Lamp Lesson Plans

Lesson Plans
Week 1
Monday 11-12-12 Name: Nadine Dare Grade: 10 Date: 11/12/12 Two Kinds Prior Knowledge Focus:
Schedule: Period 1 8:05-8:55 Period 3 9:55-10:45 Period 4 10:50-11:45 Period 5 11:50-12:40 Period 6 1:20-2:10
This lesson will help students to determine what they already know of the material about to be taught to them.
Indiana Academic Standards and Indicators: 10.3.7 Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme). 10.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics. Example: Write a sentence for use in a formal letter of complaint: The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund. 9-10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Objectives: 1. Students will be able to demonstrate their prior knowledge through the completion of a pretest.
Materials: - Pretest - Literature textbook - Vocabulary Riddle Handout - Literary Terms Sheet #3 (98 copies)
Monday 11-12-12
Strategies: - Pretesting - Reading - Writing
Procedures: 1 Administer Pre-test to students (15 min) 2 Direct students to open their books and turn to page 124 where they will begin Readers Log #7 in the form of a quick write about being expected to do something you didnt want to do. (5 min) 3 Instruct students to take out their literary terms sheets and add terms # 34 conflict, 35 external conflict, 36 internal conflict, and 37 motivation by following along with PowerNotes on the board. (5 min) 4 Direct students to then add 10 new vocabulary terms to their vocabulary sheets (prodigy, lamented, listlessly, mesmerizing, discordant, dawdled, stricken, fiasco, nonchalantly, betrayal) from PowerNotes also found on page 124 in their books. (10 min) 5 Pass out vocabulary riddles handout. 6 Instruct students to create a riddle for one vocabulary word. (7 min) Evaluation: 1: Students will demonstrate their prior knowledge through the completion of a written pretest.
References: Holt Elements of Literature PowerNotes
Tuesday 11-13-12 Name: Nadine Dare Grade: 10 Date: 11/13/12

Focus: This lesson will give students the opportunity to display their knowledge.
Indiana Academic Standards and Indicators: Unknown due to the fact that teachers are not allowed to see the test beforehand.
Objectives: 1. test. Students will be able to display their knowledge through completion of a standardized
Materials: - Acuity Test (98 copies)
Strategies: - Test taking
Procedures: 1 Administer Acuity Test (47 min)
Evaluation: 1: Students will demonstrate their knowledge through completion of a standardized test.
References: Acuity Test
Wednesday 11-14-12
Name: Nadine Dare Grade: 10 Date: 11/14/12 Two Kinds
Focus: This lesson will
Indiana Academic Standards and Indicators: 10.3.3 Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. Example: Compare the development of the characters as they are represented in Merlin: The Coming of Arthur by Sir Thomas Malory, retold in a collection by David Day and The Acts of King Arthur and His Noble Knights by John Steinbeck. Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). Example: Read works, such as Im Nobody! Who Are You? by Emily Dickinson or In Search of Our Mothers Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description.
10.3.4
9-10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Objectives: 1. Students will be able to demonstrate reading comprehension through class discussion. 2. Students will be able to demonstrate Chinese cultural knowledge through class discussion.
Materials: - Literature Textbook - Chinese culture clip - One child policy article
Wednesday 11-14-12 Strategies: - Reading - Discussion - Listening

Procedures: 1 Show a DVD clip introducing China and Chinese culture. (3:02 min) 2 Begin reading Two Kinds by Amy Tan until the bottom of page 131. (21:18 min) 3 Stop reading and direct student attention to the television for a clip from Joy Luck Club in which the scene they just read on pages 130 and 131 is depicted. Stop clip after the flashback ends. (5 min) 4 Direct students to finish reading Two Kinds silently while listening to the two songs the protagonist tried to play on the piano. (10 min) 5 Discuss the end of the story. (5 min)
Evaluation: 1 & 2: Students will demonstrate both reading comprehension and Chinese cultural knowledge through class discussion.
References: Holt Elements of Literature Joy Luck Club Holt Elements of Literature- Visual Introductions: China and Chinese Culture
Thursday 11-15-12 Name: Nadine Dare Grade: 10 Date: 11/15/12 Conflict of Two Kinds
Focus: This lesson will help students determine the conflict within a story.
10.3.4
Objectives: 1. Students will be able to demonstrate reading comprehension through written response to guided reading questions.
Materials: - Chinas One Child Policy at 30 (98 copies) - Chinese Officials Seized and Sold Babies, Parents Say (12 copies) - Cultural Differences in Parenting Practices (11 copies)
Strategies: - Reading - Writing - Discussion
Thursday 11-15-12
Procedures:
1 Hand out Chinas Lost Girls packets 2 Watch Chinas Lost Girls, Chinas One Child Policy Creates Massive Gender Imbalance, and Exemptions in Chinas One Child Policy. (10 min) 3 Allow time in between each video clip for students to answer questions in packet. 4 Divide the class into three groups (Periods 3,5); Periods 4, 6 divide into four groups, two of which are led by a teacher). (5 min) 5 Give each group one article to read, answer questions over, and prepare to present to the rest of the class: Chinese Officials Seized and Sold Babies, Cultural Differences in Parenting Practices, and In China, Dads Hunt for Missing Kids. (25 min) 6 Come together as a class and share findings. (10 min)
Evaluation: 1: Students will demonstrate reading comprehension through written response to guided reading questions.
References Chinas Lost Girls video Chinas One Child Policy Creates Massive Gender Imbalance video Exemptions in Chinas One Child Policy video Cultural Differences in Parenting Practices: What Asian American Families Can Teach Us Chinese Officials Seized and Sold Babies, Parents Say In China, Dads Hunt for Missing Kids: Reports Say Thousands of Children Vanish Every Year
Friday 11-16-12
Name: Nadine Dare Grade: 10 Date: 11/16/12 Character Man
Focus: This lesson will help students apply knowledge learned from a text.
10.3.4
Objectives: 1. Students will be able to determine characteristics of Jing-mei from Amy Tans Two Kinds through a character man.
Materials: - Character Man Handout (35 copies) - Crayons - Colored Pencils - Markers
Friday 11-16-12 Strategies: - Reading - Writing - Coloring

Procedures: 1 Hand out character man template to class with rubric. 2 Introduce the character man activity, drawing a sample character man on the board with labels (what the character: thinks, says, has done, values, where they have been, and where they are going). Each section must have textual evidence from the book, the page number where the quote was found, and be written in complete sentences. (5 min) 3 Inform students that they also need to color in their character men and add physical features to make it look the way each of them visualized the character when reading Two Kinds. (2 min) 4 Remind students to refer to rubrics while making their character men. 5 Allow students time to work on their character men. (43 min)
Evaluation: 1: Students will display characteristics of Jing-mei or her mother from Amy Tans Two Kinds through a character man.
Homework: 1. Character men will be due Tuesday, November 20th.
Week 2
Monday 11-19-12 Name: Nadine Dare Grade: 10 Date: 11/19/12 500 Word Picture Stories Focus: This lesson will help students to apply literary terms to their writing.
Common Core/ Indiana Academic Standards and Indicators: 10.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Objectives: 2. Students will be able to demonstrate effective use of literary devices within their writing.
Monday 11-19-12
Materials: - Sample Defining Moments short story characterization chart - Short Story Characterization Chart (98 copies) - 98 Poetry Starter Pictures - Short Story Rubric (98 copies) - Character Man Template (35 copies)
Strategies: - Reading - Writing
Procedures: 1. Introduce 500 word stories to class through showing the sample Lancelot and Guinevere picture and story. Remind students that they need to include all of the literary terms on the handout (antagonist, protagonist, conflict, indirect characterization, direct characterization, climax, point of view, and theme). (5 min) 2. Pass out three pictures to each student and instruct them to choose one to write about. 3. Collect extra story starter pictures. 4. Allow students time to write their stories. (40 min) 5. Present character man as extra credit to periods 4 and 6, due Monday, November 26./ Remind Periods 3 and 5 that character man is due Tuesday. (5 min)
Evaluation: 1: Students will depict use of literary devices through writing a short story.
Homework: Character man due Tuesday (Periods 3 and 5)
References: Holt Elements of Literature Short Story Rubric
Tuesday 11-20-12
Name: Nadine Dare Grade: 10 Date: 11/20/12 500 Word Picture Stories Part II Focus: This lesson will help students to apply literary terms to their writing.
Indiana Academic Standards and Indicators: 10.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Objectives: 1. 1. Students will be able to demonstrate effective use of literary devices within their writing.
Tuesday 11-20-12 Materials: - Short Story Characterization Chart (98 copies) - 98 Poetry Starter Pictures - Short Story Rubric (98 copies)
Strategies: - Writing
Procedures: 1. Lead Students to Computer Lab A 2. Direct students to type up and finish composing their short stories. 3. Collect pictures with stories.
Evaluation: 1: Students will depict use of literary devices through writing a short story.
Homework: Any unfinished short stories are due by Wednesday
References: Holt Elements of Literature Short Story Rubric
Wednesday 11-21-12
PLC Schedule: Period 1 8:10-9:00 Period 3 10:00-10:50 Period 4 10:55-11:45 Period 5 11:50-12:40 Period 6 1:15-2:05
Name: Nadine Dare Grade: 10 Date: 11/21/12 Picture Perfect Vocabulary Focus: This lesson will help reinforce student learning of vocabulary.
Indiana Academic Standards and Indicators: 10.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics. Example: Write a sentence for use in a formal letter of complaint: The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund.
Objectives: 3. Students will be able to demonstrate knowledge of vocabulary through completion of a graphic organizer. 4. Students will be able to demonstrate knowledge of vocabulary through verbal participation in vocabulary bingo.
Materials: - Vocabulary Graphic Organizer (98 copies) - Vocabulary Bingo Card (98 copies) - Folder Rubric (98 copies)
Strategies: - Writing - Drawing - Coloring
Wednesday 11-21-12 Procedures: 1. Pass out and discuss folder rubrics while reminding students that their folders will be due on Wednesday, November 28. 2. Introduce vocabulary graphic organizer. 3. Allow students time to complete graphic organizer. 4. Introduce and play Vocabulary Bingo (if time allows)
Evaluation: 1: Students will demonstrate knowledge of vocabulary through completion of a graphic organizer. 2: Students will demonstrate knowledge of vocabulary through verbal participation in vocabulary bingo.
Homework: Folders due Wednesday, November 28th. Unfinished Vocabulary Graphic Organizers due Monday, November 26th.
References: Vocabulary Graphic Organizer
Week 3
Monday 11-26-12 Name: Nadine Dare Grade: 10 Date: 11/26/12 Test Creation Focus:
This lesson will help students to reinforce their learning through creating a practice test.
Common Core/ Indiana Academic Standards and Indicators: 9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). Example: Read works, such as Im Nobody! Who Are You? by Emily Dickinson or In Search of Our Mothers Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description.
10.3.4
Objectives: 1. Students will be able to reinforce their learning through creating a practice test.
Materials: - Practice Test Template (98 copies) - Practice Test Answer Key (98 copies)
Monday 11-26-12 Strategies: - Reading - Writing

Procedures: 1. Introduce practice test, ensuring to explain that a few questions in each section are in place to model formatting. (5 min) 2. Allow students time to create practice unit tests while referencing their notes and textbooks. (45 min)
Evaluation: 1: Students will reinforce their learning through creating a practice test.
Homework: Finish practice test creation. Finish writing your practice test if you do not finish it in class.
References: Practice test template created by Mrs. Marcus
Tuesday 11-27-12
Name: Nadine Dare Grade: 10 Date: 11/27/12 Practice Tests and Vocab Slideshow Focus: This lesson will help students to reinforce prior knowledge.
Indiana Academic Standards and Indicators: 9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). Example: Read works, such as Im Nobody! Who Are You? by Emily Dickinson or In Search of Our Mothers Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description. Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
10.3.4
10.3.7
Objectives: 1. Students will be able to demonstrate learning from throughout the last five weeks in taking a peer made practice test. Students will be able to reinforce literary terms knowledge through written and verbal response to a power point.
2.
Materials: - Literary Terms Power Point - Literary Terms Handout
Tuesday 11-27-12 Strategies: - Writing - Speaking - Watching

Procedures: 1. Instruct students to hand in completed practice tests. 2. Trade out practice tests among students and allow them time to complete the faux assessment. 3. Remind students to grade the test they created after both members have finished their tests. 4. Direct student attention to the projector to introduce a Literary Terms Power Point. 5. Present each slide with the definition first, then term itself, then the graphics. In this manner, allow students to determine what the literary term is after looking at the definition. 6. Ensure that students write down the literary term for each slide, referring to the list of literary terms on their handouts. Evaluation: 1: Students will demonstrate their knowledge gained over the past five weeks through taking a student-made practice test. 2: Students will reinforce literary terms knowledge through written and verbal response to a power point. Homework: 1. Finish folder for Wednesday
References: Practice Test template created by Mrs. Marcus
Wednesday 11-28-12
Name: Nadine Dare Grade: 10 Date: 11/28/12 Unit Test Focus:
This lesson will help students demonstrate their knowledge through a unit test.
Indiana Academic Standards and Indicators: 9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 10.3.4 Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). Example: Read works, such as Im Nobody! Who Are You? by Emily Dickinson or In Search of Our Mothers Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description. 10.3.7 Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme). 10.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics. Example: Write a sentence for use in a formal letter of complaint: The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund. 9-10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Objectives: 3. Students will be able to demonstrate knowledge gathered over the course of five weeks through completing a unit test.
Wednesday 11-28-12
Materials: - Generation to Generation Unit Test (98 copies)
Strategies: - Writing - Reading
Procedures: 1. Collect folders. (2 minutes) 2. Pass out unit test. 3. Allow students time to complete written assessment. (48 min)
Evaluation: 1: Students will demonstrate knowledge gathered over the past five weeks through a unit test.

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Lesson Plans

Strategies: - Pretesting - Reading - Writing

References: Holt Elements of Literature PowerNotes

Tuesday 11-13-12 Name: Nadine Dare Grade: 10 Date: 11/13/12

Materials: - Acuity Test (98 copies)

Strategies: - Test taking

Procedures: 1 Administer Acuity Test (47 min)

References: Acuity Test

Name: Nadine Dare Grade: 10 Date: 11/14/12 Two Kinds

Focus: This lesson will

Wednesday 11-14-12 Strategies: - Reading - Discussion - Listening

Strategies: - Reading - Writing - Discussion

Friday 11-16-12 Strategies: - Reading - Writing - Coloring

Homework: 1. Character men will be due Tuesday, November 20th.

Strategies: - Reading - Writing

Homework: Character man due Tuesday (Periods 3 and 5)

References: Holt Elements of Literature Short Story Rubric

Homework: Any unfinished short stories are due by Wednesday

References: Holt Elements of Literature Short Story Rubric

Strategies: - Writing - Drawing - Coloring

References: Vocabulary Graphic Organizer

Monday 11-26-12 Strategies: - Reading - Writing

References: Practice test template created by Mrs. Marcus

Materials: - Literary Terms Power Point - Literary Terms Handout

Tuesday 11-27-12 Strategies: - Writing - Speaking - Watching

References: Practice Test template created by Mrs. Marcus

Name: Nadine Dare Grade: 10 Date: 11/28/12 Unit Test Focus:

Materials: - Generation to Generation Unit Test (98 copies)

Strategies: - Writing - Reading

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