|Lesson Plan ID:
The Devil and Tom Walker Newsletter
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.
|ELA(10) ||1. Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. |
|ELA(10) ||7. Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and untimed situations. |
|ELA(10) ||8. Write in a variety of genres for various audiences and occasions, both formal and informal, using an attention-getting opening and an effective conclusion. |
|ELA(10) ||9. Apply principles of Standard English by adjusting vocabulary and style for the occasion. |
|TC2(9-12) Computer Applications||4. Utilize advanced features of word processing software, including outlining, tracking changes,
hyperlinking, and mail merging. |
|ELA2013(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] |
|ELA2013(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] |
|ELA2013(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] |
|ELA2013(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] |
|ELA2013(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] |
|ELA2013(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] |
|ELA2013(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] |
|ELA2013(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] |
|ELA2013(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] |
|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):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Instructions for assignment
|Technology Resources Needed:
Laptops, Internet access, word processing and desktop publishing program
optional: document camera for display
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.
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:**Some files will display in a new window. Others will prompt you to download.
Students will be assessed according to finished newsletter and rubric.
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
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: