intasc #7 unit plan

7/29/2019 InTASC #7 Unit Plan

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Grace Jones

Topic/Theme: Lord of the Flies/DystopiaTime frame: 4 WeeksClass/Grade Level: 10th grade, English

State Content Standards: (What state standards will you be addressing in this unit?)-Grades 9-10 students will analyze how complex characters (e.g., those with multiple or conflicting motivations) developover the course of a text, interact with other characters, and advance the plot or develop the theme.-Grades 9-10 students will write arguments to support claims in an analysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.-Grades 9-10 students will analyze the representation of a subject or a key scene in two different artistic mediums,including what is emphasized or absent in each treatment.

What facts and basic concepts should students know by the end of this unit?


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Students will be able to independently use their learning to

-Understand how to cite information from a given text

-Build connections between novels and films-Detect and analyze characterization and themes within texts-Speak comfortably within a classroom setting

Stage 1Desired Results (Meaning)

UbD Template

Adapted fromWiggins and McTighe

What skills and/or abilities should students acquire by the end of the unit?

Students will know-Characterization-Dystopian themes in literature-The social psychology present in Lord of the Flies and The Hunger Games


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What Enduring Understandings/Big Ideas do you want students to take away from this unit?

Students will understand that-Characterization is in all texts and in different text forms-Building connections within essays or journal entries is important as they develop within their academic career-Texts of different types and forms can/are interrelated

What are the Essential Questions will you use to guide the learning in this unit?


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Students will keep considering

-Why do authors write their characters they way they do?-What is achieved through distinct characterization?-Why is dystopia such a common theme in l iterature and film?-What are the authors and filmmakers attempting to say about our society?-What are some common themes between these works?

Stage 1Desired Results (Continued) (Meaning)


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Journaling: Students will journal three times a week on the previous nights readings. They will be asked specific questionsin order to propel their entries into thought-provoking writings.

Conferences: Students will be given in-class time to workshop for their final essay. During this time, I will sit down for 5-10minutes with each student and question them on their understanding and help them with any questions they may have.

Other Summative Assessments (selected-response, extended written response, personal

communication, performance-based):

Socratic Seminar: During our Socratic Seminar over the poem on dystopia

students will actively engage in discussion on the

topic and how it relates to the unit as a whole. All students will be expected to contribute to the conversation. This will bemonitored both by me, the teacher, and the students in the outer circle who will evaluate the inner circle students conversations.This practice will encourage (1) student participation (2) student understanding of the text at hand and LOTF and (3) studentability to build connections between works.

Dystopia short essay: This essay will serve as an introduction to the concept of dystopia and to the unit. Students will discussas a group and then each write their own short (1-2 pages) essays on their concept of dystopia. They can use evidence fromculture and from their class discussions within their essay. I will also use this essay as a way to introduce/review the idea ofhaving an introduction, body paragraphs, conclusion, thesis, etc. within your essays. Once the students produce the work I willbe able to evaluate their grasp on these concepts.

Dystopian characters essay: This essay will build on the last one but will have students focus on the characters in LOTF andhow these characters are affected within their dystopian world. Since a major theme of the unit is characterization, this will serveas a midway check point to see how students are understanding the characters in the novel and the characterization that Goldingemploys in order to change/enhance those characters.

Film/Novel comparison essay:After we have viewed selected scenes from The Hunger Games movie, students will beexpected to write a response in which they compare the dystopian ideas in each work and how they are alike, how they are

different, and what these ideas serve within the works themselves.

Summative Assessment (Performance-based):

Stage 2Evidence of Desired Results


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Pre-assessmentsPre vocabulary test: Over words such as dystopia, characterization, theme, and voice. This will help megauge students understanding of these concepts.Discussion over essay organization: I will do this as a discussion so as not to make students morecomfortable. I will use this to evaluate what the overall understanding of essay organization/5 paragraphessays is.For students who already have a good understanding of these concepts and of essay organization, I will tryand engage them in meaningful conversations that will help them go above and beyond in their writings.

Stage 3Learning Plan

Intermediate Lessons & AssessmentsAs we end the third week, I will have students write their essays on dystopian characters. This will feed offof the character charts that they have been working on throughout the reading of the novel. During thefourth and final week, students will begin prepping for their final essay, which will focus on the overalltheme of dystopia, and its presence within these works. Their film/novel comparison essay will feed intothis and get them ready to go more in depth on the subject. After handing the assignment prompt out onMonday, we will spend Tuesday, Wednesday, and Thursday workshopping as a means of getting thestudents prepared tow rite their essay. Throughout these days I will sit down with each student for 5-10minutes and confer with them on their ideas for the final essay. This will be a means of informallyevaluating where students are and getting a grasp on their understanding on the topic.

Ending Lessons & AssessmentsAfter coming up with an overall understanding of dystopia, we will delve into the novel Lord of the Flies.With this, I will have students begin to come up with character charts that discuss different characters,which will feed into a later essay on characterization. Further, during the 2nd week we will have our SocraticSeminar (see attached 2nd Lesson Plan), which will get students thinking about the connections between


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the two different works. This will help them develop not only communication but also get them thinkingabout the connections between works. Hopefully as we move further into the novel and watch clips fromThe Hunger Games, the students will begin to see how overarching of a theme dystopia is. This will feed

into the novel/film comparison essay which will allow them to develop their ideas on dystopia withindifferent works.

Introductory Lessons & AssessmentsI will introduce students to the Essential Questions, so that they are completely aware of where this unit isgoing and what its purpose is. On the first day of the Unit, we will have an introduction of dystopiawhich will get students interested and engaged in the topic. We will watch clips from various movies/showsthat display both utopia and dystopia (to display the differences between the two concepts). I will alsohave students journal over what dystopia means to them and any examples they can think of, which willprep them for the next days class. The next day we will go to my First Lesson Plan (see attached), which

will have students explore in their writing the concept of dystopia.


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Unit: Lord of the Flies & Dystopia

Pacing

Calendar

Week

Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5

1 -Pre-Vocabularytest

-Ppt on essayorganization: thiswill lead to adiscussion andthen somepartner work asthey are given awronglyformatted essayand must correct

it

Make changes forthe next weekbased on theresults

-Introduction to LOTFand William Golding

-Watch the trailer tothe movie

-Thing-Pair-Share:What is dystopia?What does this wordmean to you? Turn inan exit slip

-Begindiscussion on

dystopia-View clipsfrom moviesabout dystopiaand utopia

-JournalEntry: Howhas yourunderstanding

of dystopiachanged sinceyesterday?What is anexample ofone?

Lesson Plan #1-Think-Pair-Share

on dystopiaturninto a SharingWhip-Hand out andexplain theAssignment prompt-Students get intopre-chosen groupsto make a graphicorganizer or list of

their ideas ondystopia-Each group willread their MVPfrom their work-Students will begiven time to askquestions about the

-Students willhave 20 minutes

computer time tofinish up theiressays fromyesterday (and toask questions)

-Introduction ofSocraticSeminar-We will have

already done aseminar thissemester, but wewill review whatwill be expectedof students onMonday-Hand out


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short essay theyneed to write.

assignmentsheet, have astudent read the

poem aloud

6 7 8 9 10

2 Lesson Plan #2-Divide studentsinto groups, forminner and outercircle, beginSocraticSeminar

-Assign first twochapters ofLOTF

-Journal Entry:Opening thoughts onLOTF; what evidenceso far of dystopia?-Analyze relationbetween poem onDystopia and

dystopia in book sofar-Assign ch. 3-4

-Admit Slip:Favoritecharacter ofthe book sofar, and why-View clip ofthe Reaping in

The HungerGames-Discussconnectionbetween works-Assign ch 5-6

-View more clipsfrom The HungerGames movie-Split into groupsand create a venndiagram comparingthe two works

-No readingassignment

-Introducefilm/novelcomparisonessay-Discuss essaybasics andexpectations

-Essay to be duenext Tuesday

-Assign Ch 7-8

11 12 13 14 15


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3 -Journal Entry:The boys fakehunt of Robert

gets out of handquickly. Whatdoes this fakehunt say abouttheir loss ofhumanity? Thepresence ofdystopiancontent?

Computer Labtime-Ask questionsand work onessays-Quick review ofMLA formattingbasics

Essay Due

-Begin more in-depth

discussion ofcharacterization

-Think-Pair-Share:How has Jackchanged through thenovel? Ralph?

-Assign ch 9-10

Lesson Plan#3-Think-Pair-

Share: How ischaracterization important inthis novel?-SharingWhip ofdiscussion-Discussion ofCharacterCharts that

weve beenworking on,furtherdevelopment-Hand outassignmentprompt

Computer Lab Time-Discussion ofcharacterization

-Answer questions

Characterization Essay due-Journal Entry:

relation betweencharacterizationand dystopiawithin the novel-This will feedinto a classdiscussion ofdystopiancharacterization,looking at both

LOTF and TheHunger Games-Assign end ofnovel

16 17 18 19 20

4 -Journal Entry:Reaction to the endof the novel

-Class analysis ofthe end of thenovel, what itmeans

-Essay Workshopping

-Brainstorm ideas

-Discuss with partner

-Exit Slip on howyoure feeling aboutthis essay

-EssayWorkshopping

-Quick rundownof MLA, otherrequirements

-Computer Labtime

-Essay Worshopping

-Computer Lab time

-Work on Rough Draftwith partner, begin tomake final changes

-Essay Due

-Review EssentialQuestions

-Post VocabularyTest

-Introduction ofnext unit


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-Introduce finalessay on LOTF anddystopia, can use

other works thatweve discussed aswell

-Use to evaluate nextdays lesson -Should be done

with a rough

draft by now


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Your Name: Grace Jones

Name of Unit: Lord of the Flies and Dystopia

Subject Area: English Language Arts

Grade Level: 10th

Instruction time: 45 minutes

Lesson Summary Description

This lesson will serve as our introduction to the Dystopia and Lord of the Flies unit. After a shortpresentation by my self on what dystopia is, students will be handed the assignment prompt for thislesson. This prompt outlines their first short writing assignment in which they will discuss dystopia andwhat it is according to our culture and according to them. After outlining this assignment for students, wewill break off into groups of 3-4 and students will create a list or graphic organizer of their ideas/conceptsof dystopia. My own PowerPoint will be left up so as to help them when they get stuck. Throughout this, Iwill circle and answer questions/guide the groups as they get off track. With the last 5-10 minutes of class,I will bring everyone back together and answer any questions, or if there are none, then students will sharetheir different ideas of dystopia.

Standard(s) (taken from the Common Core)

-Grades 9-10 students will write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.


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-Grades 9-10 students will write informative/explanatory texts to examine and convey complex ideas,concepts, and information clearly and accurately through the effective selection, organization, and analysisof content.

-Grades 9-10 students will introduce a topic; organize complex ideas, concepts, and information to makeimportant connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),and multimedia when useful to aiding comprehension.

Enduring Understandings/Essential Question(s)

-Why is dystopia such a common theme in literature?

-What are authors attempting to say or do when they use this theme?

-How is dystopia relevant within our culture?

Objective(s)

At the end of this lesson (C), students (A) will be able to identify (B) the essential concepts behinddystopian works, and will be properly prepared to respond (C) to the prompt (D).

After writing their essay from the prompt (C), students (A) will have integrated (B) their in class discussion

with their own ideas and will have written a well-developed short essay (D).

Differentiation

Need: havent had a lot of essay writing experience Response: If Im already aware of students whostruggle with writing, I will group those students together during the group time and give them specificinformation to use and a more detailed prompt that includes sentence prompts and a detailed outline on


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how to build an essay (process). If I decide its necessary, I will also shorten the essay length in order toaccommodate them (content).

Need: ESL Student Response: If I had an ESL student in my classroom, I would want to frontload themwith as much information as possible so that they can understand the content better. Id give the student asupplemental handout defining dystopia and breaking the concepts that the essay require down enough sothat they can understand it (content). I would do this so that they are properly prepared to succeed withthis assignment (readiness. For the essay portion of this lesson, I will also shorten the essay length inorder to accommodate their needs (content).

Resources & Materials

-Computer/projector for PowerPoint-Assignment prompts (see attached)

Student Assessment(s)

I will informally assess students during the group work portion of this lesson. As I circle the class, I willobserve the groups to ensure that everyone is participating and contributing, and to check the levels ofunderstanding that are present.

I will formally assess students once they hand in their papers on dystopia. Since this is the first writing of

the unit, I think I will need to grade it more lightly but I will check for (a) understanding of the concept ofdystopia (b) ability to organize an essay into clearly defined parts and (c) development of the ideas fromclass to the paper.

Instructional strategies/methods


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This lesson will feature both direct and indirect instruction. The direct portion will occur at the beginningof the class period during the PowerPoint. Since this is information that I need the kids to immediately seeand process, I am presenting it in this way so that they will be better equipped to do their group work and,

later, their essay. After this direct instruction, we will move on to the group work, which will be more of anindirectapproach. Students will work together in order to come up with ideas on dystopia, but thePowerPoint will still be available to them, as will my a portion ofmyown list of dystopian concepts andideas. I want this to be available to students so that they can reference it if need be and can access theinformation on their own.

Detailed Lesson Steps/Sequence

1. 10 minutes: PowerPoint over dystopia. This will serve as the introduction to this concept for manystudents. Therefore, it will outline the definition of dystopia, why its such a common theme, and

where its popped up (including references that hopefully many students will know).

2. 10 minutes: From the PowerPoint, I will hand out the assignment prompt. I will have a student read itout loud for the class and then I myself will read it and add in necessary comments (in order toincrease comprehension). From here, I will divide students into already chosen groups based off ofdifferentiation.

3. 15 minutes: Students will be asked to make a list or graphic organizer (their choice) of the concept ofdystopia. They can and should use their prompt as a guide and attempt to answer the questions on ittogether. This will allow them to create a better, overall understanding of what dystopia is andprepare them for their essay.

4. 10 minutes: One student from each group will present their MVP (most valuable point) of what theydiscussed, aka what they deem to be the most important. Students will be encouraged to write downthings they find interesting or pertinent to their writing. The remaining time will be used to answerany questions about dystopia or about the prompt.


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Grade Level: 10th


Lesson Summary DescriptionThis lesson will come during the second week of my classs unit on Lord of the Flies and dystopia.Previously, students have written an essay on the concept of dystopia and began reading Goldings novel.By doing this at the beginning of the second week of the unit, I will be able to ensure that students alreadypossess the base knowledge needed to analyze this poem and its commentary on dystopia fully. Studentswill also be able to more fully relate the poem to the novel, which will lead to a more fully developedanalysis.


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A Socratic Seminar is a structured discussion in which the teacher merely observes. There are two circles,an outer and an inner, that switch places halfway through. The inner circle students are the only onesallowed to contribute to the conversation during their time. While the inner circle is discussing, the outer

circle is listening and evaluating what is happening. After the allotted time, the outer circle can give adviceor praise to the students in the inner circle. After this, the students switch places.

The day before this lesson I would prepare students for the Socratic Seminar by going over the rubric (seeattached) and explaining to them the process. Some students may have experience with this type ofdiscussion and some wont, therefore it is important to be explicitly clear about what is expected.

Standard(s)

1. Grades 9-10 students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, buildingon others ideas and expressing their own clearly and persuasively.

1 A. Come to discussions prepared, having read and researched material under study; explicitly draw onthat preparation by referring to evidence from texts and other research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.

2 B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individualroles as needed.

3 C. Propel conversations by posing and responding to questions that relate the current discussion tobroader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, orchallenge ideas and conclusions.

4 D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connectionsin light of the evidence and reasoning presented.


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-What are some common themes between this poem and Goldings novel, so far?-Why is dystopia such a common theme in literature?

-What is the relationship between the narrator of this poem and the society that hes a part of?

Objective(s)

At the end of the Socratic Seminar, students (A) will be able to identify (B) the dystopian ideas presentwithin the poem, which will be evident through their annotations of the poem and their discussion (D).

At the end of the Socratic Seminar, students (A) will be able to determine (B) the relationship between thispoem and Lord of the Flies, which will be evident through the quality of their discussion (D).

Affective Objective: At the end of the Socratic Seminar, students (A) will be able to understand (B) therelationship between annotation and discussion, which will be evident through their annotation and thequality of their discussion (D).

Differentiation

Need: Shyness/unwillingness to talk in class Response: Within a Socratic Seminar, students areencouraged to question each other and do their best to give every student a chance to talk. Despite this,there are still those students who are unwilling to talk. While students who dont talk still may be docked apoint or two, I would encourage them to do even MORE annotation on the poem in order to show me thatthey do in fact comprehend the text and I would weigh these ideas into consideration when grading them(product).


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-Copies of Dystopia by Josh Gibbens-Copies of rubric


The structure of the Socratic Seminar calls for mostly informalassessment. As the instructor, my role willjust be to call time and keep track of who is speaking and who isnt (also, to keep things in line if things getout of control). Through keeping track of how many times students speak, I will be able to tell theirunderstanding of the relationship between their annotations and the discussions. Further, after looking

over their annotations of the poem, I will be able to assess if they can identify the dystopian ideas presentwithin the poem. This, and their discussion, will also help me understand if they have made theconnections between the poem and their reading ofLord of the Flies.

Instructional strategies/methods

A Socratic Seminaris an instructional strategy in and of itself. This strategy calls for a different approachto understanding a given piece of literature or text and allows for more students to comment and givetheir thoughts on the topic at hand. This also allows students to make the text their own; they can guidethe discussion (so long as it is productive) and answer the questions theywant answered. This is a form of

indirect instruction, as it calls for the students to make the lesson their own, to manipulate the texts inwhatever way they see fit.

Give one glow/one growis a strategy which calls for students to prepare one good thing about thediscussion that occurred in the inner circle (a glow) and then one thing that could use improvement fornext time (a grow). By having them think of something that could use improvement, it makes thecomments less negative in nature and allows them to be more helpful.


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Detailed Lesson Steps/Sequence1. 5 minutes: Organization and review of the process of a Socratic Seminar. This will serve to make sure

all the students are prepared for the activity. We will also number off to decide who will be in eachcircle.

2. 18 minutes: Group 1 Inner Circle. Students will be responsible for guiding the discussion during thistime. They will bounce ideas off each other and attempt to answer the questions provided with thepoem. The students in the outer circle will make notes on their rubrics on who is doing well and whocould speak more. They should prepare themselves to give commentary once Group 1 is done.Group 1 will discuss for 15 minutes and in the final 3 minutes, Group 2 will need to provide theircommentary on the quality of the discussion.

3. 18 minutes: Group 2 Inner Circle. Students will be responsible for guiding the discussion during thistime. They will bounce ideas off each other and attempt to answer the questions provided with thepoem. The students in the outer circle will make notes on their rubrics on who is doing well and whocould speak more. They should prepare themselves to give commentary once Group 2 is done.Group 1 will discuss for 15 minutes and in the final 3 minutes, Group 1 will need to provide theircommentary on the quality of the discussion.

4. 4 minutes: With the remaining time, we will discuss the pros and cons of evaluating the text in thismanner. Students will then be expected to hand in their assignment sheet (attached) which showstheir annotations and their comments on the other group.

Socratic Seminar (Assignment Sheet for Lesson #2)

While you read this poem, you will want to make your thinking visible. This is called annotation. Circle,underline, highlight the words and concepts you find important. Write down questions as you think ofthem. Let us see what you were thinking as you read the poem. Attempt to come up with answer for thefollowing questions that will be discussed during tomorrows Seminar: What are some common themes


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between this poem and Goldings novel? Why is dystopia such a common theme in literature? What is therelationship between the narrator and the society that hes discussing.

Dystopia

Smoke pumping into the sky,A Gothic Skyline filled with blackBlack architecture,Dominating a brooding landscape

Clanking cogs grinding,Making an inhuman screamPeople walking silently,

In black uniform lines

No individuality survives,Everyone dressed the same, skin pale to the eyeMorbidly cold to the touch,

Mere machines

Blackness permeating everywhere,Flesh providing no warmthI dream of what the world could have been like,Full of colour and life, full of creativity and uniqueness

No place to voice my ideas,Dangerous ideas crushed by those in controlPart of one collective mind,

Merely a subjugated citizen!

Josh Gibbens

Use the following rubric as a guide for you to evaluate the Inner Circle. You can write names in the boxeswhere you think different people belong, or you could just use these ideas as something to keep in mindwhen you write your glow/grow.Remember, a glow is something that was done well. It can be about a specific person, or the whole group.A grow is something that was done just OK but theres room for improvement. This should focus on thegroup discussion as a whole, and not one person.

GLOW:GROW:


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Participation isOutstanding

Participant offers enough solid

analysis, without prompting, to movethe conversation forward

Participant, through his/hercomments, demonstrates a deepknowledge of the text and thequestion

Participant has come to the seminarprepared, with notes and amarked/annotated text

Participant, through his/her

comments, shows that he/she isactively listening to otherparticipants

She/he offers clarification and/orfollow-up that extends theconversation

Participant's remarks often refer tospecific parts of the text

Participation is very good Participant offers solid analysis

without prompting

Through his/her comments,participant demonstrates a goodknowledge of the text and thequestion


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Participant has come to the seminarprepared with notes and/or amarked/annotated text

Participant shows that he/she isactively listening to others. She/heoffers clarification and/or follow-up

Participation issatisfactory

Participant offers some analysis, butneeds prompting from the seminarleader and/or others

Through his/her comments,participant demonstrates a general

knowledge of the text and thequestion

Participant is less prepared, with fewnotes and no marked/annotated text

Participant is actively listening toothers, but does not offerclarification and/or follow-up toothers' comments

Participant relies more upon his/her

opinion, and less on the text to drivehis/her comments

Participation is notsatisfactory

Participant offers little commentary

Participant comes to the seminar ill-prepared with little understanding of


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the text and question

Participant does not listen to others,offers no commentary to further the

discussion

Reconfigured rubric based [email protected]




Grade Level: 10th


Lesson Summary Description

For this lesson, students are going to delve further into the topic of characters and what the charactersroles are within the dystopian texts that we have read. During this days class period, I will have studentsget out their character charts that they have been working on so that we can begin to analyzecharacterization within the texts. This lesson will come at the end of the third week as students near theend ofLord of the Flies.

To start the lesson off, as a class we will look over my own character chart and I will model for students

what information they are going to want to use in developing their ideas for their essay. We will discussword choice and character actions that have an effect on the overall characterization of the character.Students will be allowed to choose which character they write their essay on, so long as they are able tofully develop their character and create an interpretation as to why the author created the character in thisway.
mailto:[email protected]:[email protected]:[email protected]


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Standard(s)

Grades 9-10 students will analyze how complex characters (e.g., those with multiple or conflictingmotivations) develop over the course of a text, interact with other characters, and advance the plot or

develop the theme.

Grades 9-10 students will cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text.

Grades 9-10 students will write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.


-Why do authors create their characters in the way that they do?-What purpose does strong characterization serve?

-Why is it important to pay attention to characterization when reading a text?

Objective(s)

At the end of this lesson (C), students (A) will be able to identify (B) phrasing and actions that createcharacters, which will be evident through their character charts and essays (D).

At the end of this lesson (C), students (A) will be able to reflect (B) on the concept of characterization andits purpose within text, which will be seen through their essay (D).

Differentiation

As students work on developing their essays, there may be some who havent paid attention as wevegone through the novel or who havent read the entirety of the readings. For these students, Im going to


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want to talk with them and gauge their understanding thus far. If they really are not ready for this essayand the level of comprehension it requires, I might have them just turn in a more detailed version of thecharacter chart, or perhaps an outline on their favorite character within the novel.


-Assignment prompts

-Character Charts

-ELMO to work on character charts as a class


The essay that students turn in for this will be both summative and formative. During the first twoweeks of the Unit, students worked on their character charts and developed their concepts ofcharacterization within the text. Since this essay is a summarization of their understanding and learning ofcharacterization, it is summative so that I can understand where students are at in their comprehension. Itis also formative since students will still build off of this in the next week when they write their final essay.

They may want to reference some of the ideas they use in this essay as they workshop and develop theirfinal writing.

Instructional strategies/methodsThink-pair-share: I will start the class with a question asking them how characterization comes into playin Lord of the Flies and other novels theyve read. They will then pair off and discuss their answer and onestudent from the pair will share with the class what their thoughts are on the concept.

This lesson will involve a lot ofdirect instruction as I model my character chart and we add to ittogether. After this, we will get into a discussion of the essay based off of the prompt that I hand out. I will


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want to make sure students are properly prepared to begin working on their essays that evening afterclass. Then, the next day, they can come in with any questions they may have.

Detailed Lesson Steps/Sequence

1. 10 minutes: Think-pair-share: Introduce the days lesson by telling students that we are going to befocusing even more on characterization. And then, present the question of, How doescharacterization come into play/how is it important within Lord of the Flies? Then students will thinkabout their answers until I have them pair off and discuss with their partner their answer. After 5minutes of partner time, we will do a sharing whip and one partner from each pair will share whatconclusions they came to.

2. 15 minutes: Character Chart Modeling: During this time, I will have a blank character chart on the

ELMO and the students will help me fill it in based off of their own character charts (which shouldalready be near completion). I will guide their commentary by asking them guiding questions, suchas, How does Jacks personality affect his actions on the island?

3. 15 minutes: Assignment breakdown: This is when I will hand out the assignment prompt for theessay on characterization. I will have on student read the prompt aloud and then I, myself, will readit aloud and add in some extra comments (to increase comprehension). I will outline things such asthe due date, the length, and the organization.

4. 5 minutes: Brainstorm: During this time, students will be able to ask me any questions they haveabout the assignment and bring up ideas they might have regarding what they are going to write

about.


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(Assignment Sheet for Lesson #3)Characterization within Lord of the Flies

Mini essay: due in two class periods

You have already been working on your character charts about the characters in William Goldings Lord ofthe Flies. These charts are going to be what you want to use to guide you as you write this next essay.

Understanding characterization is key in understanding how things play out in LOTF. The personalities ofeach character help define why things end up the way they do. Keeping this in mind, you need to developa 1-2 page essay that focuses on one character. Once you decide which character you want to write about,think about the following questions:

-What is his personality?-How does his personality change through the course of the novel?-What are some words or phrases that help characterize this character?


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Grace Jones

As you think about these questions, find specific quotes from the book that help your argument on theimportance of characterization within the novel.Try and develop your ideas on characterization and

how the characters differences effect the course of the novel.

While yes, this paper is only 1-2 pages, make sure that you fully develop your ideas and organize them inan understandable way.

intasc #7 unit plan

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