Daily Lesson Plan 122 EnglishApril 8th , 2013

Teacher: Miss Laura Noble Time: 65 Minute Class Curriculum Outcomes from the Atlantic Canadian English Language Arts High School Curriculum: Speaking and Listening:

Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. - Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. Reading and Viewing: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. - Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. Writing and Representing: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. 10 Students will be expected to use a range of strategies to develop effective writing and other ways of representing, and to enhance clarity, precision, and effectiveness. -

Objectives: Students will be reflecting on pieces of artwork that have been previously created during class time. We will be having an art show in class, where all graphics will be shown around the room. All pieces are dealing with the Kurt Vonnegut short story, Harrison Burgeron, and each student will have to write three art reviews. This lesson is to show that no matter what, everyone in the class will have a different view on the same material. We all read Harrison Burgeron, yet every single one of us showed our thoughts and experiences with the story in a different creative manner and style.

Materials Needed: Previously created student work, cue-cards, markers, pencil crayons, SmartBoard, short stories.

Multiple Intelligences: Visual, Kinesthetic, Spatial, Interpersonal and Intrapersonal.

Introduction (15-20 minutes): Students will be silent reading for the first twenty minutes of class. This allows for attendance to be done and to ask students for late assignments. Mr. Taggart is handing out any assignments that have been previously passed into him, including tests and reports. Report cards come out on Wednesday of this week (April 10th). This may cause silent reading time/organizational period to be extended.

Lesson: Before class, the artwork that students created previously (April 4th) will be posted on desks/the whiteboard/around the classroom. Each student will be given three cue-cards and/or post-it notes with numbers coordinating to specific pieces of art on the walls/desks. (For example, on April 4th Abby created a drawing of the main character, Harrison, with the quote In the future, everyone is equal! surrounding him. Other students will then look at Abbys piece (if they have been given her number) and will write a short paragraph answering either my questions, or questions of their own). Each piece of art will have the artist/artists name and number beside it on a cue-card. Numbered cue-cards are to ensure that all pieces get a roughly equal amount of feedback. A short summary will be given again about the main topics of the short story Harrison Burgeron: Themes: Equality Handicaps Fairness Dictatorship The role of government The use of media/television Once a summary is given, students will be asked to roam around the art gallery and look at the different pieces that were created in their own classroom. This should give a sense of pride to the students, understanding and realizing that their classmates may have artistic talents. Each student will write three art reviews for their fellow classmates. They are not allowed to write about their own piece. These art reviews will be answering a few chosen questions (to be put up on the Smartboard) and will allow for students to critically analyze not only the piece of art, but the primary text, Harrison Burgeron.

Art Questions: What part of the story is the artist trying to convey? Why might this part be important to the story and/or artist? What colours did they choose to use in their piece? Why? If there are words on the piece, what is their purpose? What is the purpose of the piece if there are not any words? Answer any other questions that may pop into your head! Be creative! After students have circled around the room and wrote their own reviews, we will come back as a class to the normal seating plan. Artists will receive their own reviews about their pieces back to read. They are to make connections between their own thoughts about their piece, and what others have gained and critically thought about it. What are the differences and similarities from the artists point of view compared to the viewers? Students will be asked to think about how others looked at their piece. The artists will have a chance to describe their pieces to the class if they so choose to, and time permitting.

Conclusion: Remind students who do not have their Classic Literature Novels yet that they must be in by tomorrow (April 9th) or else another book will be needed for class.