Dupree

** Title of Lesson  ** |||| The Scarlet Ibis || ** Grade Level  ** |||| 9th || ** Curriculum Area  ** |||| Language Arts || ** Time Frame  ** |||| November 2, 2009 - November 6, 2009 || ** Developed By  ** |||||||||| Nicole Dupree || ** Identify Desired Results (Stage 1)  ** ||   **__ Reading Strategies __**  3.1.12.E1 – Assess, and apply reading strategies that are effective for a variety of texts **__ Vocabulary and Concept Development __** 3.1.12.F.4 – Clarify pronunciation, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary and technology resources. 3.1.12.F5 – Define words, including nuances in meanings, using context such as definition, example, restatement, or contrast. **__ Literary Text __** 3.1.12.G6 – Interpret how literary devices affect reading emotions and understanding 3.1.12.G7 – Analyze and evaluate figurative language within a text. **__ Writing as a Process __** 3.2.12.A.1 – Engage in the full writing process by writing daily and for sustained amounts of time. **__ Mechanics, Spelling, and Handwriting __** 3.2.12.C6 – Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work. **__ Active Listening __** 3.4.12.A1 – Discuss, analyze and extend ideas heard orally. 3.4.12.A.3 – Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback… || ** Understandings ** |||||| ** Essential Question(s) ** || ** Overarching Understanding ** |||| ** Overarching ** || ** Topical ** || To understand how the author uses figurative language to create symbols. How do the various themes connect to the symbolism in the story? |||| How can symbolism relate to a story’s theme? How can an author use different method of figurative language to extend a story’s theme? || What are metaphors? What are similes? What are symbols? What are a story’s theme/themes? || ** Related Misconceptions ** || Similes and metaphors are the same. || Students will know the definition of metaphor. Students will know the definition of simile. Students will know the definition of symbol. Students will know the definition of theme. Students will know how to analyze text. |||||| Students will be able to apply their understanding of metaphors by using them to connect with the story’s theme. Students will be able to apply their understanding of similes by using them to connect with the story’s theme. Students will be able to apply their understanding of symbols by connecting it to the story’s theme. The students will be able to analyze the text and decipher themes in the story. || ** Assessment Evidence (Stage 2) ** || |||||||||||| The students will respond to the open-ended question provided. The students will highlight the parts of their answer that coincide with the RAISE formula. (Restate, Answer Completely, In your own words, Support, Elaborate). Students will then determine which part they may have missed in their answer. Each student will self score their answers by using the NJ State rubric for open-ended questions and then switch with a group member. In groups of two students will type their answers one sentence at a time. The answer will be cut into slips of paper and placed in an envelope. The students will switch envelopes with their partner and put the answer back together using the RAISE formula. How do the Ibis and Doodle resemble each other? What is the message the author is attempting to convey through the use of symbolism? || ** Learning Plan (Stage 3) ** || My students will be able to use figurative language to relate to the theme. Students have learned to identify metaphors, similes, and symbols. I will point of examples of symbolism as we read throughout the text. || The students will have a “Do Now”. Choose a color and decide what it represents. || The death of Doodle and the setting will help students explain the big idea. The students will be equipped with needed skills through group instruction and practice identifying figurative language. || I will have students reflect and rethink by asking comprehension questions. || Students will self-evaluate the assignment by completing the group assignment that will force them to recall information, pull out quotations and examples, asses understanding of similes, metaphors and similes. || I will personalize learning by using different methods of instruction. We will read aloud (auditory/visual) and apply the skills by writing our own examples of figurative language. || The learning activities will begin with the hook, vocabulary, reading/listening to the story, analyzing text, connecting examples of figurative language to theme. || This lesson was very difficult for me. I really had a problem with the essential questions. I think I am going to have to change the way I think. I will definitely need more practice. Overall, I like the challenge and I have just realized I have learned so much in this course thus far. I was also really nervous to modify the template because I was unsure of what to leave out and what to keep. For example, "role" and "audience" bothered be a bit so I decided to just leave it out.
 * Content Standards ** ||
 * Content Standards ** ||
 * Knowledge **
 * Students will know… ** ||||||
 * Skills **
 * Students will be able to… ** ||
 * Students will be able to… ** ||
 * Performance Task Description ** ||
 * Performance Task Description ** ||
 * Where **** are your students headed? Where have they been? How will you make sure the students know where they are going? ** ||||||||
 * Where **** are your students headed? Where have they been? How will you make sure the students know where they are going? ** ||||||||
 * How will you hook students at the beginning of the unit? ** ||||||||
 * How will you hook students at the beginning of the unit? ** ||||||||
 * What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** ||||||||
 * What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** ||||||||
 * How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** ||||||||
 * How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** ||||||||
 * How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** ||||||||
 * How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** ||||||||
 * How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? ** ||||||||
 * How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? ** ||||||||
 * How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** ||||||||
 * How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** ||||||||

I would like to see some of these plans in my subject area. I know that I learn by application so I would have to do this again.