j.+Lesson+7+Jessica

//Students will turn in their “Mary-Anne” assignment (either artwork or a short paragraph description) from the lesson prior. Students will also need to bring their reaction notes from two nights prior for class discussion.// “Sweetheart of Song Tra Bong” Day 2 //By the end of this unit…//
 * A. 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. **

//By the end of this lesson…// -Students will be able to apply common literary structures to a text. -Students will be able to analyze the variations in the literary structure of text excerpts as it relates to the meaning of a whole work. -Students will be able to explore the function of broken narration and interruptions in a text.
 * B. Objectives for this lesson (Short Term)**

-Prior to this lesson, students have been made familiar with Freytag’s Triangle and Todorov’s Theory of Equilibrium (from prior units in the course) -Each student has worksheets on this material for reference -For homework, students had to read the chapter “Sweetheart of Song Tra Bong” and write a reaction in a brief paragraph to the chapter -Yesterday in class, students analyzed Mary-Anne’s character and her function -Today students will begin by reviewing Freytag’s Triangle and Todorov’s Theory of Equilibrium as a group -Students will take out their handout on these literary devices for reference during the class activity -Students will be told to take out their homework from the night before as well -Students will receive the directions for the class assignment (to apply Freytag’s Triangle or Todorov’s theory to Sweetheart of Song Tra Bong in small groups) -Students will be broken up into groups of 4 to do work -During the activity, ALL students should write down their interpretation of the events of the chapter -Students should have page numbers on their work for textual support -Students will decide on one student to present their work to the class in an informal presentation -After the presentations, the class will have a brief discussion about the differences, similarities, disagreements within the group, and why they think these elements are important in the way they interpret and read a text -Students will then refer back to the text to add in the interruptions made by Rat Kiley throughout the chapter, placing them on their diagrams as they occur in the story’s structural context -Page numbers should also be placed on the chart for Rat’s interruptions for textual support -After 15 minutes, the students will come together as a whole class to discuss their findings and opinions about the ways the story and Rat’s interruptions function in the chapter and in the ways they read / understand the story -Important words and phrases will be written on the board for students to add to their notes, on the same page as their diagrams -Once the general findings, issues, and discussion has yielded enough information on the board (approximately 10 minutes of group discussion), students will be given their homework assignment -Students will need to write a short paper synthesizing the two activities from class, discussing the ways the story’s structure and Rat’s interruptions affect the meaning of the story, the way the story is read, and what effect that creates for the larger work thus far -Students will be allowed to ask questions about the assignment and the class activities until the period is over
 * C. Process / Procedures for Students**

//Before// -Prior to this lesson, teacher will have taught and explored the concepts in Freytag’s Triangle, Todorov’s Theory of Equilibrium, and Langer’s reading processes to allow students to better understand story structure and how they read -Students have worksheets on this material for future reference; the teacher also references this material regularly when reading texts -Teacher will reread the chapter for clarity and familiarity with the text -Teacher will prepare for a brief review of Freytag’s Triangle and Todorov’s Theory of Equilibrium //During// -Teacher will begin class by doing a brief review session, based on student contribution, about Freytag’s Triangle and Todorov’s Theory of Equilibrium (absolutely no more than 5 minutes; students are familiar with this concept) -Teacher will ask students to take out their homework from two nights before (writing a brief reaction to the chapter) for discussion -Teacher will tell the students to refer to their reaction notes during the activity -Teacher will tell students that they will refer to their notes on Freytag’s Triangle and Todorov’s Theory of Equilibrium and apply it to the structure of “Sweetheart of Song Tra Bong” in small groups -Teacher will remind the students to refer to the text for support for their choices -Teacher will divide the class into random, small groups of 4 students -Teacher will walk around the room while students are working on the story structure activity to ensure students are on-task and understand the assignment -After approximately 15 minutes, teacher will stop the class from working on this assignment to have one member present their group’s work -Once the presentations are complete, the students should discuss their findings, noting the differences in groups, any disagreements within their group, and why they think it is so varying (or, if magically they are all the same, why they all think it fits perfectly into the structure) -After the presentations, the teacher will ask the students to stay in their groups and then refer to the interruptions by Rat Kiley in the chapter, placing them in their story structure for the chapter as well -Teacher will walk around and check for comprehension and students being on task during the assignment -After approximately 15 minutes, the teacher will bring the class together as a whole to discuss their findings and their individual reactions -During this discussion, the teacher will put key words and phrases on the board for students to write below their structure activity //Closing / Summation// -Once the class has discussed their ideas as a group, the teacher will ask the students to synthesize both activities, the structure of the Mary-Anne story and Rat Kiley’s interruptions -For homework, the class will write a short 1-2 page synthesis of how the structure and Rat’s interruptions affect their reading as well as the meaning for the particular story and the larger work -Teacher will end class by asking for questions about the assignment and remind students to read “Stockings” and “Church” for homework
 * D. Process / Procedures for Teachers**

-Worksheets discussing Freytag’s Triangle and Todorov’s Theory of Equilibrium -Tim O’Brien’s //The Things They Carried// -Paper -Pencils -Dry erase markers / chalk
 * E. Materials Needed**

-In class, the teacher has many opportunities for formative assessment -The discussion about Freytag’s Triangle and Todorov’s Theory shows whether the students are comfortable with that information or not -Students have been working with these structures prior to this class so it should not be a problem however if students are struggling, the teacher can offer them further assistance during the group work -During the “structure” group work, the teacher can listen to group conversations, look at their work, and offer suggestions or clarifications if there is confusion -The teacher needs to formatively assess each group rather than the students because the students can and //should// help one another understand the assignment -During the Rat interruptions group work, the teacher can also listen to group conversations, check their work, and offer suggestions or clarifications if there is confusion -The teacher needs to formatively assess this component of the activity because it relates to one of the higher objectives for the unit: learning how stories are told -The conversations held in class, however brief, can also act as a benchmark for student understanding of the activities and the effect it has on the story -After the lesson, students will write a brief reflection synthesizing the class activities -This will be a quick but formal assessment of their work and understanding -The grade will be rather minimal as it is a short paper reflecting on the class work and their understanding of it -In the paper, the teacher can see how well the students are grasping the variations in story structure, the implications those variations have, how O’Brien tells his stories, and how well they are understanding how that affects the work as a whole -If student papers are showing obvious signs of confusion, the teacher will revisit these activities and the ideas immediately because they are necessary to reaching the objectives for the unit -Students will be graded on the quality of their work, references to their work in class, and addressing the components laid out in the instructions
 * F. Assessment**

-If there are students of a particularly high or low understanding of this work, the teacher will pair high and low achieving students together for the group activities -Special needs students can also rely on their group members and conversation to be included in the process -If the student cannot write their own notes, someone in class can take notes for them or they can get the notes from the teacher -The teacher will also check each group to ensure the group is working together and not excluding members, particularly those with special needs -If the student has needs that impact the completion of homework from two nights prior or writing the paper after this lesson, additional time and assistance will be offered by the teacher. -Students will also be able to refer to their notes from the night prior, reference worksheets, the text, or other resources (upon clarification with the teacher) if they are struggling to understand some aspect of the activity -If the student is still struggling they can either work with the teacher or receive additional assistance at another time as this lesson is //very// important to their understanding of the book as a whole
 * G. Modifications or Accommodations**
 * -**These activities allow for students of all levels to work together

//This lesson meets the following// //Sunshine// //State// //Standards//: -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.1112.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; -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)
 * H.** **Sunshine** **State** **Standards**