Day+One+Lesson+Plan


 * __Lesson Title:__** “Overcoming Challenges Introduction”


 * __Context:__** Today is the beginning of our unit focusing on the novel, __Fever 1793__, by Laurie Halse Anderson. This novel is significant in that it presents an adolescent girl persevering through one of the biggest hardships she has ever faced; the yellow fever. It is important for students to see a variety of ways another individual, their same age, reacts to difficulties. Most importantly, it is critical for students to see this through literature. Therefore, today marks the beginning of a 3 week journey through Mattie, the antagonist and narrator. What will she do when she is one of the few healthy? Will she come to the rescue? Who will suffer from the epidemic? Students will dive in and quickly see applications to their own life, leading them to make better life decisions in the future.


 * __Plan Number:__** 1 of 15

6. Develop community in the classroom. -Share ideas and insights with the class. -Respond to the ideas and questions of fellow classmates. -Listen to others’ responses.
 * __Objectives-SWBAT:__**


 * __NC Course of Study Standard:__**

-class set of __Fever 1793__ -note-cards with illnesses -computers
 * 1.03 ** Interact in group settings by:
 * responding appropriately to comments and questions.
 * offering personal opinions confidently without dominating.
 * __Materials/Technology__**:
 * __Materials/Technology__**:


 * __Time__**: 55 minute class period

[Hook & Discussion-25 minutes] Students will enter the room and randomly choose a challenge/issue/setback from a magic hat. One of the following will be written on the note card: divorce, broken bone, sibling rivalry, bullying, or sickness. Each student will find their group with a matching note-card. Students will be asked to think about the effects of having each of these and how this makes them feel. After minutes of brainstorming each group will respond to the prompt: //Imagine if you were suffering for days with this particular challenge. How would you and your fellow group members persevere and make it through the situation?// Students will then be given the opportunity to report out and realize that living with such problems calls for bravery, confidence, and the help of others around them. Students will listen intently and make several generalizations at the conclusion of the activity regarding common responses and thoughts. Students will be told that the theme they have just identified will be prevalent throughout this entire unit, as we study this specific piece of young adult literature.
 * __Instructional Procedures:__**

[Activity-15 minutes] Students will then be introduced to the novel and given a school copy. Students will take some time to make some observations about the cover and read the back summary. Then, students will dissect the title and make inferences about what the story may possibly consist of. After notes are taken, with a partner, students will be able to search online, using at least 2 resources to determine what Fever 1793 truly is, in a historical context as well. (ex. The yellow fever killed 10% of Philadelphia’s population) [Reading-8 minutes] Students will follow along as I begin reading the first couple pages of the novel to kick start Fever 1793. Students will be looking for the overall mode and tone of the novel thus far. A small discussion will follow with a summary of what is actually taking place to get students connecting with the text. [Closing-7 minutes]- Before leaving the room, students must fill out an exit slip on an index card. Students must write a challenge they are currently facing in their own life and how they are dealing with overcoming this-weather it be at home, school, through friends, etc. Students will be assigned their homework of reading (Chapters 1-4 (pg. 1-23) and be reminded of the importance of making reading this novel a priority.


 * __Evaluation:__** Students will be evaluated on their ability to work as a group to present interesting and thought provoking information to the class as a whole. Also, students will be evaluated on their ability to critically think about how their specific challenge chosen may impact their life. Then, the exit slips will be closely looked out to analyze how students are currently dealing with their obstacles, either most large or simple, in their life.

Ex. http://www.cdc.gov/ncidod/dvbid/yellowfever/index.htm
 * __Accommodations:__** If students are having trouble researching the Fever of 1793, several websites can be provided to direct them to useful information.


 * __In Reflection:__**


 * __Appendix of Materials Needed:__** Worksheet for information learned about Fever 1793.