Course ___________
New Vocabulary:
_Topic
English
Teacher _Tara Seyffert Minutes _60_
Instructional Goal/Rationale/Essential Questions
Lecture
Multiculturalism
Discrimination
Performance Objectives (consider multiple levels of Blooms):
TLW
Students will be able to take notes about David Foster Wallace, his short story “Good
People,” and Ernest Hemmingway’s Iceberg Theory. From their notes they will be able
Reflection about and
to apply the Iceberg Theory to the short story, and assess it’s “hidden” meaning.
or teaching to:
Learning Styles
___AR ___CR
___AS ___CS
___ Visual
___ Auditory
___ Kinesthetic
Diversity
___ Gender
___ Multicultural
___ Disengaged
___ Special Needs
Multiple
Intelligences
___ Verbal/Linguist
___ Logical/Math
___ Naturalist
___ Intrapersonal
___ Interpersonal
___ Musical
___ Kinesthetic
Instructional
Techniques
___ Inquiry
___ Direct Instruct
___ Coop Learning
___Concept
___Discussion
___Laboratory work
___Demonstration
___Other
Technology
Utilized
Computer with
YouTube access
Standards:
Standard 2. Reading for All Purposes
1. Literary and historical influences determine the meaning of traditional and
contemporary literary texts.
Resources/Preparation/Material Needed:
Smart Board and PowerPoint (David Foster Wallace info, and Ernest Hemmingway),
notes with blanks for students to fill in themselves, a copy of “Good People,” dry erase
markers
Time
Estimate
5 min.
45
min.
Introduction/Set/Focus/Attention Getter/Pre-assessment:
I will ask students what “inferring” means, and have them write their ideas on
the whiteboard as they enter class (as an idea web). We will debrief what
they’ve written on the board once all students have settled in and written their
ideas on the board.
Instructional Input/Body of Lesson
Teacher Actions
Student
Actions/Expectations
-I will go through my prepared PowerPoint about David
Foster Wallace.
-Then to take a “brain break” we will take turns reading
aloud the short story “Good People” by David Foster
Wallace.
-I will ask students to write in their notes what they think
the story is talking about along the way. They will be
making inferences.
-We will continue reading.
-I will ask students to do a 5 minute quick write in their
notebook about the story, what they predicted/inferred,
how they feel, etc.
-We will continue with the PowerPoint, and I will explain
Ernest Hemmingway, and his Iceberg Theory.
-Then, on the whiteboard I will draw and iceberg with
half under water, and half above. I will pass out Expo
markers for students to write what was “on the surface”
in the story, and what was “below surface” or “hidden.”
-Students will take notes
throughout my lecture and
PowerPoint.
-They will take turns
(through the popcorn
method) for reading out
loud.
-They will do a quick
write/reflection on the story,
and their inferences.
-They will continue to take
notes/fill in the blanks as I
lecture about Ernest
Hemmingway.
-They will take an Expo
marker and write their ideas
for “shown” and “hidden”
facts from the short story,
and show their
understanding of the Iceberg
Theory.
5 min.
Review/Closure/CSU:
Debrief, discuss as a class what they wrote on the board.
Independent Practice/Homework/Lesson Extension:
They will read Ernest Hemmingway’s “Hills Like White Elephants” for
homework and compare/contrast the two stories. They will also be prepared to
come to class to do the same Iceberg activity on the whiteboard as a starting
activity for the next class period.
How are Objective/Standards Assessed in this lesson?
I will assess their understanding by their writings on the whiteboard and will briefly
glance/ ask students to explain their quick writes.