|Lesson Plan ID:
"The Princess Bride" Chapter 1: As You Wish
Before, during and after reading activities for Chapter 1 of "The Princess Bride" for students to cite textual evidence. A journal entry at the beginning of lesson to generate pre-reading ideas, during reading questioning, and after reading activity to teach citing evidence.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2013(9) ||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(9) ||22. 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] |
|Primary Learning Objective(s):
Students will be able to cite textual evidence after reading Chapter One of "The Princess Bride."
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
- copy of novel
- copy of during reading activity
- journal topic
- picture of citing textual evidence
|Technology Resources Needed:
- read "The Princess Bride"
- make citing textual evidence poster or use picture (see attachment)
1. Journal topic: What does the following quote mean?
“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” ― Albert Einstein
2. Talk about reponses.
3. Pass out the during reading activity for Chapter 1 (See attachment). The study guide for the entire novel is attached. Teacher should copy and paste as needed for each chapter/section.
4. Read Chapter One to students or assign reading out of class.
5. Have students answer questions during reading and cite evidence for their answers using the textual evidence picture.
Are pretty people treated differently than others?
What is your definition of love?
Describe a time when you thought life was not fair.
- How did the point of view change? It went from first person to third person.
- Explain how this is a frame narrative. Goldman is pretending to tell us a story that he was told as a child.
- Why do you think William Goldman chooses to use the literary device of the fictional “pre-existing text”? To establish the willful suspension of disbelief.
- Since there isn’t really an S. Morgenstern, and Goldman wrote the whole thing himself, why did he structure his story like this? To give it a fairytale quality.
- Why does the author begin with the background about beautiful women? To serve as a comparison for Buttercup’s beauty.
- What is Buttercup’s conflict with the other girls her age? They didn’t like her getting all the boys’ attention.
- What is Buttercup’s conflict with the boys her age? They followed her around and annoyed her.
- Find an example of hyperbole.
- What was the real purpose of the count’s visit? To see Buttercup
- Why didn’t he tell the truth? He was worried about offending her parents and possibly his wife.
- Why did Buttercup treat Westley badly after the visit from the count? Jealousy
- What tone does Goldman use to describe her confession of love and Wesley’s response? How does this compare with traditional episodes of fairytale love? Ironic, anticlimactic, not the resolution. It is not the ending; instead, it is the beginning.
- The chapter is full of historical inaccuracies. List three.
- Why would the author include these inaccuracies? To be funny. To remind us that it is fiction.
- How does Buttercup change? She becomes a woman. She begins to groom. She becomes more beautiful.
- What happens to Westley? Pirates!
- How is the story like a fairytale? Cite evidence.
- How is it different than a fairytale? Cite evidence.
Students can also use a Google Doc shared within their group to record their answers. The document should also be shared with the teacher, and can be displayed on the overhead projector for the whole class to see.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
The during reading questions with textual evidence will count as the summative assessment.
Students could begin or continue working on maps of "The Princess Bride" project (see attachments).
Students will listen to the novel on audio.
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: