Hill_Lesson+Plans

= __ Just to start off - you are on the ball getting all of these put together!!! DAY ONE __ =

1. SWBAT understand the concept of a theme. 2. SWBAT develop community in the classroom. 3. SWBAT follow direction and instruction. 4. SWBAT compose original writing. > **1.02** Explore expressive materials that are read, heard, and/or viewed by: Rubric for Reader Response Journals
 * Teacher:** Miss Hill
 * Unit and/or Lesson Title:** The Circle of Life / Would You Want to Live Forever?
 * Plan Number:** 1 in a series of 15
 * Context:** My unit plan is situated within the context of the novel, //Tuck Everlasting// and the theme "The Circle of Life." This is the opening day of the unit, so it is the first lesson plan in a series of 15. In this lesson plan, students will be exposed to the unit's theme as well as introduced to the novel, //Tuck Everlasting//. They will also explore what it means to have eternal life and form their own opinions about having eternal life themselves. I created the steps/procedures for this lesson plan in hopes that students will be excited and interested in starting this unit.
 * Specific Learning Objectives:**
 * [Cognitive]**
 * 1.1 Comprehend the theme 'Circle of Life' and what it means to have eternal life.
 * [Affective]**
 * 8.1 Share thoughts and individual opinions with peers in an effective and respectful manner.
 * 9.1 Listen attentively and stay on task.
 * [Performance]**
 * 10.1 Write in journals in response to a novel.
 * [LA SCOS]**
 * **Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.**
 * generating a learning log or journal.
 * Materials/Technology Required:**
 * Song- Circle of Life by Elton John
 * Music Player
 * Journals
 * 2 liter bottle of "magic water"
 * //Tuck Everlasting// novels- class set
 * Tuck Everlasting movie trailer
 * Computer with internet access
 * Reading Response Journals Rubric (copies for each student)
 * Time:** 60 minutes
 * Instructional Procedures/Steps:**
 * **Intro**: [10 minutes] Students will come in to the song "Circle of Life" (by Elton John) playing in the background. When the song ends, I will ask students what they think "the circle of life" means. Students will write down their thoughts in journals. We will then discuss what everyone has come up with as a class. I will make students aware that the circle of life is going to be our theme for this unit.
 * **Hook**: [15 minutes] I will then pull out a 2 liter bottle full of water with sequins/glitter in it. The bottle will also have a label that reads, "CAUTION: MAGIC WATER." I will place the water on top of the front desks so students can see it. I will tell students that I was given this water from a close friend. I will explain that the water is magic because it offers internal life. I will ask students if they know what "eternal" means. We will discuss the definition as a class. I will then explain that if one chooses to drink the magic water, they will live forever and become immortal. I will have students discuss with a neighbor if they would drink the magic water and why or why not. I will then ask for volunteers to report to the class what their decisions would be. I still think this activity is really awesome!
 * **Introduction of Novel:** [10 minutes] I will then introduce the novel, //Tuck Everlasting//, by reading the back cover of the book and showing them the trailer to the movie. I will tell them that we will later revisit the question about drinking the magic water once we get to a certain point in the book to see if their opinions change. I will also tell students to be thinking about how drinking the water could potentially affect the circle of life. I will distribute copies of books to the class.
 * **Introduction of Reader Response Journals:** [10 minutes] Next, I will introduce reader response journals and tell students that they will need to respond to the reading every night for homework in their journals. I will hand out a rubric that explains my expectations and how the journals will be graded. Will they already have journals or will they be starting brand new ones? As in, are they writing reader/response in their pre-existing journals or will they need to get new ones for Tuck Everlasting?
 * **Oral Reading:** [10 minutes] I will started reading the book aloud and will continue to do so until the end of class. You could possibly look into doing a reading on tape...
 * **Closing:** [5 minutes] Students will need to read through chapter 3 for homework. Students will be told that they need to write their response to what they have read so far in their reader response journals. They will be told to pay special attention to the quotes in the prologue: "The first week in August hangs at the very top of summer, the top of the live-long year, like the highest seat of a Ferris wheel when it pauses in its turning." and "The wood was at the center, the hub of the wheel. All wheels must have a hub. A ferris wheel has one, as the sun is the hub of the wheeling calendar. Fixed points they are, and best left undisturbed, for without them, nothing holds together. But sometimes people find this out too late" (p.4). Students will also be told to reflect on these quotes in their journals.
 * **Exit Slip:** Students must write down their initial opinion on eternal life and why they would or would not drink the water.
 * Evaluation:** The exit slip will serve as the evaluation for this lesson. I will be able to assess students' knowledge of eternal life by reading their responses and reasoning behind drinking the magic water--or not drinking it.
 * Appendix of Materials Needed:**

=__DAY SIX__=

1. SWBAT analyze how a theme is portrayed in different contexts. 2.. SWBAT identify literary elements and terms within a text. 3. SWBAT make connections among a variety of materials. 4. SWBAT develop community in the classroom. 5. SWBAT follow direction and instruction. "Wheel of the World" Lyrics Target Answer sheet
 * Teacher:** Miss Hill
 * Unit and/or Lesson Title:** The Circle of Life / Making Connections!
 * Plan Number:** 6 in a series of 15
 * Context:** In this lesson, students will be reminded of examples of imagery and metaphors that are in the text while we read a chapter aloud as a class. Since they will have already learned about these types of figurative language previously, they should be able to recognize them on their own. We will also be revisiting our theme in this lesson since Chapter 12 of //Tuck Everlasting// strongly ties in with the circle of life. Students will be making some connections and taking their thinking further by listening to music that relates to the circle of life. They will relate the theme to both songs and the novel, as well as analyze the meaning of the theme in different contexts.
 * Specific Learning Objectives:**
 * [Cognitive]**
 * 2.2 analyze how a theme is portrayed within a song/lyrics.
 * 3.1 identify imagery within a text
 * 3.2 identify metaphors and similes within a text
 * 5.2 compare and contrast how a common theme occurs in different works.
 * [Affective]**
 * 8.1 Share thoughts and individual opinions with peers in an effective and respectful manner.
 * 8.2 Respond to ideas and questions of others in the class
 * 8.3 Listen to peers' responses
 * 9.1 Listen attentively and stay on task.
 * [LA SCOS]**
 * **Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.**
 * 1.02** Explore expressive materials that are read, heard, and/or viewed by:
 * determining the effect of literary devices and/or strategies on the reader/viewer/listener.
 * making connections between works, self and related topics.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * 1.03** Interact appropriately in group settings by:
 * listening attentively.
 * showing empathy.
 * contributing relevant comments connecting personal experiences to content.
 * monitoring own understanding of the discussion and seeking clarification as needed.
 * **Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.**
 * 5.01** Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
 * reading literature and other materials selected by the teacher.
 * taking an active role in whole class seminars.
 * discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
 * recognizing underlying messages in order to identify theme(s) within and across works.
 * exploring relationships between and among characters, ideas, concepts and/or experiences
 * Materials/Technology Required:**
 * //Tuck Everlasting// (class set)
 * Lion King Video Clip/Computer & internet access
 * Overhead projector
 * Wheel of the World Lyrics (copies for each student)
 * Portable Stereo
 * Carrie Underwood CD- Carnival Ride
 * Time:** 60 minutes
 * Instructional Procedures/Steps:**
 * **Intro:** Students will place their completed projects (project was assigned on Friday) on their desks and we will go around the room in a line to look at what everyone created.
 * **Oral Reading:** Next, we will read chapter 12 in Tuck Everlasting as a class. I will read aloud to the class. I will point out imagery and metaphors as a reminder as we read. Examples of a metaphor I may point out: "The sun was dropping fast now, a soft red sliding egg yolk, and already to the east there was a darkening to purple" (page 60). It's smart to put examples in here that you may use
 * **Initial Discussion:** After we read the chapter, we will revisit our theme: the circle of life. In chapter 12, Tuck discusses the wheel of life with Winnie and how he wishes that he could be put back on the wheel again instead of being immortal. I will ask the class what they think of Tuck's advice to Winnie. Students will be told to raise their hands to answer. I will also ask students if they agree with what Tuck is telling Winnie...is his advice good or bad? what will be the scale for good and bad? Will you say on an ethical scale, moral scale, societal scale, etc What can they compare his advice to? Is it advice they would like to receive? What would they think if they were given that advice? From what person in their life do they think they would get this advice from? Since Tuck is like a father figure to Winnie, would you expect this advice to come from him? Is it his age that helps, the fact that he is an adult, etc?
 * **Activity 1:** Next, I will introduce an activity that will further students' discussion and understanding of the circle of life. I will play a video clip from the movie, The Lion King. The clip will be from the beginning of the movie where the song "Circle of Life" plays. After the clip is shown, I will ask students how they think the circle of life is being portrayed in the clip. I will write down notes on the overhead from this discussion. Students will be told to copy down the notes in their reading journals for chapter 12. I think this is a great way to tie in your theme
 * **Activity 2:** Lastly, I will play Carrie Underwood's song "Wheel of the World" on a stereo. Lyrics will be passed out to students and they will be instructed to follow along while the song plays. After the song ends, we will have a class discussion. Again, I will take notes the overhead and students will also write these down. Great media connection!
 * **Final Discussion:** At the end of the above activities, we will connect both the video clip and song to Tuck Everlasting and the theme, the circle of life. We will look at the notes we took and discuss this as a class.
 * **Closing**: Students will be told that they need to read chapters 13-16 for homework and write in their reader response journals. Writing to Learn!!!
 * Evaluation:** I will be able to assess students' knowledge by taking note of their discussions. I will be able to tell if students' truly understand the material by listening to their responses.
 * Appendix of Materials Needed:**

=__ **DAY TEN** __=

1. SWBAT develop critical thinking skills when reading a novel 1. SWBAT put on a performance in front of their peers. 2. SWBAT develop community in the classroom. 3. SWBAT effectively collaborate in small groups. **Materials/Technology Required:** **Time:** 60 minutes **Instructional Procedures/Steps:** **Evaluation:** I will be able to assess what students have learned about the novel by the discussion at the beginning of class, by listening to students’ think-pair-shares, and by watching their completed skits. **Appendix of Materials Needed:** Student Roles Handout Self and Peer Evaluation Handout = =
 * Teacher:** Miss Hill
 * Unit and/or Lesson Title:** The Circle of Life / Make the Novel Come Alive!
 * Context:** This lesson plan is situated near the end of the unit. Students have almost finished reading the book at this point and have already completed a lot of different activities. In this lesson plan, students will have the opportunity to predict what they think will happen in the last chapters of the novel. Students will also get to work in small groups in order to plan a skit imitating any scene in the novel. Students will get to perform this skit in front of the class and will be videotaped doing so. When creating this lesson plan, I wanted students to be engaged so I came up with the idea of bringing costumes and props to class as well as having materials available for students to create their own props or settings.
 * Plan Number:** 10 in a series of 15
 * Specific Learning Objectives:**
 * [Cognitive]**
 * 6.1 Predict what will happen in a novel.
 * [Performance]**
 * 12.1 create a skit in small groups from a scene in //Tuck Everlasting// and perform it in front of the class
 * [Affective]**
 * 8.1 Share thoughts and individual opinions with peers in an effective and respectful manner.
 * 8.2 Respond to ideas and questions of others in the class.
 * 8.3 Listen to peers' responses.
 * 7.1 Fulfill specific roles within a group.
 * 7.2 Brainstorm and collaborate as a group.
 * 7.3 Evaluate work of self and others in a group.
 * [LA SCOS]**
 * **Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.**
 * 1.03** Interact appropriately in group settings by:
 * listening attentively.
 * showing empathy.
 * contributing relevant comments connecting personal experiences to content.
 * monitoring own understanding of the discussion and seeking clarification as needed.
 * Costumes
 * Props
 * Flip camera
 * Posters
 * Markers/crayons/colored pencils
 * Scissors
 * Tape
 * Student roles handout (copies for each student)
 * Self and peer evaluation handout (copies for each student)
 * **Intro****:** [5 minutes] Students will come in and they will see this written on the board: Please collect your thoughts about what happened in Chapters 22 & 23- We will discuss this as a class in a few minutes!
 * **Discussion:** [10 minutes] We will then start discussing what happened in Chapters 22 and 23. I will also ask for volunteers to share their thoughts about the chapters. Next, I will ask students to think about their predictions of what will happen next in the novel. I will ask the following questions: Will Winnie drink the water that Jesse gave her? What do you think she will do to help save Mae? Will she be successful? Students will be told to think about these questions and then do a think-pair-share. Students will pair up with a neighbor and discuss their thoughts with one another. I will be walking around the room to monitor the conversations and to make sure students are on task.
 * **Group Activity:** [43 minutes] Next, students will be told that they are to prepare a short skit within a group of 4. The groups will be teacher selected and will be put together beforehand. Each student will have a specific role in the group: Leader, Recorder, Time Keeper, and Facilitator/Encourager. I will surprise students by telling them that I have brought in costumes and props for them to use in their skits. Students will be given posters and other materials to design the setting, etc. Students will be told that they can pick any scene so far in the novel to act out. Every group member must help plan the skit and each person must participate in the actual performance in some way. The skit should be no longer than 3 minutes. Students will be given 25 minutes to plan their skits. Then, groups will perform their skits in front of the class. The skits will be filmed with a flip camera to put on the class website.
 * **Closing:** [2 minutes] Any groups that did not perform today will be able to do so on Monday. Students will be told that they must finish reading the rest of the book for homework (chapters 24, 25, and the epilogue). They must also write in their reader response journals. Students will be given a self and peer evaluation handout that they must complete and turn in when they are done performing their skits. The skit idea is perfect because it will show you what they have learned in a creative way. The peer evaluation idea is great because it gives them a chance to document their contributions.

= **__DAY ELEVEN__** =

1. SWBAT analyze how a theme is portrayed in different contexts. 2. SWBAT make connections among a variety of materials 3. Develop critical thinking skills when reading a novel. 4. SWBAT follow direction and instruction. 5. SWBAT develop community in the classroom. Robert Frost poem, "Nothing Gold Can Stay" Target answers for teacher lead questions on Robert Frost poem Handout/Directions for final assignment of unit
 * Teacher:** Miss Hill
 * Unit and/or Lesson Title:** The Circle of Life / Analyzing Immortality: Has Your Position Changed?
 * Context:** This plan in partly a continuation of lesson plan number 10. Students who did not get to perform their skit on Friday will get to do so today. We will shift gears and discuss the end of the novel. Students will also get to read some poetry that connects to the novel and the circle of life. In addition, students will get to explore immortality further and they will be asked if their position on having eternal life has changed since the beginning of the unit. Also, the final assignment of the unit will be introduced.
 * Plan Number:** 11 in a series of 15
 * Specific Learning Objectives:**
 * [Cognitive]**
 * 2.1 apply the meaning of a theme to the meaning of a poem.
 * 5.1 apply a poem's meaning to a novel
 * 6.2 Explore feelings of characters
 * [Affective]**
 * 9.1 Listen attentively and stay on task.
 * 8.1 Share thoughts and individual opinions with peers in an effective and respectful manner.
 * 8.2 Respond to ideas and questions of others in the class
 * 8.3 Listen to peers' responses
 * [LA SCOS]**
 * **Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.**
 * 1.04** Reflect on learning experiences by:
 * describing personal learning growth and changes in perspective.
 * identifying changes in self throughout the learning process.
 * interpreting how personal circumstances and background shape interaction with text.
 * **Goal 2: The learner will explore and analyze information from a variety of sources.**
 * 2.01** Explore informational materials that are read, heard, and/or viewed by:
 * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * restating and summarizing information.
 * making connections between works, self and related topics/information.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * generating questions.
 * Materials/Technology Required:**
 * Flip Camera
 * Robert Frost poem, "Nothing Gold Can Stay" (copies for each student)
 * Handout/Directions for final assignment of unit (copies for each student)
 * Overhead Projector
 * Time:** 60 minutes
 * Instructional Procedures/Steps:**
 * **Intro:** [15 minutes] I will start class by allowing any group that did not get to perform their skit to do so. Next, we will discuss as a class how the novel ended. I will ask students if they were surprised by the ending and if they would want anything to happen differently.
 * **Activity:** [15 minutes] Next, we will switch gears and I will introduce a poem by Robert Frost called "Nothing Gold Can Stay." Copies of the poem will be distributed to each student. I will ask students to read the poem silently to themselves. Next, I will read the poem aloud to the class. We will dissect the poem by looking at every 1 or 2 lines individually. I will have a copy of the poem up on the overhead to make any notes on. I will ask students to try and understand the deeper meaning of the poem and how it connects to the circle of life. After I have heard students ideas, I will expand on them so students better understand the poem. it would be neat to see if the students can think of anything to ADD to the poem- more things that are "gold".
 * **Discussion:** [20 minutes] Next, we will have a discussion on immortality as a class. I will ask students to raise their hands if they think Winnie should have drunk the magic water. I will ask for volunteers to explain why they voted yes. I will do the same for students who vote no. We will then discuss why Winnie might have made the decision she did- what was her reasoning? I will then make a pro/con chart on the overhead. On this, we will list pros and cons of drinking the magic water/having eternal life. Students will volunteer to contribute ideas to be written down on the chart. Students should be copying down the chart in their own notebooks. After the chart has been filled out, we will have a re-vote to see if minds have been changed. Students will be told to note whether their position has changed from day one of the unit.
 * **Closing:** [10 minutes] I will introduce the final assignment associated with the unit/novel. Students will be asked to pick one of the following choices: write an alternate ending to the novel, create their own book cover, or create wanting/missing poster of a character in the novel. The assignment will be due at the end of the week on Friday.
 * **Exit Slip:** Did your position on drinking the magic water and therefore having eternal life change from the very beginning of the unit? Why or why not?
 * Evaluation:** I will be able to evaluate students by noting their responses to class discussions and how they voted in response to having eternal life as well as there reasoning for voting the way they did. I will also use the exit slip as an evaluation of what students have learned today.
 * Appendix of Materials Needed:**

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