ALEX Lesson Plan

     

Lemon Brown, Group Work, and Literary Elements

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  This lesson provided by:  
Author:Rhonda Courson
System: Sylacauga City
School: Nichols-Lawson Middle School
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33166

Title:

Lemon Brown, Group Work, and Literary Elements

Overview/Annotation:

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.

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


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument.

NAEP Descriptor::
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)

NAEP Descriptor::
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Infer character trait from story details to provide description. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


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]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Synthesize across story to provide theme and support with text. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize main reason for character's action. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for character's action in a story. (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.2- Determine a theme and identify the connection between the theme and characters or setting in a story; create a summary of a story.


English Language Arts
ELA2015 (2015)
Grade: 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]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a]

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b]

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c]

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]

Local/National Standards:

 

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):

 
 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

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. 

Background/Preparation:

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.

  Procedures/Activities: 

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:  

1.  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. 

 

During:

2.  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:  

3.  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. 

4.  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:
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  Assessment  

Assessment Strategies

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. 

Acceleration:

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. 

Intervention:

Since the "before" section is just copying definitions, hopefully the students will be successful. 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.  


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.