September 23, 2010
Objective: SWBAT recall prior knowledge about early American settlers and construct meaning out of “The General History of Virginia” by connecting new information to what they already know.
Standards:

CE 2.1.1 (Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features).

CE 2.1.11 (Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus).

CE 2.2.3 (Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives).
Materials: Anthology, Binders
Procedure:
What I am doing: What students are doing:


Before class: Write bellwork (Who was John Smith?), create prior knowledge chart, and write that they will need an anthology on the white board.

(2 min): Remind students to do their bellwork and take attendance.

(4 min): Give students time to complete their bellwork (Who was
John Smith?)

(1 min): Introduce Natasha.

(5 min): Tell students to turn to pg.
88 in their anthologies. Read and discuss the introduction to “The
General History of Virginia.”
 (7 min): Create a “Prior Knowledge” chart on the white board with the class about early American settlers.
First, explain its purpose (to apply prior knowledge to a text so that connections can be made) and second ask students this question: What do you already know about this topic?
 (4 min): Before reading “The General
History of Virginia,” read students two stories (one in third person and one in first…down below). Ask questions such as: Which story sounds more credible and what is it about this story that sounds more convincing?
 (2 min): Explain to students that “The
General History of Virginia” is actually written by John Smith in third person. Mention that they will notice many points in the historical narrative where John Smith uses third person to make himself sound more credible.
 (25 min): Read and discuss “The
General History of Virginia.” (Ask questions such as: What joke is Smith making in lines 8-12? How does writing this narrative in third person benefit John Smith? What was John
Smith’s reaction after discovering
Wingfield and Kendall’s plot? What details does the narrator include that suggests Smith didn’t kill the two men? What happens to Smith right after he is brought to see the King?
What does John Smith give to

Before class: Grab an anthology.

Complete bellwork.

Turn to pg. 88 in anthology and listen to the introduction to “The General
History of Virginia.”
 Volunteer ideas to add to the “Prior
Knowledge” chart.

Listen to two stories and decipher which story sounds more credible.
 Listen/volunteer to read/discuss “The
General History of Virginia.”
 Complete the “Prior Knowledge” chart as an exit ticket.

If time, share answers.

Assessment:

Large group participation.
 Exit ticket: Finish last column in “Prior Knowledge” chart.

Third: In May, she graduated from MSU with a major in English and minor in journalism. She did well in all of her college classes but particularly in her teacher education courses. Over the summer, she worked over 55 hours a week in order to make enough money to support her throughout her internship year. She is, by far, the most hardworking individual I have ever met. As of September, she started student teaching and is doing very well thus far. She is a very dedicated young lady who plans fabulous lessons that all of her American Literature students thoroughly enjoy.
First: In May, I graduated from MSU with a major in English and minor in journalism. I did well in all of my college classes but particularly in my teacher education courses. Over the summer, I worked over 55 hours a week in order to make enough money to support myself throughout my internship year. I am, by far, the most hardworking individual you have ever met. As of September, I started student teaching and am doing very well thus far. I am a very dedicated young lady who plans fabulous lessons that all of my American Literature students thoroughly enjoy.