Introduction to the novel “To the Lighthouse” Lesson # 1 Date: 10/13/2017

Lesson Title:

Name: Subject: Grade(s):

Jayse Van Rooyen Focused Literary Studies 11 11

Rationale: (lesson context and reasons why lesson matters)

Students will have the opportunity to explore the first chapter of Virginia Woolf’s, “To the Lighthouse” to understand the
ideas of text; in the form of written, poetry, and paintings/visual art. This will allow them to think creatively, respond
critically, and share ideas on their relationship to a text set almost 100 years ago. Focusing on one the eras of text, the
20th century.

Curriculum Connections: https://curriculum.gov.bc.ca/

Big Ideas: This lesson (entire unit will cover these two big ideas)
“Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.”
“The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the
world.”

Curricular Competency:
Respond to text in personal, creative, and critical ways
Construct meaningful personal connections between self, text, and world
Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts; guide
inquiry; and extend thinking
Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact

Content:
Element Styles:
-form, function, and genre of texts
-bias, propaganda, and manipulation
-features of oral language

Learning Intentions Activity Assessment

-Identifying the relationship between
the “Self” and the text.
-Collaborate and discuss with others
the relationship between the
visual/artistic feel of the novel build
critical thinking.
-The ability to identify other elements
of text within the novel – example
Freud’s Oedipus Complex (will be in pre
reading activity) (chapter 1).
- Students will rotate stations and do a - successfully work together in order to
quick reflection amongst their group and move through the stations and discover
jot down how they are feeling the meaning of why these elements are
STATIONS: important
- looking at Paintings - impressionism
- Meaningful drawing/art piece of just
- The Novel “To the Lighthouse” and the
Children’s Book Virginia Wolf; relating the colours and shapes depicting their
Self and the relationship between the feelings toward the text; how did they
author and the artist feel about the text? Why is colour and
- quotes; directly related to meaningful art important to you and to your
personal connections between self, text, relationship with the novel?
and world i.e. Quotes about light keepers - cohesively as a group answer and
- have a word puzzle to allow students to discuss the questions given
descramble important words in the text;
use little white boards that they can take
with them as a group
- Have a station with other texts that we
can relate to ourselves – hearing, viewing,
reading and contributing i.e. Freud’s
Oedipus complex, a silent video of crashing
waters on the shore of a lighthouse, and let
them listen to noises of the ocean without
images
Prerequisite Concepts and Skill :( for student success)
Reading level
Ability to make connections between art and the relationship it could have to the text
In class: already gone over the meaning of psychology of characters, painting a picture through words, and pulling out
key words and explore

Materials and Resources with References/Sources

For Teacher For Students

Chrome book/ iPad 2 per group of 4
All stations set up before class eBook link of “To the Lighthouse”
A link to an Ebook for students to access on laptops pen and notepad
Paintings – impressionist 20th century open mind and heart
“To the Lighthouse” novel and “Virginia Wolf” novel
2x iPads at one station w/ sounds of the ocean and silent
video of a light house in the middle of stormy weather
Printout of Oedipus Complex
Cut up quotes they can read, discuss, and relate to
Word puzzle; pieces of paper with key words from the text,
they will be scrambled and students must descramble
Big pads of paper to give to students to write down ideas of
the themes and relationships

Differentiated Instruction (DI): (accommodations)

-Someone may feel overwhelmed or physically have a difficult time with some activities; such as art. Other physical
-restraints may cause difficulty to move around station to station; we can adjust any activity by adding a puzzle or a station
that they do not have to move.
-Circulate and assess as I go; if a student is really not enjoying or engaging in the activity as them where they would feel
passionate
-Work with the students as they go around the stations – constantly give positive feedback and help brew discussion as
circulating.

Organizational/Management Strategies: (anything special to consider?)

-Students may have a hard time with this new concept, we are going to be using imagination, fun, and games to help the
learning process. We are applying quotes and texts to art, psychologists, children’s novel, video, music etc…
-Groups and stations must be organized by teacher ahead of time
-Have tablets ready for the students who didn’t bring theirs/ don’t have access

Possible Aboriginal Connections / First Peoples Principles of Learning

http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf

Have paintings available during the station rotation from Roy Vickers; local F.N. artist, a carving from local Coast Salish
Carver John Marston, and apply these to how different art is in all forms and how the novel represents that art is all around
us.
Lesson Activities:
Teacher Activities
PRE READING PREVIOUS CLASS!
Introduction (hook/motivation/lesson
overview)
As students enter class ask them to sit in pods
of 4 and start their first pre-reading exercise of
a mood match to a picture of a painting; the
groups will need to come to a consensus and
discuss why they chose this (5mins)
Body: (lesson flow/ management)
I DO: Give the students the title and the first
line of the chapter: ask them each to predict
what will happen this chapter in 2-3 sentences.
(5mins)
Circulate: see what the students are thinking
and discuss their ideas
Introduce: a game in order for students to
match new words in the text with words and
themes they would recognize, as well as get
students to look at different art forms to inspire
colours and thought; write down on a piece of
paper what they feel when looking at all of
these images.
**This pre reading activity will have happened
the lesson before or time would run out in a
normal 80 minute lesson. The text is complex
and students need to time to process that.
CLASS #2: Introduction to the novel:
-Pre reading has been completed, first chapter
of novel has been read, allow students to
circulate the stations
Closure: close with students answering some
discussion questions in small groups and ask
the class to link it back to what they say today.
Student Activities pacing
- Students will choose where to sit based on 15
the painting at each station; first complete a
mood match; they will match a
mood/feeling/word on pieces of paper to the
painting. They will problem solve and explore
art as emotion as they discover this as a team.
-students will be given the title of the novel 20
and selected chapter that will be read in class.
They will predict what will happen in the first
chapter and maybe the end of the book if
they are finished their first prediction.
-students will read chapter one as a group. As 45
teacher circulates; they are looking for
important themes and ideas that are
embedded in the texts
CLASS #2: students will then participate in the
12mins/station
little stations search around the room,
responding to the tasks and working together
as a group
- Students will rotate stations and do a quick
reflection amongst their group and jot down
how they are feeling
STATIONS:
- looking at Paintings
- The Novel “To the Lighthouse” and the
Children’s Book Virginia Wolf; relating the Self
and the relationship between the author and
the artist
- quotes; directly related to meaningful
personal connections between self, text, and
world
- have a word puzzle to allow students to
descramble important words in the text; use
little white boards that they can take with
them as a group
- Have a station with other texts that we can
relate to ourselves – hearing, viewing, reading
and contributing i.e. Freud’s Oedipus complex,
a silent video of crashing waters on the shore
of a lighthouse, and let them listen to noises
of the ocean without images
- after they will all discuss what they saw at
the stations, what they experienced, and 20 mins
answer one discussion question
Reflections: (over)