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  This lesson provided by:  
Author:Anita Campbell
System: Etowah County
School: Gaston High School

  General Lesson Information  
Lesson Plan ID: 29685

Title:

The Devil and Tom Walker Newsletter

Overview/Annotation:

Students will create a newsletter with information taken from the short story "The Devil and Tom Walker." Students will work in pairs and decide which parts of the newsletter each will be responsible for completing.   The finished newsletter will be published for the class to view.

 


 Associated Standards and Objectives 
Content Standard(s):
TC2 (9-12) Computer Applications
4. Utilize advanced features of word processing software, including outlining, tracking changes, hyperlinking, and mail merging.
 
ELA2015 (10)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
 
ELA2015 (10)
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]
 
ELA2015 (10)
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
 
ELA2015 (10)
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
 
ELA2015 (10)
21. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [W.9-10.1a]
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [W.9-10.1b]
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.9-10.1c]
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.1d]
e. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e]
 
ELA2015 (10)
22. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.9-10.2a]
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. [W.9-10.2b]
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.9-10.2c]
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.9-10.2d]
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.2e]
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.9-10.2f]
 
ELA2015 (10)
23. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]
 
ELA2015 (10)
24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.9-10.4]
 
ELA2015 (10)
26. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [W.9-10.6]
 

Local/National Standards:

 

Primary Learning Objective(s):

Students will work in pairs to create a newsletter.  Students will use information from a previous reading and collaborate to create a newsletter with information comparable to what is found in daily newspapers today.

Additional Learning Objective(s):

 

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

Instructions for assignment

Technology Resources Needed:

Laptops, Internet access, word processing and desktop publishing program

optional: document camera for display

Background/Preparation:

Students should be familiar enough with the short story "The Devil and Tom Walker" to be able to complete this assignment.   Students should be able to note how the characters and setting are a large part of the story.   Students should be familiar with the publishing software being used.


  Procedures/Activities: 
 

Step 1. Students will be paired by teacher.

Step 2. An explanation of the assignment will be reviewed.  (Handout)

Step 3. Students will take time to decide which newsletter template they want to use. 

Step 4. Students will begin gathering information and creating their newsletter.

Step 5. Students will edit and revise before printing a copy of their newsletter.  Peer editing will be used.

Step 6. Students will print a copy of their newsletter and then present them to class on the document camera.  If no document camera is available, student work should be displayed in classroom.

Step 7.  Finished work may be displayed in or outside of the classroom.  



Attachments:
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  Assessment  

Assessment Strategies

Students will be assessed according to finished newsletter and rubric.


Acceleration:

 

Intervention:

Extra time may be allowed for completion.  Resource teachers and peer tutoring may also be used.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
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