Student Activities

Prediction Exercise Comprehension Questions Story Map Journal Entries Group Presentation

Lesson Topics

Family Relationships Variances in childhood experiences at home

Learning Strategies

Group Work The use of different templates to aid in establishing a visual representation of literature Reflection

Assessment

Summative Assessment Presentation to class self-assessment Formative Assessment

Addressing Learner Diversity

Duration

6 lessons to be distributed over 8 days

The presentation groups will be small & heterogenous with learners from every level to aid in learning from peers I will provide written instructions to support those with weaker auditory comprehension levels

Lesson 1

Outline of Activities - Introduce unit using Smart Board. Have students predict the themes/content they may encounter. - Distribute How to do Battle with Grown Ups - Prior to reading, have students complete an activity to activate prior knowledge. Follow up reading with a related post-reading activity, including a summary of main points. - Intro/ Review story maps. - Distribute Penny in the Dust, go through it. Once the story is read, students will be assigned part of the story map to fill in. Each group will write their answers on the Smart Board, so that by the end of class we have a complete story map. - Students will then respond to comprehension questions - Intro/Review story maps - Distribute Grace & map template. Students will work with a partner to complete the map.

Objectives - Recognize reading as an active process that requires readers to: - make connections - find meaning - make and confirm predictions - make and confirm inferences - reflect and evaluate

Assessment Formative: - Post-reading activity Summative: - None this lesson

Materials Needed - Copies of How to do Battle with Grown Ups - Prior knowledge & postreading activities

- Write to express understanding (COM) - Assess an authors ideas and techniques

Formative: - Comprehension Questions Summative: - None this lesson

- Copies of Penny in the Dust - a story map to put on the whiteboard in a notebook.

- Explore human experiences and values reflected in texts - State and evaluate authors theme, tone

Formative: - Story Maps Summative: - None this lesson

- Copies of Grace - copies of a story map

4 +1

- Warren Pyror Poem Parental expectations - questions and journal reflection - distribute poetry assignment sheet and go through as a class. Class time will be given to do the assignment - Review strategies used earlier in this unit - Divide into smaller groups and select a poem relating to Home and Family for the poetry assignment. As a group, develop a dramatic reading of their poem - Students will present a dramatic reading of their poem to the class and be evaluated by a predetermined rubric (which includes a section of selfassessment)

5 +1

- Write to reflect, clarify and explore ideas - Record responses in a readers journal, log or notebook - Listen to empathise and make connections with others - Relate literary experience to personal experience - Prepare a dramatic reading of a prose or poetry selection.

Formative: - Journal Entry Summative: - None this lesson

- copies of Warren Pyror - journal prompt - Copies of Poetry Assignment - Copies of the grading rubric

Formative: -None this lesson Summative: - Group project to be handed in and presented as unit evaluation

- Copies of Poetry Assignment Sheet - Copies of grading rubric

- Speak to express understanding - Recognize and adjust verbal and nonverbal presentation elements (articulation, pronunciation, volume, tempo, pitch, stress, gestures, eye contact, facial expressions and poise) effectively and in keeping with purpose, audience needs, and individual cultural and linguistic background. - Present information

Formative: None this lesson Summative: - Group presentations & handed in assignment

-Extra copies of the rubric & self-assessment

incorporating visual, audiovisual, and dramatic aids to engage the intended audience

Objectives: Learning: - Recognize reading as an active process that requires readers to: - make connections - find meaning - make and confirm predictions - make and confirm inferences - reflect and evaluate

Lesson Plan: #1 Resources: - Copies of How to do Battle with Grown Ups - Prior knowledge & post-reading activities

NOTE to Sub:

Lesson: Warm Up Put up the words Home and Family on the smart board. Ask for student volunteers to come up to the board and create a class brainstorm of images, words and phrases that come to mind. Based on these ideas, have students predict what themes may be encountered in the unit. Write the predictions on the smart board and save the screen to a file so that the students can reflect upon them at the end of the unit. Presentation - Distribute How to do Battle with Grown Ups - Prior to reading, have students complete an activity to predict the main theme/idea in the essay. - Students are to then read the essay (have student volunteers read the story out loud) & complete the post-reading activity. - Students have time to complete the questions from this story, as well as assignments previously distributed

Follow Up - Review answers at beginning of next class. Assessment:

Objectives: Learning: - Write to express understanding (COM) - Assess an authors ideas and techniques

Lesson Plan: #2 Resources: - Copies of Penny in the Dust - a story map to put on the whiteboard in a notebook. - comprehension questions

Notes to Sub:

Lesson: Warm Up Review answers from yesterday Motivational Set - Put up a blank story map, have students fill in the elements of a short story brainstorm on the whiteboard; put it into the template on the smart board. This will activate prior knowledge, since elements of a short story were covered previously in this course. Presentation - Distribute Penny in the Dust and read it as a class. Once the story is read, students will be assigned part of the story map to fill in. Each group will write their answers on the Smart Board, so that by the end of class we have a complete story map. - As a whole class, we will discuss what has been created and see if any changes should be made.

- Students will then respond to comprehension questions if there is additional time. Follow Up - Story maps will be reviewed at the beginning of the next class. Assessment: Comprehension questions

Objectives: Learning: - Explore human experiences and values reflected in texts - State and evaluate authors theme, tone

Lesson Plan: #3 Resources: - Copies of Grace - copies of a story map

NOTE to Sub:

Lesson: Warm Up/ Motivational Set - Review story maps from yesterday. Presentation - Distribute Grace and map template. Students will read the story individually and may work individually or with a partner to complete the story map. - The story maps will be due in two days Assessment: - Story maps will be read over during the next homework check.

Objectives: Learning: - Write to reflect, clarify and explore ideas - Record responses in a readers journal, log or notebook - Listen to empathise and make connections with others - Relate literary experience to personal experience

Lesson Plan: #4 Resources: - Copies of Warren Pryor - journal prompt - Copies of the Poetry assignment and grading rubric

NOTE to Sub:

Warm Up/ Motivational Set - Assess progress of story maps, allow students time at the end of class to work on them if needed. - Brainstorm parental expectations and motivations. Why do some parents force their children to do things they may not enjoy such as take piano or violin lessons - Little Miss Perfect video a short clip of mothers justifying their toddlers participation in beauty pageants. Presentation: - Distribute Warren Pryor, a poem. - As a class read the poem aloud, checking for understanding after each stanza. Students will then summarize the main idea presented in each line. The poem will be put up on the smartboard and students can write in the meaning beside the actual line. - Distribute vocabulary handout & comprehension questions and allow time to work on them. - If time, distribute the Poetry Assignment and go through as a class. Go through grading rubric and ensure students understand what is expected for the project. Assessment: - Comprehension questions will be handed in two days after the poem is read.

Lesson Plan: #5 2 days

Objectives: Learning: - Prepare a dramatic reading of a prose or poetry selection.

Resources: - Copies of Poetry Assignment Sheet - Copies of grading rubric

NOTE to Sub:

Lesson: Warm Up - Review strategies used earlier in this unit since they will be useful when working on the Poetry Assignment - Show video of dramatic reading of Shakespeare as an example/guide for the students. Presentation - If not done yesterday, distribute Poetry Assignment sheet & go through as a class. - Divide into smaller groups and select a poem relating to Home and Family. As a group, develop a presentation that includes an analysis of literary terms, a story map/summary of the poems main parts. - Encourage students to ask questions, since they will only get two class periods to complete the assignment. Assessment - Group project to be handed in and presented as summative, unit evaluation

Lesson Plan: #6

Objectives: Learning: - Speak to express understanding - Recognize and adjust verbal and nonverbal presentation elements (articulation, pronunciation, volume, tempo, pitch, stress, gestures, eye contact, facial expressions and poise) effectively and in keeping with purpose, audience needs, and individual cultural and linguistic background. - Present information incorporating visual, audio-visual, and dramatic aids to engage the intended audience

Resources: -Extra copies of the rubric & self-assessment

NOTE to Sub:

Lesson: Presentation - Give students approximately 5 minutes to meet with their group and ensure that everyone is ready. - Students will present a dramatic reading of their poem to the class and be evaluated by a pre-determined rubric (which includes a section of selfassessment) - Give students time to complete the self-assessment - Discuss the poems presented and connect concepts to examples of literary devices, content covered previously in this unit and the theme Home and Family. Do this by posing open-ended questions and gently guiding student discussion in the direction of these themes. Assessment: Summative: - Group presentations & self-assessment