Molloy College Division of Education Lesson Plan #2 Student Nikki Yam Professor Kraemer Course EDU 329-02 Date

April 16th, 2014 th Grade 7 Content Area English Topic Conducting textual analysis with the use of motifs to uncover the theme of The Outsiders Instructional Objective(s) (Lesson Objective(s)*) After reading The Outsiders and teaching the class about what motifs are, the students will answer ten free response questions, based on the book, their knowledge of motifs, and why they are important to the theme/idea of the book, with 90 percent accuracy (10 percent each). CCLS / +NYS STANDARDS AND INDICATORS English Language Arts: Reading; Key Ideas and Details: Standard #3 Analyze how particular elements of a story or drama interact (e.g., how motifs shape the characters or plot). Indicator: This will be evident when students read The Outsiders and answer the ten questions based upon motifs and how/why it is incorporated into the book.

English Language Arts: Reading Standards for Informational: Standard #1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Indicator: This will be evident when students read The Outsiders and analyze the text to see what inferences it makes within the story; why those particular uses of motifs are important and support the theme of the book or the message the author is trying to convey.

English Language Arts: Reading Standards for Informational: Standard #4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Indicator: This will be evident when students read The Outsiders and decide which words are being used as motifs and why they are so important to the books theme, plot, and character.

English Language Arts: Writing: Standard #1 Write arguments to support claims with clear reasons and relevant evidence. Indicator: This will be evident when students answer questions in order to show why they chose those particular uses of motifs to support the ideas and themes of The Outsiders. MOTIVATION (Engaging the learner(s)*) Motifs is defined as an image, sound, action or other figures that have a symbolic significance and contributes toward the development of theme. Therefore, In order to motivate my students, I will do certain things in order to test their five senses and ask them how they felt because of what I have done, what senses were being used, what feeling or idea did they get by the things that I did, and what themes can they assume are being portrayed. For example, I will show them a youtube video that plays a scary song and has a black background. I will question them on how it made them feel, why they felt such ways, and then ask them what theme can they assume was occurring/what idea did they get from the youtube clip. MATERIALS The Outsiders book. Microsoft word - Power point presentation (Motifs). Worksheets with the ten questions. The internet for youtube. STRATEGIES (Learning Strategies*) Cooperative learning: This will be evident when the students are answering the questions and have the understanding of how a motif helps to develop the story.

Independent Study: This will be evident when the students are doing homework at night and writing a short essay based on the lesson in class. Group Discussion: This will be evident when I tell the students what a motif is, do the examples, and speak with the class about what senses are being used and etc Direct Instruction: This will be evident when I tell the students what to do with the knowledge of motifs, how to apply motifs, and to answer the ten questions. ADAPTATIONS (Exceptionality*) The student who is an English language learner will be provided with content specific vocabulary words prior to the lesson. DIFFERENTIATION OF INSTRUCTION Tier One: Students will be given a worksheet with questions and an outline of the chapters and motifs within the book that will help them answer the questions and is expected to have a 90% accuracy rate. Tier Two: Students will be given a worksheet with questions and a sentence for each question to help them with the idea of where the motifs within the book are and is expected to have a 90% accuracy rate. Tier Three: Students will be given a worksheet with questions, but no outline of the chapters or clues and is expected to have a 90% accuracy rate. DEVELOPMENTAL PROCEDURES Activities (learning tasks*): Students will go through fun experiences having to do with the five senses by me in order to get an understanding of what motifs are. They will then answer questions after reading the book in order to see how much of an understanding they have on the lesson at hand. What are examples of motifs within the book? Why are motifs so important to know when reading The Outsiders? How to motifs make up the themes for the book? Key Questions: Students will read the book and then proceed to answer the main question of how motifs are used in the story. Where are motifs seen within The Outsiders? How do you know it is a motif? What is the authors purpose of this particular use of a motif?He had dark black eyes in a tanned face. What is the motif within that sentence? ASSESSMENT (artifacts* and assessment [formal & informal]*)

The students will answer ten questions based on the book and their knowledge of motifs, where it is used within the story, how they know it is a motif, and how it shapes the story with 90% accuracy. INDEPENDENT PRACTICE For homework, the students will write a short essay based on the lesson in class and how the author uses motif within The Outsiders in order to develop the story. FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: I will use other ways to go about the term motifs with my students. For example, I will say something like his dark eyes or the dark basement and question them about how they feel towards what I had said and what they think of first. This will give them a sense of what a motif is because they have all more than likely experienced going into a dark room and feeling a little frightened. This gives them the idea of what a dark basement might make a story feel like and what theme it can give the story. For example, a dark basement is scary and may give the idea that something bad will happen, it is a scary part of the story, and etc Academic Enrichment: The students will write their own versions of two chosen paragraphs in The Outsiders and use their own motifs and imagination. They will then write a paragraph describing why they chose those two paragraphs and those particular motifs (Why are those motifs that they chose so important to the theme of the story? Why are they relevant?)

TEACHER REFERENCES Hinton, S. E. (1967). The outsiders,. New York: Viking Press. motif. (n.d.). Dictionary.com. Retrieved April 6, 2014, from http://dictionary.reference.com/browse/motif?s=t "Scary and Chilling Background Music" (DOWNLOAD). (2012, September 14). YouTube. Retrieved April 6, 2014, from http://www.youtube.com/watch?v=PMpBvbA-XmU