WICOR Lesson Plan – Collections-Grade 10/9
“The Wife’s Story” By Le Quin (pp.3-4)
Course: English
Date:
Instructor: Xu
Aim/Instructional Outcome: (The student will be able to):
How do we close-read a text? (Why is it important to close read a text?)
SWABT: Apply close reading strategies
Analyze a character’s traits
Support the theme with evidence
Make inferences
As evidenced by participation in class discussions, Themes Chart
Common Core Learning Standards: w.11-12. 1wa,1b,1c,1d
Vocabulary (for active Word Wall): deliberately
Instructional Materials/Resources:
Collections, audio-tape, T-Chart, Chart sheet, texts
Do Now/Quick-write: 1. Do you skim over a book when
doing your independent reading? Do you ever close-read
a book/passage? What are some of the benefits and
drawbacks? Explain.
Time
Instructional
Grouping:
5 mins
1.Group
arrangements:
Mini-Lesson with Modeling: (“I do)
Time
10 mins
1.
2.
Differentiation
Strategies:
Becoming a close reader: read slowly and
deliberately
Importance: understand and appreciate meaning of
a text fully
Careful study helps you comprehend complex texts
2.Rational:
Heterogeneous/
Based on interest
and abilities
1.Team work
2.Graphic organizer
3.One-on-one teacher
assistance
4. Rubrics
3. Groups will be readjusted when
necessary.
Strategies:
-Read slowly all the way through
-take time to respond and think about the prompts
-cite textual evidence
-underline/circle/number the facts
-annotate the text
Student Work Period/Learning Activity: Guided Practice
(“We do) and Independent Practice (“You do”)
Time
Higher Order Questions: (Bloom/Webb)
See “Aim”.
20 mins
1.Audio/Reading activity: pp.3-4
2. Team Work: Questions:
3. Character Chart:
Husband:
Narrator: How do you know her? Through her comments
on and relationship with her husband
4. Exit Slip: Answer the “Aim”.
- Class share: Voluntary and involuntary students will be
called to share insights and answers.
Summary: Features/purpose of Collections
Assessment
Students will be assessed based on participation
and T-Chart.
Homework
Compare and contrast essay
5 mins
Time
5 mins
Reflection on Lesson
How will you change this lesson in the future?
How will your evaluation of today’s assessment
inform future instruction?
Characterization Chart
Name _________________________________________ Period _____________ Date _____
Character:
Descriptive Words
Evidence (Page #)
He was a good husband and a good father.
He was nice with his family. (p.3)
Characterization Project
Good
25 pts
Character Choice(s)
Good
Fair
15 pts
Fair
Poor
10 pts
Poor
Character Analysis/ Description
The student chose to analyze and The student chose a main character, The student chose only a minor
characterize a main character/ main but either didn't focus on that one character to characterize/ analyze,
characters.
character, OR also characterized
OR chose all minor characters.
some minor characters.
Good
Fair
Poor
The student's characterization
shows no knowledge of the
character. OR The student's writing
of the character absolutely does not
capture the character's voice.
Writing
The student shows knowledge of
The student shows knowledge of
the character by accurately
the character however they name 1
depicting them and their traits. They or 2 traits that aren't accurate. OR
write the way the character would The student writes in the voice of
speak in the novel OR they write
the character and says 1 or 2 things
traits that can be verified by looking that aren't what the character
at their actions in the book.
would say/ do.
Good
Fair
Student's handwriting is neat and
legible. There are no spelling,
grammar, punctuation, and/or
capitalization issues. (For diary
entries: the student writes in the
way they feel the character would
write, and it is accurate.)
Student handwriting is not legible or
is sloppy. There are major spelling,
grammar, punctuation, and/or
capitalization issues. (For diary
entries: writing flaws that are
supposed to be attributed to the
way the character would write are
incorrect or too numerous.)
Presentation/ Appearance
Good
Student handwriting is legible
however could be neater. There are
minor speling, grammar,
punctuation, and/or capitalization
issues. (For diary entries: the
student writes in the way they feel
the character would write, but it is
not completely accurate. It may be
exaggerated or underdeveloped.)
Fair
The project clearly shows effort: it is The project shows some effort but
clean, decorated, and neat. The
could use more work: it is not
student presented it in a clear
decorated as nice as it could be, a
manner.
bit sloppy, and perhaps crinkled.
The student presented but spoke
softly or was unclear.
Poor
Poor
The project shows little to no effort:
it is not decorated, is completely in
pencil (and it wasn't an artistic
choice), and is messy. The student
did not present.