3b Lesson Plan-Purdum-May 2-6
GLETS
Content Objective
Summary of
Content
Addressed
May 2-Monday
4a-identify and explain
author’s purpose, audience,
point of view and style
(ACT)
Tuesday –May 3
6g-includes relevant
information, advances
judgment that is
interpretive, analytic,
evaluative and reflective
Wednesday –May 4
1d-makes connections
between text and previous
knowledge
Thursday –May 5
1g-uses context to determine
appropriate meaning of
some figurative and non
figurative words, phrases
and statements
4b-makes inferences and
draws conclusions about
fictional events, characters,
settings, themes, and styles
Friday –May 6
2a-include support materials
(quotations, anecdotes,
facts)
4b
Students will be able to
measure improvement
scores by recording PreTest
on recording graphic.
Students will understand
facts about modernist
Ernest Hemingway by
discussing in group, writing
analysis paragraphs on
study guide topics centering
around his novella “Old
Man and the Sea.” Students
will familiarize themselves
with modernist writing
techniques by completing
techniques group analysis
using poetry of Robert
Frost. Special group
students will continue work
on summative essay
compare/contrast of “Great
Gatsby” and “Old Man and
the Sea.”
Pre/Post Test graphic
prepared (use of Assessment
in instruction). Students
study modernist writing
techniques by completing
poetry analysis graphic
organizers for modernism
(Group work) Students
analyze the modernist
Ernest Hemingway by
Students will gain greater
insight into play “Fences”
by analytical discussion and
recording of themes, motifs
and symbols in the play.
Students will write
paragraph analyses of
thematic meaning in
“Fences”.
Students will locate and
analytically discuss and
record observations
regarding important
quotations in “Fences” and
their meaning, thus gaining
deeper insight into the
characters, and connecting
understanding to the culture
and the evolution of the
culture.
Students will gain greater
contextual background
knowledge of “Fences” by
viewing and recording
guided notes on author
August Wilson. Students
will make connections
between Wilson’s common
themes, and his personal
background, in an exit ticket
paragraph.
Students will exhibit detail
knowledge of play “Fences”
by completing quiz.
Students will discuss pros
and cons of proposed motifs
and symbols of “Fences”
while matching evidential
dialogue from the play to
motifs and symbols on
graphic organizer.
Students share insights and
opinions regarding thematic
points of “Fences” in group
work by reading directed
handout, discussing
meanings and writing exit
ticket paragraph detailing
suggested themes and their
meaning.
Students locate, record and
discuss important
quotations and write
meanings and connections
to the culture in question.
Students gain additional
insight into Wilson’s work
“Fences” by viewing and
recording guided notes of
Wilson’s life and works,
gaining contextual
information for discussion,
analysis and exit ticket
paragraph.
Students test detailed
information about “Fences”
on written quiz. Students
match motifs and symbols
with evidential dialogue
from the play, forming
connections between details
and ideas.
3b Lesson Plan-Purdum-May 2-6
Key Vocabulary &
Lit Terms
Warm-Up/Journal
“I Do”
“We Do”
“You Do”
collaborating on study guide
paragraph answers for his
novella “Old Man and the
Sea”. (Group work) Special
Group students continue
supervised work on
summative
compare/contrast essay
(Differentiation of
Instruction)
Stream of consciousness,
point of view, collapsed plot,
text references, Associative
references
Pre Test information
entered on graphic
organizer.
Provide Pre Test scores,
(Assessments to guide
instruction), graphic
organizer, folders, study
guide questions “OMS”,
poetry selections and
modernist writing
questions, form groups,
provide guided help for
Special Group work
(differentiated instruction)
Students and teacher
record Pre test scores,
prompt and guide study
guide answers through
suggested reading and
quotes, encourage
collaboration with fellow
students for modernist
writing in poetry answers.
Teacher prompts writing
in Special Group work for
summative assessment.
Students work with fellow
students to ascertain writing
prompts for paragraphs, and
to match modernist
Coming of age, dual
identity, pragmatism,
illusion, survival
mechanisms,
DGP.
Uncle Remus, immortal,
hyperbolic, metaphor, yin
and yang, ambiguous,
improvisation
DGP
Mason-Dixon,
amalgamation, compressed
reference
Death, baseball, seeds,
growth, blues, trains, fences,
the devil
.DGP
DGP
Handout recording
quotations, and providing
leading questions into
possible analytical meanings
and insights into characters
and their motivations.
Model possible analyses,
monitor group discussions
of dialogue and how it
reveals motivation.
Ppt and guided notes sheet
to view and record
contextual information on
August Wilson. Model and
monitor discussion of
impact of Wilson’s common
themes in his work.
Students and teacher
discuss sources of thematic
ideas, teacher monitors
group discussions of theme
and recording of thematic
analysis.
Students and teacher share
insights into evidential
dialogue and motivations of
character in “Fences”
through discussion and
recording.
Teacher and students
collaborate to gain greater
insight into the impact of
Wilson’s life in his work
Teacher monitors group
discussions of Wilson’s
background and insertion of
that background into his
themes and subjects.
.Graphic organizer on
symbols and motifs,
“Fences”, model
connections with video or
overhead screen, with
evidential dialogue. Quiz,
“Fences”.
Teacher may choose to do
white board impromptu
review prior to
administration of quiz.
Students and teacher
discuss, posit connections
for symbols and motifs in
“Fences”, model possible
answers on video or
overhead. Do Q and A for
white board review prior to
Quiz administration, if
needed. Quiz for “Fences”
details.
Students discuss, analyze
and record impressions of
themes and dialogue
connections in group share
Students discuss, analyze
and record analysis results
of motivation revealed in
important evidential
Students view, discuss and
record contextual
information about August
Wilson, to make
.
Handout detailing themes
of “Fences”, graphic
organizer analyzing theme
and main idea, explain and
model source of thematic
ideas and evidential
dialogue.
Students record symbols,
motifs of “Fences” on
graphic organizer making
connections with important
3b Lesson Plan-Purdum-May 2-6
techniques with poetry
selections, as well as
differentiated group work on
summative assessment
and exit tickets.
dialogue in “Fences” in a
exit ticket.
connections to his themes
and character motivations in
an exit ticket.
quotations in dialogue.
Students respond to white
board review of details of
“Fences”, if needed.
Students test knowledge of
“Fences” details on Quiz.
Study guide paragraphs,
completed
poetry/modernist technique
answers, completed graphic
organizers for Assessment
recording.
Exit ticket exhibiting
“Fences” thematic
knowledge and analysis,
with corroborating evidence
from the play.
Exit ticket annotating
important quotations in
“Fences” and their
revelation of character
motivation.
Exit ticket connecting
Wilson’s background to
themes and characters in his
work “Fences”.
Graphic organizedr with
symbols, motifs and
evidence. Quiz.
Resources
Graphic organizers, novella
printout, Venn diagram
compare/contrast
Thematic handout,
“Fences”, video screen or
overhead
Handout of quotations,
graphic organizer
connecting quotations with
student analysis of
motivational meeting,
“Fences”
Ppt and ppt guided notes,
“Fences”
“Fences” quiz, graphic
organizer for motifs and
symbols connections to
dialogue, video screen,
“Fences”.
Differentiation
(Accelerated
and/or struggling
learners)
Special group work for
summative assessment
construction
(Differentiation)
Special group work
(differentiation) on
summative assessment
construction, and recording
themes for “Fences”
Special group work
(differentiation) with teacher
direction to identify
motivation behind certain
evidential quotations in
“Fences”
Special group work
(differentiation) completing
guided notes for ppt, teacher
led discussion of Wilson’s
insertion of personal
background in to his work
“Fences”.
Special group work
(differentiation) with teacher
monitoring of group
recording for motifs and
symbols, and dialogue
connections.
Assessment
Closure