chart like the one we created in
classhow do these objects affect the plot? How would
the story be different if they didnt exist at all?

Instructional Board
materials and The Golden Arrow story print-out
resources http://www.storynory.com/2008/09/14/the-golden-arrow/

DAY 2
Lesson Topic: The Golden Arrow
Level: 9th Grade ELA
Lessons Essential Questions:

How do the items in the story affect the plot?

How do these objects connect to the ego and relationships of the characters?

Standards WIDA: 9th Grade ELA

Content Obj:
Objectives SWBAT establish connections between visual cues and the char-
acters in The Golden Arrow.

SWBAT utilize connections to make their own visual presenta-

tions.
Procedure - Begin by telling the class that they will be revisiting The
Golden Arrow, the story they read together in class the
previous day (1 minute).
- Tell students to create a chart with 5 columns in their note-
books (1-2 minutes).
- SEA (Schemas: Experiential and Academic) Box: Place a
box in the front of the class and share each item, one by on
(15-17 minutes):
- Golden arrow, a picture of robin hood, a sheriff hat, a
horn, white flag.
- Give each item a label in English.
- After one item is taken out, the teacher will read the label
and then the students will write down the name of the item
in a column. (One column for each item)
- Write this on the board:
- Text-to-Me: What in your experiences in your life help
you figure out what this is?
- Text-to-Text: What in the text helped you figure out what
this is? Has another story helped you figure this out?
- Read aloud to students, asking them to answer these ques-
tions for each item.
- Give students 4-5 minutes for each item.
- They can write what they know using bullet points, a para-
graph, or any form they find most helpful.
- As they write, pass around the object.
- Once activity is complete, move students into a round ta-
ble.
- Have each student share one connection they made to an
object (15-20 minutes).
- How does Robin Hoods ego affect the importance of the
arrow?
- Does it matter that its an arrow? What if it was a rubber
duck?
- Why does the white flag say about the sheriff and his ego?
- How do Robin Hood and the sheriff use the horn differ-
ently?
- What other objects in the story are important to the char-
acters?
Procedure (contd)
- Encourage students to bring in objects that help them
with the plot and theme of the story.
- Assessment: Collect their charts.
- Homework: Next class, students should bring in an ob-
ject and present it to the class. This object should con-
nect to the reading in someway; the object should ei-
ther exist in the storyand the student should explain
how this object affected the plot/character(s)or it
should be an object that the student thinks would
change the way a character is, and therefore, changing
the plot. It can be a place or an actual object.

Instructional Board
materials and Box
resources Visual cues (described in Procedures)
The Golden Arrow story print-out
http://www.storynory.com/2008/09/14/the-golden-arrow/

DAY 3
Lesson Topic: The Golden Arrow
Level: 9th Grade ELA
Lessons Essential Questions:

How do/would the items you brought in affect the plot?

How do/would these objects connect to the ego and relationships of the characters?

Standards WIDA: 9th Grade ELA

Content Obj:
Objectives SWBAT present visual presentations on the objects related to the
story.

SWBAT create connections between the objects and the plot

points in The Golden Arrow.
Procedure - Begin by telling the students they each have 2-3 minutes
to present their object. Review what they should include in
their presentation:
- Explain how this object affected or will affect the plot?
- How/will this object affect the characters?
- Why did you pick this object?
(15 students, 30-35 min) Presentations

As the other students present, the class must continue the chart
they created for homework and add the items their classmates
are presenting.

The presentations should demonstrate how well students under-

stood the impact of the symbols in the story and the connections
between the characters.

Wrap-up/Homework:
Tell students to place their objects in the SEA box. This box will
be used as they continue to work on this story.
All objects are available to them whenever they want to use
them to help.
Students will write a short story where their object is in the
story. They can continue to story from where it ended, or add it
into the story to change it up. They can use the objects in the box
to help them start their story.

Instructional Board
materials and Box
resources Visual cues (described in Procedures)
The Golden Arrow story print-out
http://www.storynory.com/2008/09/14/the-golden-arrow/