ALEX Lesson Plan

     

"The Princess Bride" Chapter 1: As You Wish

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  This lesson provided by:  
Author:Chastity Cosby
System: Lauderdale County
School: Lauderdale County Board Of Education
  General Lesson Information  
Lesson Plan ID: 33076

Title:

"The Princess Bride" Chapter 1: As You Wish

Overview/Annotation:

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.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 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]

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 meaning of a variety of types of texts by explaining explicit ideas
  • draw inferences
  • provide strong and thorough pieces of textual evidence to support analysis
Teacher Vocabulary:
  • strong and thorough
  • textual evidence
  • support analysis
  • explicit
  • inference
Knowledge:
Students know:
  • techniques for analyzing the meaning of a text
  • explicit details are used to support a textual analysis
  • inferences are used to support a textual analysis
  • the strength of an analysis depends upon relevance and thoroughness of supporting evidence
  • vocabulary: explicit, analysis, relevance
Skills:
Students are able to:
  • analyze the meaning of a text
  • support analysis with explicit ideas from a text
  • support analysis with inferences about a text
  • prioritize quality of textual evidence to select strong supporting examples
  • thoroughly explain textual evidence to support analysis
  • apply these strategies to a variety of types of texts
Understanding:
Students understand that an analysis of a text includes explicit understanding of and inferences about a text supported by several pieces of strong and thorough textual evidence.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.1.1: Define inferences/drawing conclusions, and stated/implied meaning.
ELA 9.1.2: Apply prior knowledge and personal experience to information in order to make inferences.
ELA 9.1.3: Categorize organizational patterns of the text.
Examples: Spatial, chronological, order of importance
♦ ELA 9.1.4: Identify textual evidence of key points.
♦ ELA 9.1.5: Identify stated or implied meaning.
English Language Arts
ELA2015 (2015)
Grade: 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]

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write a narrative that includes real or imagined experiences or events which:
  • engage and orient reader
  • set a problem, situation, or observation
  • establish one or multiple points of view
  • introduce narrator or characters
  • create a smooth progression of experiences or events
  • use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters
  • vary techniques to sequence events to create a coherent whole
  • use precise words and phrases
  • use telling details
  • use sensory language
  • convey experiences and events vividly
  • use a conclusion that follows from narrated experiences or events
Teacher Vocabulary:
  • narrative
  • effective technique
  • well-chosen details
  • well-structured event sequences
  • engage and orient the reader
  • multiple points of view
  • smooth progression of experiences
  • narrative techniques
  • variety of techniques to sequence events
  • coherent whole
  • precise words and phrases
  • telling details
  • sensory language
  • vivid picture
  • conclusion
Knowledge:
Students know that a narrative:
  • can be real or imagined
  • sets out a problem, situation, or observation
  • establishes one or multiple points of view
  • introduces a narrator and/or characters
  • includes a smooth progression of experiences or events
  • uses narrative techniques (dialogue, pacing, description, reflection, multiple plot lines)
  • develops experiences and/or characters
  • uses a variety of techniques to sequence events and create a coherent whole
  • conveys a vivid picture through precise words and phrases, telling details, and sensory language
  • provides a conclusion that follows from and reflects on events included in the narrative
Skills:
Students are able to:
write a real or imagined narrative that:
  • sets out a problem, situation, or observation
  • establishes one or multiple points of view
  • introduces a narrator and/or characters
  • includes a smooth progression of experiences or events
  • uses narrative techniques (dialogue, pacing, description, reflection, multiple plot lines)
  • develops experiences and/or characters
  • uses a variety of techniques to sequence events and create a coherent whole
  • conveys a vivid picture through precise words and phrases, telling details, and sensory language
  • provides a conclusion that follows from and reflects on events included in the narrative
Understanding:
Students understand that narratives convey real or imagined experiences or events through deliberate use of sequencing, narrative technique to develop a unique voice, and point of view.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.22.1: Define imagined, relevant, dialogue, sensory, precise, coherent, vivid, narrative, and progression.
ELA 9.22.2: Use words and phrases to establish a tone.
♦ ELA 9.22.3: Develop an effective voice suitable for audience and purpose.
♦ ELA 9.22.4: Distinguish between descriptive and non- descriptive language.
♦ ELA 9.22.5: Recognize transitional words and phrases in the text.

Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to cite textual evidence after reading Chapter One of "The Princess Bride."

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

  • copy of novel
  • copy of during reading activity
  • journal topic
  • paper/pencil
  • picture of citing textual evidence

 

Technology Resources Needed:

  • teacher computer

Background/Preparation:

  • read "The Princess Bride"
  • make citing textual evidence poster or use picture (see attachment)
  Procedures/Activities: 

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.

Journal Questions

Are pretty people treated differently than others?

What is your definition of love?

Describe a time when you thought life was not fair.

Study Questions

  1. How did the point of view change? It went from first person to third person.
  2. Explain how this is a frame narrative. Goldman is pretending to tell us a story that he was told as a child.
  3. 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.
  4. 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.
  5. Why does the author begin with the background about beautiful women? To serve as a comparison for Buttercup’s beauty.
  6. What is Buttercup’s conflict with the other girls her age? They didn’t like her getting all the boys’ attention.
  7. What is Buttercup’s conflict with the boys her age? They followed her around and annoyed her.
  8. Find an example of hyperbole.
  9. What was the real purpose of the count’s visit? To see Buttercup
  10. Why didn’t he tell the truth? He was worried about offending her parents and possibly his wife.
  11. Why did Buttercup treat Westley badly after the visit from the count? Jealousy
  12. 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.
  13. The chapter is full of historical inaccuracies. List three.
  14. Why would the author include these inaccuracies? To be funny. To remind us that it is fiction.
  15. How does Buttercup change? She becomes a woman. She begins to groom. She becomes more beautiful.
  16. What happens to Westley? Pirates!
  17. How is the story like a fairytale? Cite evidence.
  18. 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:
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  Assessment  

Assessment Strategies

The during reading questions with textual evidence will count as the summative assessment.

Acceleration:

Students could begin or continue working on maps of "The Princess Bride" project (see attachments).

Intervention:

Students will listen to the novel on audio.

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.