Teacher: Jeffrey Greenebaum Subject: English Date: Class: World Lit. Grade 10 Period/Time:

LESSON PLANNING SHEET FOR INSTRUCTION USING THE STRATEGIC CLASSROOM LEARNING MODEL

Topic Or Unit of Study: Asian Literature Proposed # of days for Unit of Study: 25 Learning Goal: 1.2 The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. Indicator(s): 1.2.1 The student will consider the contributions of plot, character, setting, conflict and point of view when constructing the meaning of a text. Summative Assessment of Indicator: The summative assessment is a unit test. Formative Assessments: Students will complete graphic organizers demonstrating valid interpretations of two Asian poems. Lesson Objective: In order to provide at least two valid interpretations for Asian poems read in class, students will successfully complete a graphic organizer by locating and providing supporting evidence from the text. Lesson Activities and Instructional Strategies: • Mindjog: Two optical illusions are projected on the screen. Students will be asked

to write a sentence or two describing what they see.

• Review of objective: A student will read the objective aloud in class.

• Personal connection: Students will be better able to understand and evaluate other people’s views (represented through artwork, movies, conversation, songs, etc.) because they will be able to identify a range, or spectrum, of valid interpretation.

• Information exchange:

1) A mindjog introduces the idea of multiple correct interpretations. Students will be asked what they see regarding two optical illusions. Students will be asked if they see something that is not in the optical illusion at all (begging the question of what is a valid interpretation)

2 )The objective will be read aloud. Students will be asked “What will your job be today?” (To successfully complete a graphic organizer.) and “How will you be successful, or what will it take to be successful?” (providing textual support). It will be mentioned how those graphic organizers will be graded/scored to determine who got “it” and who did not (3-2-1 Rubric for each poem). Students will then be asked, “What is an interpretation?” 3)After eliciting an answer(s) from the class, students will receive the literary definition of an interpretation. It will be noted that interpretations are arrived at through evidence from the text, which may include setting, plot, characterization, conflict or point-of-view.

4)Students will be asked if they have interpreted something before. The teacher will lead students into a real-world connection by saying,“I bet you have interpreted a lot of things before.

5) Students will view pictures (Powerpoint or ELMO) of people exhibiting strong body language signals. Discussion will be prompted as to possible interpretations (unhappy with a teammate or a call from a referee, for instance). The teacher will say, “Pay attention to posture. If a person leans toward you, he might be expressing interest in what you are saying. Leaning away from you is indicative of wanting to get away or not wanting to hear what you are saying.” Multiple reasons/interpretations for a behavior are possible. Students will be told that “Words, as well as body language, may be interpreted.”

6)The teacher will say, “Now that we know what a interpretation is (definition and visual example), let’s find valid interpretations of Asian poems.

7) Modeling and Guided Practice: Students will review a combined Model and Guided Practice graphic organizer. The teacher does a Think-Aloud for the model portion.

8) Students will complete the remaining Guided Practice portion of this sheet using Think, Pair, Share (Show). Students have the option to show their written work if it is difficult for them to discuss it (some students may have difficulty with oral expression). Students will be guided through portions which they did not complete/understand on their own. Students will be expected to locate evidence from the passage. The teacher will ask questions designed to identify “How” and “Why” students made their judgments and interpretations. The teacher

will ensure discourse regarding at least two of the following: Plot, Character, Setting, Conflict, Point of View. The graphic organizers have built-in examples of plot, setting, and point of view and students working through the sheets will have exposure to these elements.

9) Students will share what they have learned (Powerpoint or ELMO).

• Information application: 1) Students will complete a second graphic organizer without assistance from the teacher. This will demonstrate a student’s ability to correctly identify valid interpretations and support them with evidence. 2) Students will share their ideas through a gallery walk.

• Real-world connection: Students will be better equipped to understand how to correctly interpret pop music, poetry, movies, short stories, novels and many other forms of written and non-written communication.

Reflection/Summary Each student will be given an index card with a poem and interpretation written on it. The student will determine if the interpretation is valid or not. Assessment: • Class discussion related to the completion of a graphic organizer during Guided Practice

provides ongoing assessment of a student’s understanding. The independent completion of a second graphic organizer (differentiated) provides a means of assessment useful in determining if mastery has been attained. A 3, 2, 1 rubric score will be utilized for each poem—3 for accurate reading and thoughtful argument with evidence provided, 2 for thoughtful argument representing accurate reading, 1 for inaccurate reading/no argument presented.

Name_______________________________________________ Date___________ Poem Title: “River Light” Page: 565

Two-Tier Graphic Organizer

Literal Level Check only the items that show specifically what the poet actually wrote. In the space next to or below each choice, provide support for your answer with line evidence from the poem. ___A. The speaker is a child. ___B. It is the middle of the day when the speaker drops his soap. ___C. Once it falls into the water, the soap moves erratically* (irregularly) as it sinks. ___D. The narrator of the poem is remembering his childhood. Interpretive Level Go beyond the literal now. Check the items that show valid meanings/interpretations of the poem. In the space next to or below each choice, provide support for your answer with line evidence from the poem. ___A. This is a poem about loss of innocence. ___B. The speaker hides from his responsibility. ___C. This poem is about growing older. ___D. The speaker feels “an enormous sense of loss” because he realizes his parents will punish him for losing the soap.

Name_______________________________________________ Date___________ Poem Title: “Jade Flower Palace” Page: 605

Two-Tier Graphic Organizer Literal Level Check only the items that show specifically what the poet actually wrote. In the space next to or below each choice, provide support for your answer with line evidence from the poem. ___A. Rats are running around a ruined palace that was beside some cliffs. ___B. The palace was once owned by a prince named Li Po. ___C. The palace was beautiful once, but now is ruined. ___D. The speaker shows no emotion about the palace and the prince. Interpretive Level Go beyond the literal now. Check the items that show what the poet meant. In the space next to or below each choice, provide support for your answer with line evidence from the poem. ___A. This is a poem about impermanence (things ending). ___B. This poem shows ___C. This is a poem about . ___D. The tone of the poem is one of peace.

Mindjog Optical Illusions

Figure A

Figure B

Connection: Interpret the body language.

.

Figure C

Leading question:

Of Figure C or D, which shows people who are willing to work together?

Figure D

Figure E

Leading question:

Of figure E or F, which shows a victorious athlete?

Figure F

Here is the original caption of Raptors’ Jarrett Jack: Jarrett Jack's body language says it all about the Raptors' victory over the road-awful Hornets at the Air Canada Centre Dec. 20, 2009. Jack scored 15 points and helped keep New Orleans star Chris Paul in check. TARA WALTON/TORONTO STAR

3-2-1 Grading Rubric

3 Points 2 Points 1 Point

Poem: River Light accurate reading and thoughtful argument with evidence provided

thoughtful argument representing accurate reading

inaccurate reading/no argument presented

Poem: Jade Flower Palace accurate reading and thoughtful argument with evidence provided

thoughtful argument representing accurate reading

inaccurate reading/no argument presented

3-2-1 Grading Rubric

3 Points 2 Points 1 Point

Poem: accurate reading and thoughtful argument with evidence provided

thoughtful argument representing accurate reading

inaccurate reading/no argument presented

Poem: accurate reading and thoughtful argument with evidence provided

thoughtful argument representing accurate reading

inaccurate reading/no argument presented

Jade Flower Palace Tu Fu, translated by Kenneth Rexroth The stream swirls. The wind moans in The pines. Gray rats scurry over Broken tiles. What prince, long ago, Built this palace, standing in 5 Ruins beside the cliffs? There are Green ghost fires in the black rooms. The shattered pavements are all Washed away. Ten thousand organ Pipes whistle and roar. The storm 10 Scatters the red autumn leaves. His dancing girls are yellow dust. Their painted cheeks have crumbled Away. His gold chariots And courtiers are gone. Only 15 A stone horse is left of his Glory. I sit on the grass and Start a poem, but the emotion of It overcomes me. The future Slips away without a trace. 20 Who can say what the years will bring?