Class: Advanced English 10
Date: 1/13/10
Unit: Social Conflict – Part 1: A Tale of Two Cities (TTC)
Time Schedule: Regular Bell Schedule (47 min.)
Pd. 1 (8:18-9:05) & Pd. 4 (10:57-11:44)
Objectives:
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Students will recall plot details and evaluate their significance.
Students will examine one of TTC’s characters, Dr. Manette, and demonstrate their
understanding of the character by drawing a representation of him.
PA State Standards:
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1.1.10.A: Purposes for Reading: Apply appropriate strategies to analyze, interpret,
and evaluate author’s technique(s) in terms of both substance and style as
related to supporting the intended purpose using grade level text.
1.1.10.D: Comprehension and Interpretation: Demonstrate comprehension /
understanding before reading, during reading, and after reading on a variety of
literary works through strategies such as comparing and contrasting text
elements, assessing validity of text based upon content, and evaluating author’s
strategies.
1.3.10.C: Literary Elements: Analyze the use and effectiveness of literary
elements (characterization, setting, plot, theme, point of view, tone, mood,
foreshadowing and style) used by authors in a variety of genres.
1.6.10.A: Listening Skills Discussion: Listen critically and respond to others in
small and large group situations.
Materials:
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TTC and notes
Timeline of events in chapters 5 and 6
48 ¼ sheets of paper
Bell Work: Journal
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What is the best restaurant you have been to? Why do you consider it the best?
Activities/Procedures:
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Students will enter classroom and complete bell work (5 min)
During bell work, move Andrew’s seat in 4th period
Students and teacher will discuss Book 1, Ch. 5 & 6 by giving students the beginning,
middle, and end event and having them fill in the details between
o Write these three events on the chalk board
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o Students will work in groups of 4 or 5 and come up with the details for the
given events as well as the events that occur in between
o Students will come up to the board and fill in the timeline
o As a whole group, discuss the timeline
Distribute ¼ sheets of paper and project drawing activity instructions
Students will draw how they envision Doctor Manette or create a pictogram of him
Remind students of their homework: read Book 2, Ch. 1-3 for Friday; remind about
reading response on SCoodle, due on Friday
Assessment:
Students’ writing can be assessed from their journals and the written explanation portion
of the drawing activity. Students’ understanding of the text can be assessed by their
contribution to whole and small group discussion as well as their illustrations. The
discussion can be assessed by observing their level of engagement and the quality of the
discussion they generate.
Reflection:
1st Period
YES!! I finally had a good, no great, lesson! Dana even gave me some positive feedback on
our Google Doc! Although I didn’t completely follow my lesson plan (because of time), the
lesson went fantastic. Whether the students were reading SparkNotes or the book, they at
least knew what was going on. I wrote four events on the board from the two books: the
beginning event, two middle events, and an end event. Then, I broke the students into
groups of four. I had them work together to come up with the details of the events I wrote
on the board as well as the events in between. I visited each group after about five minutes
to push them to think more analytically. I asked them to think about why Dickens wrote or
included something as well as to think what the events might suggest about the characters.
I think I helped each group to make some discovery in the text. Then, I had a couple
students from each group come up and write some of their details on the board. They
really seemed to like this. Then, I read some of the details on the board and asked them
questions. I tried to make each group the expert on some aspect of the chapter. I also
pushed them to work through things they didn’t understand such as why a couple people
were named Jacque and why Defarge would want to show off Dr. Manette. For the last ten
minutes, I asked the students to draw a representation of Dr. Manette whether it be a
drawing of him or a drawing of some shapes and symbols that would represent him. The
kids also seemed to like this. I wish I would have had time to let them use colored pencils,
but I didn’t. Also, I didn’t get to the other activity, but I will move that to another day.
Overall, GREAT day!
Sooo, 4th also went well. I’m not sure if it was because I was expecting it or what, but I’m
not as excited. I think I was a little rushed. I think it took them a little longer to do
everything: to get into groups, to talk about the part of the book, to write things on the
board, etc. Also, the groups didn’t seem to be making the same connections as those in 1st.
I had to help them a lot more to get to the same understandings. The only thing was I went
over to Andrew and John, and while I told Dana I had given them a verbal warning before, I
never did, so I gave it to them today. They responded well. The worst part of having to
explain to Dana why I did it when she asked. Oh well, life is good.