Day Four
Lesson Description
Literary elements are the focus of this lesson. Students will be given a bell ringer that will
activate their prior knowledge of predictions. As students work on the bell ringer, the teacher
will visually check for completion of the previous night’s homework. Students will then present
their vocabulary words for the word wall. The teacher will then conduct a class discussion on the
previous night’s chapter questions. She will then begin a discussion on foreshadowing,
flashbacks, and symbolism. She will do this by asking students to close their eyes and imagine a
picturesque day on the beach. She will then play the theme music to the movie Jaws. She will
ask students to make predictions about will likely happen next. This example of foreshadowing
will lead a discussion about examples of foreshadowing from the text. She will then ask students
to share their journal entries and provide explanation as to how they made their predictions. The
teacher will then conduct a discussion about flashbacks. She will once again ask students to
provide examples from the text. She will then begin a discussion on symbolism. She will ask
students to identify several examples from the text. This discussion will lead into the day’s
activity. The teacher will distribute symbolism worksheets to all students. She will also assign
think-pair-share groups. She will instruct students to identify, illustrate, and explain an example
of symbolism from the text. As students work, the teacher will use the indirect method of
teaching by walking around the classroom to providing praise, answer questions, and make
recommendations. Students will then present their symbolism worksheets to the class. The
teacher will close the lesson with a 3-2-1.
Standards
SPI 0701.5.1 Make predictions about the outcome of a given text.
SPI 0701.8.7 Identify flashback, foreshadowing, and symbolism within context.
Performance Objectives
Individually, students will successfully make a prediction regarding the outcome of the novel in
their journal.
As a class, students will correctly identify examples of foreshadowing from the text.
As a class, students will correctly identify examples of flashback from the text.
In pair-share groups, student will successfully identify, illustrate, and explain an example of
symbolism from the text.
Assessment
Formative: Students’ ability to make predictions will be formatively assessed through their bellringer journal entry.
A formative assessment of reading comprehension will be performed by examining for
completion of student’s chapter questions.
A formative assessment of vocabulary comprehension will be performed by examining for
completion of student’s vocabulary graphic organizers.
Students’ understanding of foreshadowing will be formatively assessed through a class
discussion.
Students’ understanding of flashback will be formatively assessed through a class discussion.
Students’ understanding of symbolism will be formatively assessed by their depiction of one
from the novel. This article will be included in the student’s portfolio.
Students will complete a 3-2-1.
Summative:
The summative unit exam will individually measure SPI 0701.8.7.
Instruction
Part A: Introduction (also known as anticipatory set, bell ringer).
A writing prompt for students to respond to in their journals will be used as a bell ringer: What
do you predict will happen next in the novel? This bell-ringer will appear on the overhead
projector and students will be asked to respond to it as they enter the classroom. The bell ringer
will activate their prior knowledge relating to predictions.
Part B: Instruction
The teacher will employ peer- instruction by having students present vocabulary words for the
class Word Wall. The teacher will then will use the indirect method of teaching through
discussion of chapter questions. She will continue to use the indirect method of teaching through
discussion of foreshadowing, flashbacks, and symbolism. The teacher will ask eliciting, probing,
and closing questions. She will provide feedback throughout the discussion. The teacher will
employ cooperative learning through the use of a group symbolism activity. The teacher will
assign students think-pair-share groups. Students will be individually given symbolism
worksheets. Students will identify, illustrate, and explain and example of symbolism from the
novel. The teacher will use the indirect method of instruction by walking around the classroom
while students are working to providing praise, answer questions, and make recommendations.
Students will then share their worksheets with the class.
Part C: Closure
The teacher will close the lesson by asking students what questions they have. She will then ask
students to complete a 3-2-1.
Part D: Modifications to instruction
Below: These students will benefit from daily review of reading comprehension questions, as
well as, previously discussed material. They will be prompted by the teacher during class
discussions and given appropriate feedback. These students will also benefit from being placed
in pair share-groups with mastery level students who can function dually as a peer tutor.
Above: Mastery level students will lead pair-share groups.
Special Needs: Students with an IEP will be given class notes, extra time, dictionaries,
thesauruses, and be graded on a pass/fail scale.
Materials will be provided in a 14 point font for the student with the visual impairment.
Multiple Intelligence: linguistic, logical-mathematical, visual-spatial, interpersonal,
intrapersonal, musical
Learning Style: auditory, visual, kinesthetic
Materials
Symbolism worksheets, pencils, markers, overhead projector, Jaws theme music, journals
Name: _____________________________
Chapter Five Questions
Questions:
1. How did Ponyboy feel when he awoke in the church?
2. In what ways did Johnny care for Ponyboy?
3. Why did the boys change their hair style? Why was this hard for them to do?
4. How did the boys pass the time in the church?
5. How did Johnny feel about Dally? Why did he feel this way?
6. What information did Dally bring to the boys?
Questions for Discussion:
1. Gone With the Wind is a romantic story about the South during the Civil War.
Why do you think Johnny enjoyed reading it?
2. Reread Robert Frost’s poem in this chapter. What do you think Frost is
describing? Why did Ponyboy remember the poem?
Name: _____________________________
Chapter Six Questions
Questions:
1. Why did Cherry decide to help the Greasers?
2. Why did Johnny decide to turn himself in?
3. Why did Ponyboy and Johnny go into the burning church?
4. What happened to Johnny, Ponyboy, and Dally because of the fire?
5. When did Ponyboy realize that Darry really loved him?
6. How did Ponyboy feel about his life now that he understood Darry?
Questions for Discussion:
Do you think Ponyboy and Johnny acted heroically? Should they have left the
safety of their hiding place? Would you have acted in a similar way?
Name______________________________________
Identify, illustrate, and explain an example of symbolism from the novel. Your
explanation must contain 3-5 sentences.
Symbol:
Explanation:
Symbolism Activity Rubric
CATEGORY
Symbol
Identification
3
Student correctly
identifies a symbol
from the novel.
2
Student correctly
identifies two
types of conflict
from the novel.
1
Student correctly
identifies one type
of conflict from the
novel.
Illustration
Student provides
an illustration for
the symbol they
have selected.
Student provides
illustrations for
two types of
conflict from the
novel.
Student provides
illustrations for
one type of conflict
from the novel.
Explanation
Student fully
explains the
symbolic meaning
of their selection.
Student somewhat
explains the
symbolic meaning
of their selection.
Student poorly
explains the
symbolic meaning
of their selection.