f.+Lesson+3+Julie

//Students will turn in their “Audience on My Life” assignment and their Notes Chart from the day prior.// ** “On the Rainy River:” Day 2 **


 * Purpose of the Unit/Concept (Long Term Goals)**

· Students will explore the social, ethical, and civic implications of war · Students will be able to develop an understanding of the art of story-telling · Students will be able to write their own story.


 * Objectives for This Lesson (Short Term Goals)**

· Students will be able to describe literary devices, identify these devices in texts, and explain the purposes and effects of the devices as they are used in the text. · Students will be able to describe characteristics of the Postmodern style, identify elements of this style in a text, and explain the purposes and effects of these elements as they are used in the text. · Students will be able to apply the Deconstructive critical lens to the text in order to help create meaning from the text.


 * Processes/Procedures for Students**

· Students will take a short quiz to begin the lesson: o Students will refer to the excerpt from the previous lesson in their personal copies of //The Things they Carried//. o Students will be told to find examples in the text excerpt of the following literary devices: repetition, foreshadowing, listing, purposeful manipulation of grammar/conventions. o Students will record on a piece of paper the quoted example from the text, the literary device concerned, and a brief explanation of the effect this device has (on the purpose or tone of the writing, the emotional state of the reader, etc.). This will be done for each device. o Students will have fifteen minutes to complete the quiz, and then the teacher will collect it. · Students will take notes from an overhead projection that describes the main points Postmodernism and the Deconstructive critical approach. · Students will be invited to ask questions or for clarification by the teacher during the introduction of these concepts.
 * Activity 1: Literary Devices Quiz**
 * Activity 2: Overt Instruction on Postmodernism and Deconstruction**

· Students will be divided into small groups (or about 4 students each). · The students will refer to the excerpt in their books and will take appropriate notes as the teacher extensively models the annotation activity that follows. · Students will be invited to ask for clarification at any time during this activity. · The group will then chose one member to //slowly// read the text out loud, and he or she will stop when an element of Postmodern style is identifies, either by the student reading or by the other students in the group. · Each student will record what the group decides are examples of Postmodern style. Students will be encouraged to collaborate in the identification and evaluation of potential examples. · Another group member will read the text out loud again and the group will now analyze the lines of the text through the Deconstructive critical lens**.** · Students will again collaborate in their groups to take notes. · For each annotation that students make, they will converse with the group on the effects of each element recorded on the excerpt as a whole and on the novel as they know it so far. Students will record these effects next to their respective annotations. · When the groups have finished with their annotation, the class will reconvene and the students will be able to briefly voice comments or questions regarding the activity and its concepts.
 * Activity 3: Group Investigation of Postmodernism and Deconstruction of Text**

· Students will participate in a class brainstorming of ideas surrounding the concepts of “cowardice” and “courage.” They will take notes in the respective columns of their Dichotomy Charts in the Unit Packet. · They will recall an incidence where they felt either brave or cowardly, and will reflect briefly in writing on this experience through a Deconstructive lens by questioning the absolutism of dichotomies. · For homework students will synthesize this reflection with the notes from the Dichotomy chart and with the “life audience” charts they completed the previous night for homework to write a short essay in which they model the text excerpt to describe an ambiguous event in their own lives. · In the essay student will include three literary devices (not necessarily those discussed in this lesson) and one element of Postmodern style.
 * Activity 4: Brainstorming for Homework Assignment**


 * Processes/Procedures for Teachers**

· Compose the overhead notes on Postmodernism and Deconstruction. · Prepare examples of Postmodernist style and Deconstructive elements to reference in the text excerpt during modeling for Activity 3. · Write the literary devices that students will have to identify for the quiz on the board.
 * Preparation:**

· To begin the lesson, the teacher will administer the quiz on literary devices by instructing students to: o Refer to the excerpt from the previous lesson in their personal copies of //The Things they Carried//. o Find examples in the text excerpt of the following literary devices: repetition, foreshadowing, listing, purposeful manipulation of grammar/conventions. o Record on a piece of paper the quoted example from the text, the literary device concerned, and a brief explanation of the effect this device has (on the purpose or tone of the writing, the emotional state of the reader, etc.). This will be done for each device. · The teacher will inform students that the quiz will last fifteen minutes. · After fifteen minutes, the teacher will collect the quiz. · The teacher will place the sheet that contains the notes on Postmodernism and Deconstruction on the overhead. · The teacher will tell the students to take notes on what is on the sheet and on the further explanations that the teacher offers during this brief segment of separated overt instruction. · The teacher will invite students to ask questions or for clarification during the introduction of these concepts.
 * Activity 1: Literary Devices Quiz**
 * Activity 2: Overt Instruction on Postmodernism and Deconstruction**

· The teacher will divide students into small groups (of about 4 students each). · The teacher will extensively model the following procedures before students are expected to engage in group work. · The teacher will instruct the students to refer to the excerpt in their books and to take appropriate notes. · The teacher will encourage students to ask for clarification at any time during this activity. · The teacher will instruct each group to chose one member to //slowly// read the text out loud, and to stop when an element of Postmodern style is identified, either by the student reading or by the other students in the group. · The teacher will instruct each student to record what the group decides are examples of Postmodern style. The teacher will encourage students to collaborate in the identification and evaluation of potential examples. · The teacher will instruct another group member to read the text out loud again and the group will now analyze the lines of the text through the Deconstructive critical lens**.** Students will again collaborate in their groups to take notes. · The teacher will instruct students to converse with the group about the effects of each element recorded on the excerpt as a whole and on the novel as they know it so far. · The teacher will instruct students to record these effects next to their respective annotations. · While the groups are working, the teacher will visit each group to formatively assess the understanding of individual students and to assist students with any difficulties. · When the groups have finished with their annotation, the class will reconvene and the teacher will invite the students to able to briefly voice comments or questions regarding the activity and its concepts.
 * Activity 3: Group Investigation of Postmodernism and Deconstruction of Text**

· The teacher will draw two columns on the board with the titles “Bravery” and “Cowardice.” · The teacher will ask students to verbally contribute ideas and words that they associate with these two concepts. · The teacher will record these ideas and words under the respective columns on the board. · The teacher will instruct the students to fill out the appropriate columns on their Dichotomy Charts as they participate in this activity. · After several ideas/words have been listed in each column, the teacher will tell students to recall an event in their own lives where they felt either brave or cowardly, and to reflect briefly in writing on this experience through a Deconstructive lens by questioning the absolutism of dichotomies. · For homework, the teacher assign students an essay in which they synthesize this reflection with the notes from the Dichotomy chart and with the “life audience” charts they completed the previous night for homework in order to write a short essay in which they model the text excerpt to describe an ambiguous event in their own lives. · The teacher will explain that the essays must include three literary devices (not necessarily those discussed in this lesson) and one element of Postmodern style.
 * Activity 4: Brainstorming for Homework Assignment**


 * Materials Needed**

· Overhead notes on Postmodernism and Deconstruction · Dry-erase marker or other writing implement for writing on the board · Dichotomy charts from the Unit Packet


 * Assessment**

As with the first lesson, the assessment here is for the most part formative. Because a new concept is being introduced, I am mostly concerned with whether or not the students have understood what I was trying to teach. The quiz at the beginning will be worth a nominal amount of points and will let me know that the students continue to identify literary devices. Likewise, the essay will be graded on the attempt to integrate the concepts covered. It would likely be worth around ten points, with one point for each of the three devices, two points for the Postmodern style element, two points for analysis of the dichotomy, two points for grammar and structure, and one point for content. Students will also be asked to turn in their notes on elements in the passage, and this will be counted as a completion grade. For the two lessons combined, students will have three completion grades, one quiz grade, and one writing grade. I would like to reiterate that none of these grades represent a major percentage of the students’ overall grade because the point of the lessons is to have students engage with the text, enrich their background knowledge regarding the cultural moment of the text, approach new literary concepts, and apply analysis skills to their present lives.


 * Accommodations**

Lesson 2 poses significantly more challenges to ELLs than does the first lesson because it deals with abstract concepts rather than the comparatively concrete “facts” of vocabulary and history. Care should be taken to group these students in regard to their level of English fluency with abstractions. ELLs that have the same home language are often able to help each other by explaining complicated concepts first in that home language. The most important issue is the understanding of the concept, and once this is reached ELL students can explore ways to express this understanding in English. Because the class will be divided into groups, the teacher could potentially spend more time with groups of ELLs to break down the concepts in greater depth or to repeat modeling of their application. I do not necessarily mean that ELLs should be separated from other students in the class, and feel that they should be integrated into native English speakers’ groups when those groups are beneficial to learning. This would be the case particularly in the first lesson, because participation in peer groups is essential for cultural understanding. In the second lesson however, ELLs may benefit more from instruction specific to their needs and from interaction with other students trying to manage abstract concepts in a new language.


 * Sunshine State Standards Met**

LA.1112.1.6.2 -  listen to, read, and discuss familiar and conceptually challenging text

 LA.1112.1.6.4 -  categorize key vocabulary and identify salient features LA.1112.2.1.4 -  analyze the way in which the theme or meaning of a selection represents a view or   comment on life, providing textual evidence for the identiﬁed theme LA.1112.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection

LA.1112.2.1.7: The student will analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader's emotions

LA.1112.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection

LA.1112.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining) LA.1112.1.5.1 Benchmark Description: The student will adjust reading rate based on purpose, text difficulty, form, and style.

LA.D.2.4.2 Student will understand the subtleties of literary devices and techniques in the comprehension and creation of communication.

LA.E.2.4.4 Student will understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction

LA.E.2.4.5 Student will analyze the relationships among author’s style, literary form, and intended impact on the reader.