|Lesson Plan ID:
How will you face DEATH?
This lesson can be tied to "Story of an Hour" through theme and connection to death. This lesson allows students time to think about the inevitability of death, life itself, and the survival extinct. The story is "The Law of Life" by Jack London.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2013(11) ||2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] |
|ELA2013(11) ||3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] |
|ELA2013(11) ||4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] |
|ELA2013(11) ||9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] |
|ELA2013(11) ||39. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.11-12.5] |
|Primary Learning Objective(s):
Students will determine theme and analyze author's perspective. They will also answer the following questions: What does the title of the story mean? How differently do people face death?
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Students will need a copy of "The Law of Life" by Jack London or view on-line below under procedures.
|Technology Resources Needed:
Projector and internet access to display online text and video of story if needed or wanted.
Copies of story in print or online.
Questions from procedures for student viewing.
1. Teacher will introduce Jack London to students. Following link can be used: http://london.sonoma.edu/jackbio.html. Be sure to bring up what author perspective is so students can tie story content to author's background.
2. Students will be asked the big question of "How do People Face Death?" Teacher-led discussion on how different people/cultures face death. How does your culture/ family treat death?
3. Read and/or listen to story. Can use following link: http://learningenglish.voanews.com/content/law-of-life-jack-london-85563527/113958.html
4. http://www.youtube.com/watch?v=PzB-hFp3anU. This is a link for video if wanted for viewing.
5. Teacher will lead a discussion of the answering of What is the law do life?
6. Students will answer the following questions independently or ia a group setting: How does main character's behavior change in lines 234-238? Why is it important for reader to know cultural detail in the story? Why does the son leave his father behind?
7. Students will complete an exit slip that answers the question: Who do you think the old bull moose represents in the story?
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Students will be assessed on answers to questions, class discussion, and exit slips.
Advanced learners will consider how predators and prey appear in film, cartoons, etc. and identify one to present to the class.
Students needing remediation will be given help from teacher on answering text questions and exit slip question.
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: