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First
week.....
The Highway Man Week Lesson
Grade: |
7 |
Subject: |
LA |
Date: |
11/16-11/20 |
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Objective:
Students will discuss, read, analyze and think about Alfred Noyes’ The Highway
Man. Students will understand vocabulary and learn about literary devises used in the story. Onomatopoeia and rhythm will
be compared to Poe’s Annabel Lee. |
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Materials/ Resources:
Alfred Noles’ The Highway Man. Tape player. Recording of Alfred Noles’
The Highway Man. Independent activity in students workbook. |
Focus
Prior Knowledge:
Students
will need to be familiar with Poe’s Annabel Lee which we read last week. Students will also need a basic knowledge of
what a literary devise is and why they are important. Students should have gained knowledge of some devises during the school
year. |
Prerequisite Skills:
Students
will need reading and writing skills. They will also need critical thinking skills which they developed earlier this year. |
Practice/Assess
Guided Practice:
Hook- I will
hook the students interest by reading The Highway Man aloud to the class on two days (Tues and Wends). DLR is also
a hook every day that will get the students focused. We will begin by introducing some of the vocabulary of the story and
understanding the definitions and the meaning of the unfamiliar words. We will then go over literary devises used in the story
and discuss why authors use them and what desired feel comes from the use of those devises. Finally we will listen to a recording
of the story and discuss it in more depth. We will compare and contrast between this story and Annabel Lee which they
already read. We will focus on Onomatopoeia and rhythm. Finally the teacher will reread the story aloud to the class after
they discuss what they will be listening for (deeper understanding, vocab, literary devises). Teacher will pause frequently
to draw attention to specific details. After the reading teacher will introduce the independent activity the students will
complete in their workbooks. Students will complete activity to be turned in at the end of Friday. |
Assessment:
Students will be assessed by
completion of independent activity which will be graded and points will count towards their grade. They will also be assessed
through their participation in classroom discussion and understanding of objectives. Students active learning and understanding
will be assessed through notes taken in their workbook as a participation grade. |
Closure
Wrap Up:
At the end of each day student
will discuss what they learned and finish notes. They will put folders away and clean their area. Some time for socializing
might be leftover at the end. |
Independent Practice:
Independent activity in their
LA workbooks will be completed and turned in by Friday. Activity will focus on understanding of the story. |
Second week....
Four Square Week Lesson
Objective: Students will practice dissecting essays in order to identify details, explanation and elaboration.
Students will use the four square graphic organizer format to organize thoughts and break down/outline essays. Students will
practice on previously written essays to gain familiarity and understanding of the essay writing process for writing their
own essay. Students will use acquired knowledge to write their own essay due at the end of the week. |
Materials/ Resources: Overhead projector, transparencies, markers: red, black, green, blue, copies of My Home
and Spaghetti Guy for the class, copies of graphic organizer for the class. |
Focus
Prior Knowledge:
Students
will need to have already learned about thesis sentences and how to use transition words. They will need to have already learned
what details, explanations and elaborations are and their differences, and how to use them to make a well developed essay.
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Prerequisite Skills:
Students
will need reading and writing skills. They will also need critical thinking skills which they developed earlier this year. |
Practice/Assess
Guided Practice:
Hook- DLR will
be used every day as a bell ringer to focus the students and get them thinking. We will go over their DLR as a class to make
corrections and discuss differences in understanding and finding proof in story to support understanding of mood and tone.
Students will then use their colored pencils, crayons or markers to outline the essay My Home. They work in groups to distinguish
between details, explanation and elaboration using the different colors. We will then go over My Home as a class on the projector
so students can check their work and gain further understanding. After My Home is outlined and colored as a class we will
use the 4 square to organize our details, explanations and elaborations. Once My Home is completed the same process will be
used for Spaghetti Guy. Once Spaghetti Guy is finished students will have sufficient experience wit organizing essays to write
their own essay using the 4 square format/graphic organizer. |
Assessment:
Students will be assessed by
completion of My Home and Spaghetti Guy. Their independent activity (their personal essay) will be graded and points will
count towards their grade. They will also be assessed through their participation in classroom discussion and understanding
of objectives. Students active learning and understanding will be assessed through notes taken on their activity sheet as
a participation grade. |
Closure
Wrap Up:
At the end of each day student
will discuss what they learned and finish notes. They will put folders away and clean their area. Some time for socializing
might be leftover at the end. |
Independent Practice:
For their independent activity
students will write their own essay following the four square format. Students will choose from topics we have already discussed
in class. Both completed essay and 4 square graphic organizer outline will be turned in for a grade. |
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