Wednesday, March 28, 2007

Lesson Plans

Lesson Plan Title: In Their Shoes: Role Playing
Teachers' Names: Ms. L. Murphy & Mrs. N. Goodlow-Walker
Grade: 12th
Subject: Literature Activities

1. Students will learn to go beyond the text to find the subliminal messages or underlying meanings of the author who portrays his/her characters.
2. Students will come to understand why a certain character made the decision they did in a particular event in the novel.
3. Students get the chance to experience the type of pressure or feelings that the character may have had by being placed in the same predicament of the scene, to act it out either in accordance to what was already done or in a way they believe would have been more appropriate for the given factors i.e. time period, environment, consequences, etc.
1. Pupils will be assigned a given character after being placed in groups.
2. After five - ten minutes of researching they will choose a passage from the novel that includes their character to analyze and reenact.
3. Students will be given 15 minutes afterwards to decide whether what actually took place was what was best for the character first and then for those who were affected as well. 4. Each group will present their views and motives as evidence and then act out their incident.
1. One Hundred Years of Solitude (Knowledge after it being read)
2. Notebook and Pen
3. Thinking Caps and an Imagination : )
1. Get into groups of threes or fours.
2. Assign tasks after a character is given to evaluate e.g. the searcher - one who finds the text, the writer - one who jots down notes for the presentation, and finally the leader - one who designates parts in the revision of the occurrence, keeps everyone on task making sure the duties are completed, introduces the group and the process/steps taken for them to draw their conclusions.
1. After everyone has their jobs, the group together, though inputting individual thoughts, gathers information from prior information known and the book itself.
2. A passage is then chosen with relevance to a subject that may touch on a theme that, in the group’s eyes, made the character act the way they did.
1. Reasons are written for why that passage was picked and why the group agreed or disagreed with what was done.
Independent Practice:
1. A plan is drawn up of how to approach applying the implications from the critiquing of the segment selected.
1. Make sure that things are the way you all want them to be and that the general idea will come across.
Checking For Understanding:
1. Give a brief background of the character so the class can maybe get an idea of why the character made the decision they did and why you all feel it was right or wrong.
1. Act out your presentation with enthusiasm and heart as if it were your life story and not the character themselves so your audience can feel, learn and experience the journey with you.
2. Concise synopsis is given, then questions can be asked by your peers and then you all can finally take a bow after a day of hard work and a job well done.
1. The students will have met the criteria for their determined topic of portraying the character in their natural (agreed) or supposed (disagreed) light. They will be graded at this point consistent with the passage chosen, the thoroughness of the scrutinizing of the character, proof of what was learned, and quality of presentation (acting), according to the rubric below.
Teacher Reflections:
Students will be commended for their efforts and given pointers and suggestions on how to approach assignments such as this in relevance to the work studied for the time being.

Lesson Plan Title: One Hundred Years of Solitude
Date: March 28, 2007
Grade: 12th
Teacher(s): Miss L. Murphy and Mrs. N. Goodlow- Walker

This lesson contains a different way of learning. The crossword puzzle is being utilized with hints based off characters and other aspects of the story. This process is a more fun way of learning about details in the novel instead of being dispassionate about the novel through reading.
This crossword puzzle can be beneficial in the future because it highlights details of the novel that may be present in a future quiz or test.
The main goal is to help prepare the students to comprehend the story and pass the overall assignment dealing with the novel to the best of their ability.Standards: The quality of the work should be done with diligence and effort. All that is required of the student is to research the answers in the book and note if the student has read the book will not be necessary.
(1) Be able to comprehend complex literature.
(2) The ability to utilize the information they have learned and apply the concepts to other literature to make the text simpler.
(3) To prepare the student for college level reading.
(1) One Hundred Years of Solitude By: Gabriel Garcia Marquez
(2) Pen (Blue or Black) or Pencil
First, the worksheet is to be handed out and the students are allowed to use their books. (Even though, it is preferable for the student not to use the book because they are suppose to know the material.)
Teacher Reflection:
Students will be reminded of textual facts while having fun simultaneously.
Students will be graded upon their accuracy for the worksheet.
Lesson Plan Title: Information Gained from One Hundred Years of Solitude
Teacher Name: Ms. Murphy & Ms. Goodlow-Walker
Grade: 12th
Subject: Literature Activities
This lesson contains a conventional way of learning. The conventional process of teaching through technology. The students have the ability to read major details on the story that may be helpful in passing the quiz or test.
The main goal is to help the student prepare for exams and aid with study skills.
(1) Be able to understand and comprehend Literature.
(2) Encourage Reading by highlighting major details.
Computer with web access One Hundred Years of Solitude Book
The procedure is simple, the student will go online to the blog called and the details will be on the site, including discussion questions, activities, and maybe even quizzes that the teacher may or may not decide to post.
Teacher Reflection:
Students will be reminded of what's on a need to know basis as far as what was gained after reading the text for the final from the powerpoint.


At December 19, 2011 at 9:52 AM , Blogger TeachBy Day said...

The original source of this is:


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