LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
(Please reference Teacher Strategies/Resources throughout.)
Essential Questions/
Learning Targets
Elements
of A
Lessons
Guiding Questions: How does a person overcome
obstacles? What characterizes a survivor?
(Apple slice #3)
Teacher Strategies/Resources
Essential Question: How does a character affect a work and other
characters? How do characters develop over the course of a text,
interact with other characters, and advance the plot or develop the
theme?
Which of the following strategies and/or
resources have you included in your
lesson plan that will yield high student
engagement and learning?
Learning Target: I can identify the development of complex
characters and explain their interaction with other characters; I can
discuss how characters contribute to plot or theme development.
Goals and Objectives from the NCSCOS:
RL 3: Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
RL 5: Analyze how an author’s choices concerning how to structure a
text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
W3: Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured event sequences.
S & L4: Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line
of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
L1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking
Specific Skills: analyzing characters, advancing plot, developing
theme, reading comprehension, chronological order, recognizing
flashback and how setting affects mood
 Collaboration with media
coordinator
 Collaboration within PLC
 CRISS
 Vocabulary Journal
 Thinking Maps
 Cooperative Learning
 Balanced Literacy
 Differentiated Instruction
 ClassScape
 NCFALCON
 Nine Instructional Strategies
(Marzano)
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Identifying similarities and
differences
Summarizing and note taking
Reinforcing effort and providing
recognition
Homework and practice
LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
(Please reference Teacher Strategies/Resources throughout.)
Vocabulary: complex characters, flat and static characters, plot,
characterization, theme, flashback,
Bubble Map Activity that leads into a Think-Pair-Share: Think
about movies you have seen or books you have read or real life
experiences in which one person survives against the odds. What
qualities or abilities or traits do survivors share (complete Bubble
Map)? After sharing your Bubble Map with a partner, compile a list
of the top four traits you think are most important
(See Teacher Strategies/ Resources)
.
Introduction of
Information
Focus and Review
Haiku Discussion : What are your views on hunting
animals? Give some reasons why it is right and give some
reasons why it is wrong. Some hunters bait their quarry or
game with corn and fruit. Is this fair? Why or why not? Do
you agree with hunting for sport like hunting for big game
or hunting just for food?
Discuss: Hunting
Activities: Complete Tutorial and Practice: Plot Sequencing;
Use Elements of a Story (Literary Terms / Definitions) Activity to
practice recognizing elements of plot development; Read the
September 6, 1999 Times' article Can Animals Think? then answer
the multiple choice questions.
Strategies: Technology (laptop and Internet); close reading; speaking
and listening skills
Materials: Holt online resources
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Nonlinguistic representation
Cooperative Learning
Setting objectives and providing
feedback
Generating and testing
hypotheses
Cues, questions, and advance
organizers
 SIOP Strategies
 Technology Tools and Resources
1) Laptop / Haiku
2) Holt online resources
 Other:________________________
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_____________________________
_____________________________
_____________________________
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LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
(Please reference Teacher Strategies/Resources throughout.)
Guided Practice
Watch "Most Dangerous Gamer" Trailer to Story; Read "Most
Dangerous Game" Short Story
(SEDWARDS1103 / p5j6v) p.
60; Students complete Making Predictions Worksheet as we read;
You may choose to show scenes from the B&W movie on the story.
Independent Practice
After reading story students Venn Diagram: Comparing / Contrasting
Characters, and complete a Multi-flow Map showing how Rainsford
develops empathy for animals because of his ordeal with General
Zaroff.
Read Fun Facts about the Cape Buffalo and watch the video How to
Get Out of Quicksand, then explain how the author accurately or
inaccurately presented the information in "The Most Dangerous
Game."
Assessment
Students complete multiple choice quiz on the story.
Click the link below to preview this exam.
Exam: "Most Dangerous Game"
New Learning Targets
Writing Prompt: Write a personal narrative (one-paragraph for our
first formal writing response) about a time you overcame an obstacle.
First, review Interactive Student Model (personal narrative sample
essay) entitled Facing My Fear: Riding the River. Use the Interactive
Graphic Organize (autobiographical or personal narrative) to help
plan your essay. Use the Interactive Revision tabs if you have any
difficulty writing or revising your personal narrative.
Outcomes/Artifacts:
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How did this lesson impact student learning?
What evidence can I provide that proves the students “got it”?
What misconceptions do you think students might have?
What will you do to address the misconceptions to move learning forward?