Mr. Collins 10th Grade English Lesson Plan
TITLE OF LESSON
Lord of the Flies Anticipatory Lesson CURRICULUM AREA & GRADE LEVEL English 10 DATE OF LESSON ITU CA CONTENT STANDARD(S) ADDRESSED “Reading Standards” - 2. “Determine a theme or central idea of a text and how it is conveyed through particular details.” (CCS p. 47) “Writing Standards” - “9. Draw evidence from literary or informational texts to support analysis, reflection, and research.” (CCS p. 74) CA ELD STANDARD(S) ADDRESSED 2. Interacting via written English “Collaborate with peers to engage in short, grade‐appropriate written exchanges and writing projects, using technology as appropriate.” BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Students will make inferences about the text based on information about the author and various book covers of LOTF. This will help lead them to identifying themes in the text. ESSENTIAL QUESTIONS ADDRESSED Do people have the responsibility to respond to injustice? How does art shift society’s perspective before, during and after war? How do an author’s life experiences affect and inspire them to write a particular novel? OBJECTIVE(S) OR LEARNING GOAL(S)—choose type(s) as appropriate After reading a biography on William Golding and collaborating in small groups to discuss what they see in various books covers of Lord of the Flies, students will be able to make a prediction about what they think they think the novel will be about and how the theme relates to society at the time. ASSESSMENT(S)—choose type(s) as appropriate (Diagnostic): Students will complete a quick write in their journal based on the YouTube video of William Golding (Formative): Students will annotate biography of William Golding (Formative): Each group will predict one potential theme of LOTF based off of their inferences from analyzing the book covers PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) Students may struggle in being respectful with their opposite sex based off of the opinions Golding expresses in his interview about LOTF. INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group This lesson will support the readiness levels for EL because they are learning background material that surrounds the novel This lesson supports the learning profile because the objective is multilevel In terms of interests, students should really align with the YouTube video and the controversial issues Golding brings up INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively · Readiness level – Background content for novel discussed · Learning profile: students will be exposed to visual, auditory, and kinesthetic learning · Interests— Students should really align with the YouTube video and the controversial issues Golding brings up DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS—choose area(s) as necessary based on information above · Content (what material—including key vocabulary—is learned) -theme and society · Process (how the material is learned) Multimedia: YouTube, close reading, and collaboration. · Product (how the learning is demonstrated) Quick write, annotation of Golding Biography, small group discussion/completion of handout DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS— choose area(s) as necessary based on information above · Content (what material—including key vocabulary—is learned) – theme and society · Process (how the material is learned) Multimedia: YouTube, close reading, and collaboration. · Product (how the learning is demonstrated) Quick write, annotation of Golding Biography, small group discussion/completion of handout RESOURCES (Attach materials needed to implement the lesson—e.g., power point presentation, text, graphic organizer) -Video: http://www.youtube.com/watch?v=vYnfSV27vLY -Golding biography -Book Covers REFLECTION (Questions to consider after the lesson: What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? N/A |
INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES Anticipatory Set (“Into”) (15 Minutes) 1. Students will watch 3 minute YouTube video of Golding’s introduction to LOTF: http://www.youtube.com/watch?v=vYnfSV27vLY a. Students will respond to the following Quick Write: “Write how you felt as you watched Golding’s introduction. Do you agree with his reasoning for choosing young boys instead of young girls or a mix of both to inhabit the island? Why or Why not? Do you think there will be some type of injustice in this novel? b. Partner Share: Students share what they wrote with a partner c. Students share as a class what they felt regarding Golding’s introduction to LOTF. Guided Practice (“Through”) (10 Minutes) 2. Teacher will lead students in a quaker reading of WIlliam Golding’s biography, which highlights his time in the British Navy during WWII. Group Practice/Sharing (“Through”) (20 Minutes) 3. Teacher will instruct students to break into their small groups and analyze the book cover they receive. a. Teacher will prompt each group to answer: What do you notice? What is significant about what you notice? What could this mean? What could this mean about society at the time the novel was written? b. Teacher will then prompt each group to create one potential theme for LOTF. c. Class discussion/debrief Closure/Transfer (“Beyond”) (5 Minutes) 4. Teacher will tie class discussion back to Golding’s bio and introduction video and remind to students to consider how the events in his life and the world as a whole at this time may affect the way events unfold in the book. Teacher will also present essential question of “How does art shift society’s perspective before, during and after war?” to the class at this time. STUDENT ACTIVITIES: What the students do STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES Anticipatory Set (“Into”) (15 Minutes) 1. Students will watch video, complete QW, and share what they wrote with a partner and the class. Guided Practice (“Through”) (10 Minutes) 2. Students will perform a quaker reading of the text and annotate as they read along. Group Practice/Sharing (“Through”) 3. Students will discuss their book cover in their small group and answer the questions that are prompted by the teacher. Closure/Transfer (“Beyond”) (5 Minutes) 4. Students will listen to teacher’s connection to Golding’s Bio and the video and respond to questions when asked. INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group This lesson will support the readiness levels for EL because they are learning background material that surrounds the novel This lesson supports the learning profile because the objective is multilevel In terms of interests, students should really align with the YouTube video and the controversial issues Golding brings up |
INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group
This lesson will support the readiness levels for EL because they are learning background material that surrounds the novel
This lesson supports the learning profile because the objective is multilevel
In terms of interests, students should really align with the YouTube video and the controversial issues Golding brings up
INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively
· Readiness level – Background content for novel discussed
· Learning profile: students will be exposed to visual, auditory, and kinesthetic learning
· Interests— Students should really align with the YouTube video and the controversial issues Golding brings up
DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS—choose area(s) as necessary based on information above
· Content (what material—including key vocabulary—is learned) -theme and society
· Process (how the material is learned) Multimedia: YouTube, close reading, and collaboration.
· Product (how the learning is demonstrated)
Quick write, annotation of Golding Biography, small group discussion/completion of handout
DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS— choose area(s) as necessary based on information above
· Content (what material—including key vocabulary—is learned) – theme and society
· Process (how the material is learned) Multimedia: YouTube, close reading, and collaboration.
· Product (how the learning is demonstrated) Quick write, annotation of Golding Biography, small group discussion/completion of handout
RESOURCES (Attach materials needed to implement the lesson—e.g., power point presentation, text, graphic organizer)
-Video: http://www.youtube.com/watch?v=vYnfSV27vLY
-Golding biography
-Book Covers
REFLECTION (Questions to consider after the lesson:
What went well? Why? What evidence do I have that shows the extent to
which the lesson was effective? What problems do students still have?
N/A