|Lesson Plan ID:
Disputes! Disputes! Disputes!
This lessons provides students an opportunity to read a selection about extended family feuds. The lesson details a boundary dispute that has been longstanding for three generations. Students will discover how two families solve this longstanding dispute.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2015(9) ||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(9) ||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(9) ||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(9) ||5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5] |
|Primary Learning Objective(s):
1. Students will be enabled to:
- understand the personal toll and far-reaching effects of a feud
- define plot and flashback
- write an alternate ending
|Additional Learning Objective(s):
Students will research historical family feuds.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Index cards numbered one through four cut in fourths
|Technology Resources Needed:
1. Teacher should make sure students understand the elements of plot.
2. Teach the following literary elements to the students:
- On the first day of class, the teacher should review the elements of plot with the students. Next, the teacher should define key literary elements with the students and provide examples of the literary elements. The teacher should also preview key vocabulary words and phrases that are unfamiliar to the students. As an exit slip activity, the teacher could ask students to define plot or ask the students to define in their own words one literary term they learn today and write and create an original example of the literary term.
- On the second day of class, the teacher can divide the students into groups of three or four depending on the class size. Have the students test their knowledge of family feuds. After about fifteen minutes, give students an anticipation guide that probes their knowledge of disputes.
- On the third day of class, place students in groups of four and assign each group a portion of the story to read and a number. Once the students have completed the reading of their assigned section, regroup the students ensuring that a reprensentative of each group is strategically grouped within another group. Have each representative summarize their assigned portion of the story to their new group. Once the students have shared their material with their new group, have them return to their original group and report what they learned in the new group.
- On the fourth day of class, analyze the literature selection highlighting how each literary term impacted the selection.
- Page numbers for chart will vary based on the textbook.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Assessment for this assignment could be based on the students writing an alternate ending for the selection.
Students could do a research paper on historical family feuds and role play their findings about historical feuds.
For EL and special population students, the students can be given a plot diagram that contains the elements of plot. The plot diagram could be used for students to show what happens in the plot of the reading selection.
To teach vocabulary development, provide a vocabulary preview chart that contains key vocabulary with the pronunciation guide, part of speech, sample sentence that uses the vocabulary word in context, section to write the definition, and a sentence the students can finish to show their understanding of the words and phrases.
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: