LEARNING—FOCUS STRATEGIES Lesson Planning Form HODGES ELAS explained : 18 identifies main and subordinate ideas, Understands and appreciates language and form of poetry from Modern period. Uses strategies to summarize major ideas in poetry,short story and the essay. Reads and writes for many purposes, learns words carry connotation and denotations, uses inferential skills, defines unfamiliar words by using structural analysis skills gains insight into human behavior through literature from different periods and genres, understands major influences on the literature of a period or culture, uses language appropriate to situations and audience, understands that the English usage is shaped by differences QCC: Unit/Chapter/Lesson: EMERGING MODERNISM Learning - Focus Essential Question(s): (with key questions if necessary) WEEKS 17 & Class: British Literature Date(s):Dec. 13-Jan 2011 Wk 17-18 Time EQ: What are the events that led up to the modernist movement? EQ: What does emerging modernism mean? EQ: How did Keats view of history reflect his fears about the future? How were they incorporated into his poetry EQ: How does DH Lawrence create irony? EQ: What is Virginia Woolf’s attitude about the British class system? Reference the duchess in your answer? EQ: Are the characters in Woolf’s Duchess and the Jeweler believable? Why or why not? EQ: What are the elements that make up a writer’s style? EQ: What causes disconnection? How is portrayed in the works of TS Eliot? EQ: What can be inferred from the writers of this period about their modernistic beliefs? Activating Thinking Strategies: (ex: kwl, word maps, wordsplash, etc…) Acceleration Strategies: (focus on content maps and key vocabulary) Timeline- 1900’s Five Events for the Creative Horseracing- learning the odds aren’t in your favor Getting something for nothing STYLE splash Unit Vocab Vocabulary- Rocking Horse Winner Literary terms- applying them to modernism Teaching Strategies: (graphic organizers) Good luck- Bad Luck Create a chart that examines the problem of alienation Prompts: (distributed practice and distributed summarizing) Journal: FEAR ABOUT THE FUTURE Journal: BARGAINING Song or limerick Summarizing Strategies: (ex. Ticket Out the Door, 3-2-1, etc…Answer the essential question) Extending/Refining Activity: (thinking skills and/or writing prompts) Day one- EQ Day two- rhyme scheme Day three- student summarizer Day four- vision of luck Day five- writer’s style Day six – consequences of alienation Day seven- it’s Christmas break Author ppts by students Assignment and/or Assessment: Notetaking, vocabulary, questions at the end of each reading In the manner of a modernist Excerpts in our study: From Keats- both poems DH Lawrence-Rocking Horse Winner Virginia Woolf-Duchess and the Jeweler Dylan Thomas- Do Not Go Gently Into the Good Night TS Eliot -poems Re-Teaching Focus and Strategy: (if necessary) Comparing the literary periods review Copyright 2003 Learning Concepts, Inc.