|Lesson Plan ID:
Lemon Brown, Group Work, and Literary Elements
In this lesson, students will work together to find textual evidence of literary elements.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2013(8) ||1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1] |
|ELA2013(8) ||2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2] |
|ELA2013(8) ||30. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1] |
|Primary Learning Objective(s):
Students will cite textual evidence and connect personally to the literary elements present in the short story "The Treasure of Lemon Brown."
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
The students will need paper and pen. Their desks will need to be arranged into groups of four.
|Technology Resources Needed:
The teacher will need a computer that has Internet access and a projector.
The teacher will need to preview and check the links to the Slide Share and text.
The teacher will need to cut apart the group work activities. These can be laminated and used for every class.
The student desks should be arranged into groups of four.
This lesson is designed to introduce students to the story "The Treasure of Lemon Brown" and to help them locate textual evidence to support the literary elements used within the story.
Before: Show the students the Slide Share reviewing the parts of the plot and literary elements. Slide Share While the teacher is discussing each slide, the students should copy the definitions into their notebooks.
After the students have been taught the parts of the story and the literary elements they should pay attention to, Read the story. This is just a copy of the words of the story together.
After: If the students are not already in groups of four, re-arrange their desks at this time. Distribute the group-work activities you have previously cut apart. Each table group has two activities to do. The first one is text-based, and the second one is reflective and/or connective.
Since every group has a different activity, they will present their work to the class when finished. That way, each group will benefit from all of the activities even though they just did the work for one.
Extra: I have included a copy of the test I give on this story.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Before: The teacher checks to make sure the students are on task copying definitions while she/he discusses the slides.
After: The teacher will move around the room, helping any group that needs it. When groups finish the activities, they will present their answers to the class. The teacher can decide if she/he wants to take up the written work to grade, or if she/he just wants to use the presentations as a formative assessment.
Advanced students should find some of the text-based evidence challenging. However, if they are not challenged enough, they could research homelessness on the National Coalition for the Homeless website and present their findings when the other groups present their information.
Since the "before" section is just copying definitions, hopefully the students will be okay. If not, the teacher can always print the slides for the student to have.
The "after" section is done in a group, so the other group members should help pull the student along. Plus, the teacher is circulating during the group work, so she can help the struggling student, as well.
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: