m.+Lesson+10+Kara

//Students will turn in their found poem from the lesson prior. For homework, students will have read these two chapters.//

"Ambush" and "Style" Lesson Plan **

//By the end of this unit… //
 * __Purpose of the Unit and Concept (Long Term) __** :
 * -Students will be able to 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: __**

1) LA.1112.4.1.2 The student will incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format. 2) LA.1112.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests; 3) LA.1112.2.1.4 The student will 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;
 * Sunshine State Standards:**

1) LA.C.1.4.3 use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others 2) LA.D.2.4.2 understand the subtleties of literary devices and techniques in the comprehension and creation of communication. 3) LA.D.2.4.3 recognize production elements that contribute to the effectiveness of a specific medium. 4) LA.E.2.4.4 understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. 5) LA.E.2.4.5 analyze the relationships among author’s style, literary form, and intended impact on the reader.
 * FLDOE Standards for English III:**

-Students will be able to recognize elements of characterization in a text. -Students will be able to apply elements of characterization to their own writing. -Students will be able to recognize the way emotional truth is stylistically created in a text.


 * __ DAY 1 __**
 * __ Process for Students: __**

-Students will offer their background knowledge about what kinds of information an author would include in a character sketch as teacher writes these ideas on an overhead.

-Students will read the chapter “Style” two times (“Style” is a page-and-a-half long). On the second time they will take notes on the details that O’Brien provides about the dancing girl. They will also write three questions that they have about this character.

-Students will look through the chapter “The Man I Killed” to identify what kinds of details O’Brien uses to characterize the dead man. They will call out their answers as the teacher adds these to the class list of elements of characterization.

-Students will take out a sheet of paper and begin writing their character sketch for the dancing girl from the chapter “Style.” They will use the class list on characterization and develop five or six aspects from the class list.

-Before students leave, they will choose a partner with whom they will exchange the three questions that they wrote in reaction to the character. For homework, they will answer their own and their partner’s questions about the dancing girl.

//To introduce the lesson://
 * __ Process for Teacher: __**

-In order to activate background knowledge, the teacher will ask the students about what kinds of information an author would include in a character sketch. She should define “character sketch” for the purpose of this lesson as a tool for the author to develop a character outside of the writing of the story (not to be confused with the character sketch that introduces a character in a story, necessarily) She will compile a class list of students’ answers on a blank transparency on an overhead projector.

-She will then tell students that they will be creating their own character sketches, and will say that Tim O’Brien will be giving them a brief introduction to their character, but that they must use fill in the details of her background and details about who she is.

//During the lesson://

-Next, the teacher will ask students to open their books to the chapter called “Style.” She will ask that they read the chapter twice (this is a very short chapter). She will suggest that the second time the students read the chapter, they are to take notes on the details of this character (the dancing girl) that O’Brien has already provided. She will also instruct students to write three questions that they would ask Tim O’Brien about this character.

-When students have finished these tasks, the teacher will ask students to turn back to the chapter “The Man I Killed.” She will suggest that O’Brien has offered a type of character sketch for the man who he killed. She will ask students to look through the chapter for the //kinds// of details that O’Brien provides about the man’s background. She should point out that students should be coming up with classifications or generic statements about what kinds of details O’Brien provides.

-As students come across details, the teacher will ask students that they go ahead and shout them out. Students might be confused an offer specific details such as “The man liked mathematics.” In this case, the teacher must recast students’ responses by saying something like, “Okay, so O’Brien described some details of what the man liked or enjoyed.” As students shout out answers, the teacher will add these to the list from the beginning of class in which they listed what an author would include in a character sketch.

-By the end of this activity, the class will have compiled a class list of details that they could include in their character sketch that they will write about the girl from the chapter “Style.”

-Next, the teacher will ask that students take out a sheet of paper to begin creating their character sketch that they will be finishing at home. She should suggest that each student develop five or six points from the list to start off. She should remind students that they should use their imaginations and be creative as they want to. She should also point out that they need not pay attention to formatting and that students could just use bullet-points. The teacher should allow ample time for students to write five or six points from the list.

//To conclude the class:// -When students are finished, the teacher will ask that the students return to their initial notes that they took while reading and look over their three questions. They are to choose a partner with whom they will exchange questions. For homework, each student must answer his own questions about the character as well as the questions he received from his partner.

-The next class period, students will share their answers to each other’s questions. She should point out that she will be collecting their character sketches, and that she will mainly be looking for creativity, but that she will specifically look to see some development of character background, motivation, and personality. She should also note that she will take off points if something in the character sketch contradicts something written in the chapter, so students must take special consideration in re-reading the chapter to double-check their work.


 * __ DAY 2: __**


 * __ Process for Students: __**

-Students will get back into pairs to share the answers to each others’ questions that they asked the day before.

-As a class, students will take turns sharing one character detail that they wrote about the dancing girl.

-The students will take turns answering the question “How would the background information you provided change the way someone would read the story?”

-Students will move into groups of four or five where they will answer another question: “Why did Tim O’Brien use this kind of in depth description of the dead man in ‘The Man I Killed’?” and “Does it matter that what the speaker says about the dead man is something that he made up? Why or why not?”

-Students will journal in order to reflect on the emotional truth of a story and to think about why O’Brien structures “The Man I Killed” differently from “Style.” As students leave class, they will hand in their journals to the teacher.

//To introduce the lesson:// -The teacher will have students pair up with their partners from the day before to share the answers to each others’ questions.
 * __ Process for Teachers: __**

-When pairs have finished sharing, the teacher will offer each student the opportunity to share some of the background details that they wrote about the dancing girl. This should be done in an orderly fashion so that each person has the opportunity to share. Afterwards, the teacher will collect these character sketches. //During the lesson:// -The teacher will pose a question for the class: “How would the background information you provided change the way someone would read the story?” The teacher should encourage multiple responses to this question.

-The teacher will then parlay this discussion into a discussion of Tim O’Brien’s chapter “The Man I Killed.” She will ask that students divide into groups of four or five (pre-determined in order to integrate students of differing abilities).

-When students are in their groups, the teacher will ask that groups discuss another question: “Why did Tim O’Brien use this kind of in depth description of the dead man in ‘The Man I Killed’?” She will explain that students should move in a circle to each take a turn offering their interpretation. She should move between groups to make sure that every student has a chance to speak, and she should also assess whether students are having trouble with answering the question.

-When a student seems to be having difficulty, the teacher should step in and recast by saying “Tim O’Brien could have written the chapter without the details about the man on the trail, but would that version differ from the one he offers?”

-As groups finish their discussion of this question, the teacher should pose another question: “Does it matter that what the speaker says about the dead man is something he made up? Why or why not?” The teacher should probably expect a wide range of answers within groups while students might think that their answer is wrong if it differs from others. Thus, the teacher should remind the class that having many answers to this question is to be expected.

//To conclude the lesson://

-The teacher will ask students to take out their journals for the last five minutes of class. She should tell the students that this is a time for them to reflect on what they have discussed in their groups. She will ask that they revisit the idea of the emotional truth of a story and to think about why O’Brien structures “The Man I Killed” differently from “Style.” As students leave class, the teacher will collect their journals on their way out the door.

-Overhead projector -Blank transparencies
 * __ Materials: __**

The teacher will assess the students’ character sketches mainly to see whether students have thoughtfully considered various aspects of background, motivation, and personality of their characters. She will deduct points if students included any details that contradicted the information of the chapter. Because this assignment was mainly intended to get students to generate ideas about character development, the teacher should not be strict in offering feedback, but rather encouraging of creativity (students need to “let the mad woman out”).This exercise is designed to decrease students’ inhibitions, stimulate their imaginations, and to get them interested in developing interesting characters.
 * __ Assessment: __**

The teacher will also perform formative assessment as students engage in thoughtful discussion about “The Man I Killed”—the teacher should move through groups to determine whether students are addressing the issues of //why// O’Brien writes this way about the man on the trail. She should be looking for students to have their books open and for them to be pulling information from the text in order to assess whether they are supporting their ideas. The teacher can scaffold groups that are stuck by recasting questions in multiple ways.

The teacher will also use students’ journals to assess whether //every// student had gleaned and interpretation from the text. Because some students may dominate group conversations, this is the teacher’s opportunity to assess students’ final thoughts after working extensively with a chapter. Asking students to revisit the idea of the emotional truth of a story and to think about why O’Brien structures “The Man I Killed” differently from “Style” is an appropriate journal topic at this point in the unit because students have been working through these issues in previous lessons as well. The teacher will use these journals as feedback on whether students’ discussion was effective. If certain groups seemed to fall short in developing interpretations, she should rearrange groups for future rounds of small group discussions.


 * __ Modifications/Accommodations: __**

Even though the teacher provides instructions on group discussion (that each student should take a turn to share their thoughts), some students may still dominate group discussion to the point that quieter students will take a backseat in discussion (as is often the case with ELLs or weaker readers). Thus, the teacher should take special care to move through the groups to act as an “encourager” and model of good group behavior. She should model such behaviors as asking students genuine questions for clarification, asking students who have not spoken for their interpretations, and offering praise for groups who work together to negotiate meanings.

Additionally, some students might need additional time to write in their journals because they are slower in writing or because they want more time to flesh out their ideas. The teacher should mention that students who would prefer to bring the journals back the next day may feel free to do so.