ALEX Lesson Plan

     

Reading, Writing, and Sounder

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  This lesson provided by:  
Author:Aaron Ball
System: Huntsville City
School: Huntsville City Board Of Education
  General Lesson Information  
Lesson Plan ID: 16999

Title:

Reading, Writing, and Sounder

Overview/Annotation:

The activities included in this lesson plan require the reading of William Armstrong's Sounder. This technology-based lesson fosters critical thinking and includes journal writing, student-led discussions with another class via video conferencing, vocabulary development, and persuasive writing.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
5 ) Use basic features of word processing, spreadsheets, databases, and presentation software.

Examples: word processing—reports, letters, brochures

-  spreadsheets—discovering patterns, tracking spending, creating budgets

-  databases—contact list of addresses and telephone numbers

-  presentation software—slideshow

Technology Education
TC2 (2009)
Grade: 6-8
6 ) Select specific digital tools for completing curriculum-related tasks.

Examples: spreadsheet for budgets, word processing software for essays, probes for data collection

Technology Education
TC2 (2009)
Grade: 6-8
12 ) Use digital tools to communicate and collaborate at all levels from interpersonal to global.

Examples: instant messages, e-mail, blogs, wikis, collaborative authoring tools, online learning communities

•  Demonstrating digital file transfer
Examples: attaching, uploading, downloading

English Language Arts
ELA2015 (2015)
Grade: 6
2 ) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students objectively summarize a variety of text including:
  • the central idea or theme
  • how the central idea or theme is conveyed through particular details
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • conveyed through particular details
  • summary
  • personal opinions
  • judgments
Knowledge:
Students know:
  • techniques for identifying and tracing a theme or central idea through the particular details of a text
  • qualities of an objective summary
  • difference between summary and personal opinions or judgments
  • texts use particular details to convey a theme or central idea
  • vocabulary: theme, central idea
Skills:
Students are able to:
  • summarize a text objectively
  • explain how particular details work together to create a theme or central idea within a text
Understanding:
Students understand that the particular details that develop the theme or central idea of a text may lead to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 6.2.1: Define theme and summary.
ELA 6.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 6.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
English Language Arts
ELA2015 (2015)
Grade: 6
3 ) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • describe how the plot of a story or drama unfolds including how characters respond and change throughout the text
Teacher Vocabulary:
  • describe
  • story
  • drama
  • plot
  • series of episodes
  • how the characters respond or change
  • moves toward a resolution
Knowledge:
Students know:
  • elements of plot (in a story or drama)
  • characters are dynamic
  • vocabulary: resolution
Skills:
Students are able to:
  • identify episodes from a story or drama
  • explain how a character responds to episodes
  • explain how a character changes through the course of a story or drama
Understanding:
Students understand that plot and character development in a story are dynamic and may lead to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 6.3.1: Define drama and plot.
ELA 6.3.2: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ELA 6.3.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
ELA 6.3.4: Identify the elements of plot (exposition, rising action, climax, falling action, and resolution).
ELA 6.3.5: Identify characters, settings, and sequence of events in a text.
English Language Arts
ELA2015 (2015)
Grade: 6
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students use several sources to conduct short research projects that:
  • answer a question, continually refocusing inquiry based on investigation
Teacher Vocabulary:
  • short research project
  • answer a question
  • several sources
  • refocusing the inquiry
Knowledge:
Students know:
  • research answers a question
  • steps in the research process (i.e. develop multi-faceted questions, locate sources, evaluate sources, organize findings, etc.)
  • thorough research uses several sources
  • techniques for continually evaluating and refining an inquiry
  • vocabulary: inquiry
Skills:
Students are able to:
  • select a topic for short research
  • develop a single research question
  • locate several sources to answer research question
  • refocus inquiry continually based on findings
  • use a graphic organizer to record thoughts
  • answering questions through research
Understanding:
Students understand that research is a process that involves answering a focused question by investigating several sources.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 6.27.1: Identify possible sources which could be used for research.
ELA 6.27.2: Take notes and organize information into categories.
English Language Arts
ELA2015 (2015)
Grade: 6
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Presentation of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • include multimedia components and visual displays to clarify information in presentations
Teacher Vocabulary:
  • multimedia components
  • graphics
  • images
  • music
  • sound
  • visual displays
  • presentations
  • to clarify information
Knowledge:
Students know:
  • varied multimedia components including: graphics, images, music, and sound
  • when multimedia components and visual displays could be used to clarify information
  • techniques for creating multimedia components or visual displays that clarify information
Skills:
Students are able to:
  • clarify information in a presentation through the use of graphics, images, music, sound, and visual displays
Understanding:
Students understand that a speaker can clarify information through multimedia components and visual displays.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 6.35.1: Utilize digital media to make engaging audio recordings of stories or poems using visual displays to show facts and details.
ELA 6.35.2: Retell a story or informative text through the use of multimedia components (graphics, images, music, or sounds).
English Language Arts
ELA2015 (2015)
Grade: 7
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text
  • analyze the development of a central idea or theme over the course of a text
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze development
  • objective summary
Knowledge:
Students know:
  • the qualities of an objective summary
  • texts use particular details to convey a theme or central idea
Skills:
Students are able to:
  • summarize a text objectively
  • explain how particular details work together over the course of a text to create theme or central ideas
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.2.1: Define objective, theme, and summary.
ELA 7.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 7.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
ELA 7.2.4: Use graphic organizer or outline to sort or categorize information for a summary.
English Language Arts
ELA2015 (2015)
Grade: 7
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze the interaction between elements of a story or drama
Teacher Vocabulary:
  • analyze
  • particular elements of a story or drama
  • story
  • drama
  • interact
Knowledge:
Students know:
  • elements of a story or drama
  • authors use story or drama elements purposefully
  • techniques for analyzing elements of a story or drama
Skills:
Students are able to:
  • identify elements of a story or drama
  • analyze elements of a story or drama
  • analyze how elements of a story or drama work together
Understanding:
Students understand that plot and character development in a story are dynamic and lead to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.3.1: Define elements of a story and drama.
ELA 7.3.2: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ELA 7.3.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
ELA 7.3.4: Identify the elements of plot (exposition, rising action, climax, falling action, and resolution).
ELA 7.3.5: Identify characters, settings, and sequence of events in a text.
ELA 7.3.6: Participate in a drama (reader's theatre, small group, class).
English Language Arts
ELA2015 (2015)
Grade: 7
27 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.7.8]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students learn relevant information from multiple credible and accurate print and digital sources by:
  • effectively using search terms
  • quoting or paraphrasing data and conclusions
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple print and digital sources
  • using search terms effectively
  • assess the credibility and accuracy
  • quote or paraphrase data and conclusions
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • difference between print and digital sources
  • techniques for assessing credibility and accuracy of sources
  • techniques for avoiding plagiarism (quoting sources or paraphrasing)
  • a process for note-taking during and after reading
  • components of a standard format for citation
  • vocabulary: plagiarism
Skills:
Students are able to:
  • locate relevant print and digital sources
  • gather relevant information from print and digital sources
  • use search terms effectively
  • assess credibility and accuracy of each source
  • take notes on sources
  • quote or paraphrase data and conclusions
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple credible, accurate print and digital sources, avoiding plagiarism, and creating a standard bibliography.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.27.1: Define paraphrase, plagiarism, and bibliographic information.
ELA 7.27.2: Sort evidence and bibliographic information.
Examples: Using note cards, graphic organizers, rubrics, check sheets.
ELA 7.27.3: Identify relevant and non-relevant (essential and nonessential) information in a text.
ELA 7.27.4: Contrast valid, reliable sources, and non-reliable sources.
ELA 7.27.5: Identify direct and indirect quotations in a text.
English Language Arts
ELA2015 (2015)
Grade: 7
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Presentation of Knowledge and Ideas
Evidence of Student Attainment:
Students include multimedia components and visual displays to:
  • clarify claims and findings
  • emphasize main points in presentations.
Teacher Vocabulary:
  • multimedia components
  • visual displays
  • presentations
  • clarify claims
  • emphasize salient points
Knowledge:
Students know:
  • varied multimedia components
  • when multimedia components and visual displays could be used for clarification and emphasis
  • techniques for creating multimedia components or visual displays for clarification and emphasis
Skills:
Students are able to:
  • clarify claims and findings and emphasize salient points in a presentation through the use of multimedia components and visual displays.
Understanding:
Students understand that a speaker can clarify and emphasize information through multimedia components and visual displays.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.34.1: Utilize digital media to make engaging audio recordings of stories or poems using visual displays to show facts and details.
ELA 7.34.2: Retell a story or informative text through the use of multimedia components (graphics, images, music, or sounds).
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text including an analysis of the development of a central idea or theme over the course of a text, including its relationship to the characters, setting, and plot.
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze development
  • characters
  • setting
  • plot
  • objective summary
Knowledge:
Students know:
  • qualities of an objective summary
  • themes or central ideas are developed over the course of a text
  • texts use particular details including relationship to setting, characters, and plot to convey a theme or central idea
Skills:
Students are able to:
  • summarize a text objectively
  • analyze the development of a theme or central idea over the course of a text including its relationship to the characters, setting, and plot
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.2.1: Define objective, theme, and summary.
ELA 8.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 8.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
ELA 8.2.4: Use graphic organizers or outlines to sort or categorize information for a summary.
ELA 8.2.5: Identify the elements of a story (exposition, rising action, climax, falling action, and resolution).
English Language Arts
ELA2015 (2015)
Grade: 8
3 ) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze how dialogue or events in a story or drama move the text forward, reveal aspects of a character, or provoke a decision
Teacher Vocabulary:
  • analyze
  • particular lines of dialogue or incidents
  • dialogue
  • incidents
  • story
  • drama
  • propel the action
  • reveal aspects of a character
  • provoke a decision
Knowledge:
Students know:
  • authors use dialogue or events purposefully
  • techniques for analyzing elements of a story or drama
Skills:
Students are able to:
  • identify significant dialogue or events
  • analyze how dialogue or events move story forward or develop character
Understanding:
Students understand that plot and character development in a story are dynamic and lead to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.3.1: Define elements of a story, dialogue, and drama.
ELA 8.3.2: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ELA 8.3.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
ELA 8.3.4: Identify the elements of plot (exposition, rising action, climax, falling action, and resolution).
ELA 8.3.5: Identify characters, settings, and sequence of events in a text.
ELA 8.3.6: Identify dialogue in a story or drama.
ELA 8.3.7: Participate in a drama (reader's theatre, small group, class).
English Language Arts
ELA2015 (2015)
Grade: 8
27 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students learn relevant information from multiple credible and accurate print and digital sources by:
  • effectively using search terms, quoting or paraphrasing data and conclusions
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple print and digital sources
  • using search terms effectively
  • assess the credibility and accuracy
  • quote or paraphrase data and conclusions
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • difference between print and digital sources
  • techniques for assessing credibility and accuracy of sources
  • techniques for avoiding plagiarism (quoting sources or paraphrasing)
  • process for note-taking during and after reading
  • information to include in a standard format for citation
  • vocabulary: plagiarism
Skills:
Students are able to:
    locate relevant print and digital sources
  • gather relevant information from print and digital sources
  • use search terms effectively
  • assess credibility and accuracy of each source
  • take notes on sources
  • quote or paraphrase data and conclusions
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple credible, accurate print and digital sources, avoiding plagiarism, and creating a standard bibliography.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.27.1: Define paraphrase, plagiarism, and bibliographic information.
ELA 8.27.2: Sort evidence and bibliographic information.
Examples: Using note cards, graphic organizers, rubrics, check sheets.
ELA 8.27.3: Identify valid, reliable sources, and non-reliable sources.
ELA 8.27.4: Identify relevant and non-relevant (essential and nonessential) information in a text.
English Language Arts
ELA2015 (2015)
Grade: 8
34 ) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Presentation of Knowledge and Ideas
Evidence of Student Attainment:
Students include multimedia components and visual displays to:
  • clarify information
  • strengthen claims and evidence
  • add interest in presentations
Teacher Vocabulary:
  • integrate
  • multimedia
  • visual displays
  • presentations
  • clarify information
  • strengthen claims and evidence
  • add interest
Knowledge:
Students know:
  • varied multimedia components
  • techniques to integrate multimedia and visual displays into presentations
  • appropriate times when multimedia components and visual displays can be used for clarification, emphasis, and interest
  • techniques for creating multimedia components or visual displays for clarification, emphasis, and interest
Skills:
Students are able to:
  • clarify information, strengthen claims and evidence, and add interest to a presentation through the integration of multimedia components and visual displays
Understanding:
The student understand that a speaker can clarify, emphasize information, and add interest through multimedia components and visual displays.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.34.1: Utilize digital media to make engaging audio recordings of stories or poems using visual displays to show facts and details.
ELA 8.34.2: Follow the guidelines or rubrics for speaking in front of others and engage in these behaviors on a regular basis with all oral communication.
ELA 8.34.3: Retell a story or informative text through the use of multimedia components (graphics, images, music, or sounds).

Local/National Standards:

 

Primary Learning Objective(s):

Students will read Sounder and record reactions to each chapter of the novel in a journal. Students will work in a group to create questions which require critical thinking and literary analysis for one chapter of the novel. Students will lead a discussion of a selected chapter using prepared questions and notes. Students will define vocabulary words and complete an online activity using them. Students will participate in a video conference with a collaborating class. Students will write a letter to the editor defending an opinion of a literary character.

Additional Learning Objective(s):

Students will work cooperatively in a group.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Copies of Sounder by William H. Armstrong, copy of the video, Sounder, VCR or DVD player

Technology Resources Needed:

Computer with Internet access, printer, two way (voice and video) Distance Learning equipment, LCD projector or large computer monitor

Background/Preparation:

Students will need a review of the persuasive essay, introduction to the reading journal, and an introduction to the time period of the novel and its author, William H. Armstrong. The teacher will need to make arrangements to collaborate with another class through videoconference, meeting, etc. (see step 4). Examples of good discussion questions may be found at this site.

  Procedures/Activities: 
1.)Assign the reading of the novel Sounder by William H. Armstrong. As students read the novel, they should make notations in their reading journals. Encourage students to note their reactions to the story, questions raised by the story, and observations of the elements of story as they appear. Conduct journal checks as needed.
(Reading Journals)
A lesson plan with a list of sample questions to get kids started keeping a reading journal, list from Writing Process Activities Kit from Teacher Vision

2.)After everyone has read the novel and taken a basic comprehension quiz such as the one attached, divide the class into eight groups, one for each chapter of the book. (For smaller classes, assign two chapters per group. A group's chapters need not be sequential ones.)
Each group will discuss its chapter and develop questions about the assigned chapter. Questions should be those which provoke thought, generate discussion, and require critical thinking. (These questions will be used in the distance learning activity.)

3.)After group discussions, assign the writing of a persuasive letter to the editor in defense of the father's actions. The letter may call for the early release of the father, exoneration of the crime, etc. An assignment sheet is attached.
Once the letter has been written, direct students to exchange letters with a classmate for peer review. Each letter should contain the elements outlined in the letter writing activity sheet.
(Web English Teacher)
Lessons on teaching argument and persuasive writing

4.)Arrange a video conference with a collaborating school. (If this technology is not available, arrange for two classes to meet together in a single location large enough for both.)
Pair each of the eight groups to compare and contrast the previously developed questions. Students should introduce themselves to each other, discuss 2 questions from each group, and share the reading of the top 3 letters to the editor from each location. Each group member should participate.
Be sure to hold a follow-up class discussion after the two classes meet to discuss new ideas gained, impressions of the other class, etc. (an evaluation rubric is attached).

5.)For a fun vocabulary activity, schedule computer time for students to create crossword puzzles using the words on the attached list. Allow students to define the words on the word list using an online dictionary such as Dictionary.com . The list could be divided among the groups to save time. Definitions can then be shared. Once the definitions have been completed, students should randomly choose between 25 and 50 words with which to make a crossword puzzle at the following website. Have students exchange puzzles as their vocabulary quiz.
(Puzzle Maker)
This site gives the user free access to make different types of puzzles.

6.)To end the study, show the video of Sounder. Assign a journal entry in which students review the film version of the book.


Attachments:
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  Assessment  

Assessment Strategies

Students will be assessed through a reading quiz (see attached or take the APTPlus multiple-choice quiz on line), participation in discussion, a grade-appropriate rubric for letter to the editor, and crossword puzzle.

Acceleration:

Students could develop a slideshow presentation for the group report. Students may access an online thesaurus, such as Thesaurus.com, for synonyms of words on the word list. The teacher can gain additional ideas for teaching the book at Web English Teacher.

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.