Jordan Miller
Instructional Activities Course Package
Ms. Susan Thompson
LART 3060
Fall 2014
Lesson Plan
Name:
***Reminder: All fields must be completed prior to submission.
Jordan Miller
Grade: 8th
Lesson
“The Pit and the Pendulum”
Title:
Instructional focus included in this lesson:
_____ Whole Group _____ Small Group
Date: at least 3 days
_____ One-on-One _____ Students with IEPs/504 _____ ELL Students
_____ Other (Please specify: ____________________________________________________________________________)
Please specify the number of students:
__________ Girls
__________ Boys
____________Gifted
__________IEP/504
_________ELL
Lesson Modifications: List instructional strategies and planned supports for the whole class, individuals, and
groups of young adolescents with specific learning needs.
Anticipation guides give students access to the vocabulary words before they encounter them in their reading so
that when they do read them, they will already have some idea of what they mean.
Having a visual (comic book and video) of the story will help reinforce the plot and even further help with
comprehension of this text.
Students will have several choices for writing, which helps with motivation.
Throughout the reading and writing processes, the teacher will be around to answer questions, but most of the
necessary support is built into the lesson.
Essential Questions
Overarching Questions
(Analysis/Synthesis/Evaluation)
Central Focus
What was the Spanish Inquisition?
How does Poe use suspense to engage his readers?
How does sensory image impact our understanding of a text?
General Overview of Lesson
**Common Core Standards**
ELACC8RL3 Key Ideas and Details: 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. ELACC8RI7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ELACC8W3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-­‐structured event sequences. ELACC8SL6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Central Focus/Lesson
Objectives
Objectives are measurable and
aligned with the standard.
Students will apply new vocabulary words from “The Pit and the Pendulum” to
their own writing.
Students will determine the senses different examples of sensory language from
“The Pit and the Pendulum” are trying to employ.
Students will predict vocabulary word meanings and then collect them while they
read.
Students will compare and contrast two different presentations of “The Pit and the
Pendulum”.
Supporting Content Development Through Language
Academic Language:
supporting content
development through
language
What is the key language
demand? What academic
language will you teach or
develop? What are the key
vocabulary words and/or
symbols?
Vocabulary: Pit, pendulum, Spanish Inquisition, agony, tomb, dungeon, ghastly, origin,
torture, Father Time
Content-specific: sensory language, suspense
Demand: Students will be interacting with these vocabulary words in multiple ways. They
will be reading them, using context to figure out their meaning, and then will have to use
them in their writing later on.
Discourse: Students will be using these vocabulary words in reading, but they will also use
them in discussion when they compare the story to the comic book version.
Supporting Content Learning
Materials
What resources can be used to
engage students?
Class copies of “The Pit and the Pendulum”
Vocabulary anticipation guides
Ticket out the door handouts
Video clip of the Monty Python “Nobody expects the Spanish Inquisition”
https://www.youtube.com/watch?v=vt0Y39eMvpI&index=2&list=PL0VOWZN9_irV64KFeKHDItfV0DLFgKEL (play to 2:27)
“The Pit and the Pendulum” vocabulary:
http://www.vocabulary.com/lists/22297#view=notes
“The Pit and the Pendulum” comic book version:
http://poeinthepit.files.wordpress.com
/2011/01/pit_pendulum_digcomjan_hero20112.pdf
Procedures
Introduction to
Lesson/Activating Thinking
What is the ‘hook’ for the lesson
to tap into prior knowledge and
develop students’ interests? This
should tie directly into the
lesson’s objectives and standards
and should promote higher level
To begin, the teacher will ask if any of the students know what the Spanish
Inquisition is. Then, the class will watch the Monty Python video clip. As a class,
we will go over how their “weaponry” describes our experience of reading this Poe
story (these will also be discussed after so that the story is not spoiled for those
who have never read it):
“Fear”: Poe’s use of suspense and sensory imagery
“Surprise”: Poe’s use of suspense and its impact on the plot
thinking. How will you
introduce the content specific
vocabulary words?
*Use knowledge of students’
academic, social, and cultural
characteristics.
Body of Lesson/
Teaching Strategy #1
What will you have the students
do after you introduce the lesson
to learn the standards and meet
the objectives? What questions
will you ask to promote higher
level thinking? List the
procedures and include an
appropriate array of activities.
(**Include the estimated
time frame for each major
activity**)
Body of Lesson/
Teaching Strategy #2
What will you have the students
do after you introduce the lesson
to learn the standards and meet
the objectives? What questions
will you ask to promote higher
level thinking? List the
procedures and include an
appropriate array of activities.
(**Include the estimated
time frame for each major
activity**)
“Ruthless efficiency”: In the story, we see that the narrator is going to die. What is
it about the torture that is used?
“Fanatical devotion to the Pope”: This gets down to the historical context of the
story, the Spanish Inquisition and what it was about
The teacher will pass out the story and a vocabulary anticipation guide. The guide
has some blanks for them to write in words that they have questions about.
Students will find their own vocabulary words (VSS) by looking through the short
story. They will then be given time to write down what they think some of the
words mean before the whole class goes over them.
Estimated Time Frame: 15 minutes
Before reading, the students will review with a sensory language grammar lesson.
The teacher will pass out random objects to students. Their elbow partner will not
be able to see the object. Students with the objects will have to describe the object to
their partner by speaking only. They cannot say the name of the object, but they
must use what they can see, hear, feel, taste, or smell to describe it. The listening
partner must use this information to guess what the object is. After this exercise is
complete, the teacher will explain how Poe uses sensory imagery in this story. As
the students read, they should sketch out what they see in the margins and/or not
which of the five senses specific lines appeal to.
The teacher will then read the story aloud to the students so that they can focus on
the words and marking the text (as described above). The teacher will stop during
the reading to check up on understanding (for example, every time the narrator
“faints” or after each attempt to kill the narrator).
Estimated Time Frame: 30 minutes
Students will then view the comic book version of “The Pit and the Pendulum”
and its interactive QR codes in small groups. They will then switch groups (in an
organized fashion) and discuss the similarities and differences between the story
version and viewing it in a comic book and in video. All along, each student will be
creating his or her own Venn diagram. As a class, we will create a Venn diagram
that reflects all the ideas that the class came up with, and the students will add to
their Venn diagrams, which will be turned in. This diagram may also help to guide
their writing assignment.
The students will have several choices for writing:
1. Compare and contrast the story with the comic book version
2. What if you were the narrator? Do you think you would have fallen in the
pit? How long would you have lasted in there?
3. Did you see another way to stop the pendulum? What would you have
done differently?
4. What three forms of torture would you be most afraid of?
Regardless of choice, students must use at least 5 vocabulary words from the story,
specifically cite the text, and use 3 examples of sensory language.
Estimated Time Frame: whole class period
Closure/Summarizing
Strategies:
How will the students
summarize and/or share what
they have learned to show they
know and understand the
standard(s), objectives, and
vocabulary?
Monitoring Learning:
Assessment/Evaluation
Every standard listed
above must be assessed &
included. Questions to
consider: How will
students exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What evidence
will you collect to
demonstrate students’
understanding/mastery of
the lesson’s objective(s)
including their usage of
vocabulary?
Day 1:
Students will complete a ticket out the door with questions about sensory
language. On the back they will write what they plan to write about.
Day 2:
Students will turn in their rough drafts and a short memo about what they still
need to do and how they plan to do it.
Estimated Time Frame: 10 minutes
Monitoring Student Learning
Reminder: Assessment plan must align with objective(s)/standard(s)
Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative and summative assessments throughout the lesson):
Students will be able to ask the teacher for help with any of the assessments. Directions
will be given verbally and on paper.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative and summative assessments throughout the lesson):
Students will apply new vocabulary words from “The Pit and the Pendulum” to their
own writing.
This will be assessed in the writing assignment. It is a requirement to use 5 new
vocabulary words regardless of the topic they choose.
Students will determine the senses different examples of sensory language from “The Pit
and the Pendulum” are trying to employ.
The ticket out the door from day one will assess this. It gives examples from the story
and asks the student to identify the sense.
Students will predict vocabulary word meanings and then collect them while they read.
This will be assessed with the vocabulary anticipation guide, which will be checked for
completion.
Students will compare and contrast two different presentations of “The Pit and the
Pendulum”.
Students will complete a Venn diagram that compares and contrasts the two.
“The Pit and the Pendulum”: Vocabulary Anticipation Guide
Before we read, fill out the second column with what you think the word
means. Look through the story, if you see any words you do not know, add
them to the word list in the first column and we will go over them.
Word or phrase:
What I THINK it
means:
What it means in this text:
Pit
Pendulum
Inquisition
agony
torture
Father Time
agony
dungeon
(The Spanish Inquisition)
Ticket-Out-The-Door: Sensory Language
Which sense do these most appeal to?
a. Sight
b. Hearing
c. Taste
d. Touch
e. Smell
____1. I reached out my hand, and it fell heavily upon something damp and
hard.
____2. It was a wall, seemingly of stone masonry – very smooth, slimy, and cold.
____3. I was too much exhausted to reflect upon this circumstance, but ate and
drank with avidity.
____4. The odor of the sharp steel forced itself into my nostrils.
____5. This thirst it appeared to be the design of my persecutors to stimulate: for
the food in the dish was meat pungently seasoned.
Ticket-Out-The-Door: Sensory Language
Which sense do these most appeal to?
a. Sight
b. Hearing
c. Taste
d. Touch
e. Smell
____1. I reached out my hand, and it fell heavily upon something damp and
hard.
____2. It was a wall, seemingly of stone masonry – very smooth, slimy, and cold.
____3. I was too much exhausted to reflect upon this circumstance, but ate and
drank with avidity.
____4. The odor of the sharp steel forced itself into my nostrils.
____5. This thirst it appeared to be the design of my persecutors to stimulate: for
the food in the dish was meat pungently seasoned.
Adapted from:
http://mcgavockenglish1.wikispaces.com/file/view/Grammardog+Poe.pdf
Lesson Plan
Name:
***Reminder: All fields must be completed prior to submission.
Jordan Miller
Grade: 8th
Lesson
Vietnam POWs: Analyzing Literature
Title:
Instructional focus included in this lesson:
_____ Whole Group _____ Small Group
Date:
_____ One-on-One _____ Students with IEPs/504 _____ ELL Students
_____ Other (Please specify: ____________________________________________________________________________)
Please specify the number of students:
__________ Girls
__________ Boys
____________Gifted
__________IEP/504
_________ELL
Lesson Modifications: List instructional strategies and planned supports for the whole class, individuals, and
groups of young adolescents with specific learning needs.
This lesson involves scaffolding of the information the students are learning. These students are accustomed to
reading poetry and other texts aloud and then moving to an individual assignment based on the text they read.
The SIFT graphic organizer provides scaffolding for the lesson and the content by presenting concepts that they
know well (figurative language, imagery, tone, etc.) and allowing them to apply those concepts to text they are
unfamiliar with. The graphic organizer shows the students connections between the texts and between
elements of literature. Under each heading of the graphic organizer (Structure, Imagery, Figurative Language,
Tone and Theme) there are definitions and examples of each concept to further explain them to the students
and to reinforce understanding.
This lesson is appropriate for this group because it offers a variety of types of instruction (whole class,
independent work, and group work). In the table areas, students are assigned and held accountable for specific
jobs, but are still supported by the rest of the members at the table area. Support is also given by the teacher
who is circulating and asking and answering questions.
For those students who have a hard time paying attention (namely the 504 and IEP ADHD students) getting up
to move to different groups for the jigsaw activity can help them to pay attention, since they can refocus after
they move.
The vocabulary anticipation guide covers the vocabulary needs for students at all levels, including the general
education students and students receiving special education services. It gives them access to the words before
reading.
Viewing the video before reading gives the students a chance to activate their background knowledge about the
Vietnam Conflict. This gives them a glimpse into what we will be reading in class.
The grammar lesson is a good review of basic punctuation. It is especially helpful right before the students
begin a writing assignment. The song used also gives them a different perspective of the war.
This topic also opens up the discussion of people who are currently serving in the military. This might be a
good way for some students to relate.
Essential Questions
Overarching Questions
(Analysis/Synthesis/Evaluation)
General Overview of Lesson
**Common Core Standards**
Central Focus
How do I effectively read and analyze text?
How does the historical context of text change my understanding of the text?
What are the elements of a memoir? Of a poem?
How do I find relationships between texts?
Students will read a poem and a memoir written by two different men who
were Prisoners of War in the Hanoi Hilton during the Vietnam War. They will
read and analyze the texts using the SIFT method (Structure, Imagery,
Figurative Language, Theme and Tone) graphic organizer.
ELACC8RI3: Analyze how a text makes connections among and distinctions
between individuals, ideas, or events (e.g. through comparisons, analogies, or
categories).
ELACC8RI4: Determine the meaning of words and phrases as they are used in
a text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and ton, including analogies or
allusions to other texts.
ELACC8L5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
ELACC8L6: Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Central Focus/Lesson
Objectives
Objectives are measurable and
aligned with the standard.
Academic Language:
supporting content
development through
language
What is the key language
demand? What academic
language will you teach or
develop? What are the key
vocabulary words and/or
symbols?
Students will be able to identify and determine the meaning of figurative
language in poem and memoirs.
Students will find connections between two different types of texts that were
written around the same time.
Students will identify the structural characteristics of a poem and a memoir.
Students will explain how word choice impacts the tone of a text.
Students will demonstrate their understanding of texts by identifying the
theme.
Supporting Content Development Through Language
Language Functions
Analyze texts and connection between them in order to determine word
meanings and acquire new academic and domain-specific vocabulary.
Language Vocabulary
Analysis, annotation, context, diction, figurative language, introduction,
memoir, metaphor, narrator, personification, purpose, sensory details, simile,
tone, imagery, theme, structure
For comprehension: solitary confinement, stark, keen, companions, policy,
betterment, refuge, molding, mingling, remote
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or
less scaffolding – support – depending on the needs of the students throughout the
lesson.)
The language demand of this lesson is primarily reading with small amounts
of writing. Scaffolding is provided for the students because they are familiar
with the concepts they have to write about (figurative language, theme, etc.)
Materials
What resources can be used to
engage students?
Supporting Content Learning
Prisoner of War propaganda video:
http://www.youtube.com/watch?v=rufnWLVQcKg
Vocabulary Anticipation Guide
Memoir “The Mike Christian Story” By John McCain
Poem “Sonnet 4 45 43: Sonnet for Us” by John Borling
SIFT graphic organizer
Song: Peace Train by Cat Stevens
Lyrics to Peace Train
Procedures
Introduction to
Lesson/Activating Thinking
What is the ‘hook’ for the lesson
to tap into prior knowledge and
develop students’ interests? This
should tie directly into the
lesson’s objectives and standards
and should promote higher level
thinking. How will you
introduce the content specific
vocabulary words?
*Use knowledge of students’
academic, social, and cultural
characteristics.
Body of Lesson/
Teaching Strategy #1
What will you have the students
do after you introduce the lesson
to learn the standards and meet
the objectives? What questions
will you ask to promote higher
level thinking? List the
procedures and include an
appropriate array of activities.
(**Include the estimated
time frame for each major
activity**)
Pre-reading:
The students will answer the following questions:
1. What do we use writing for?
2. What are some other ways we communicate?
Students provide answers, or teacher provides guidance as needed, until the
class says we use writing to communicate. Students are then prompted to
come up with other ways that we communicate, all along the teacher scaffolds
their thoughts and responses as to lead them to Morse code or some other kind
of secret code.
3. What was the man doing in the video?
Jeremiah Denton was a prisoner of war at the Hanoi Hilton during the
Vietnam War. The Hanoi Hilton was known for the torture that they put the
prisoners through.
4. What is a prisoner of war?
Students with view the video (without sound) of the Vietnam POW, Jeremiah
Denton, blinking in Morse code and try to figure out, given time to discuss it at
their table group, what they are talking about in the video and why the man is
blinking. They watch the video again (with sound) until discussion leads the
students to figure out what is going on.
5. Why could he not just speak into the camera?
6. What was he trying to say?
These men were locked in prison in Vietnam and had no way to contact
anyone outside the prison or with anyone in the United States. When he was
being videoed, Jeremiah Denton saw an opportunity to communicate with the
people who were watching the video, but speaking in English was not an
option.
Estimated Time Frame: 10 minutes
After the lesson is introduced, the students will complete the vocabulary
anticipation guide.
Students will popcorn read “The Mike Christian Story”. The teacher will stop
periodically to address unknown vocabulary words (especially those on the
anticipation guide) or to stress important parts.
After reading, graphic organizers will be distributed. The teacher will explain
what the SIFT graphic organizer stands for (Structure, Imagery, Figurative
Language, Tone and Theme) and will model filling it out for the students.
After the side of the graphic organizer that corresponds to the memoir is
completed and all questions are answered, the teacher will read the poem
“Sonnet 4 45 43” aloud to the class, encouraging them to listen for the
component of SIFT they just discussed.
Students are randomly numbered one through four in order to complete the
jigsaw activity.
Ones are responsible for structure. Twos are responsible for imagery (sensory
language). Threes are responsible for figurative language, and fours are
responsible for tone and theme.
After becoming experts on their assigned topics, students return to their table
groups to share what they learned so their classmates can complete their
graphic organizers.
Estimated Time Frame:
Anticipation guide – 3 minutes
Jigsaw – 30 minutes
Body of Lesson/
Teaching Strategy #2
What will you have the students
do after you introduce the lesson
to learn the standards and meet
the objectives? What questions
will you ask to promote higher
level thinking? List the
procedures and include an
appropriate array of activities.
(**Include the estimated
time frame for each major
activity**)
Closure/Summarizing
Strategies:
How will the students
summarize and/or share what
they have learned to show they
know and understand the
standard(s), objectives, and
vocabulary?
Monitoring Learning:
Assessment/Evaluation
Every standard listed
above must be assessed &
included. Questions to
consider: How will
students exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What evidence
will you collect to
demonstrate students’
understanding/mastery of
the lesson’s objective(s)
including their usage of
vocabulary?
Grammar:
Students will listen to the song “Peace Train” by Cat Stevens. As a class, we
will review the basics of punctuation (periods, comma usage, avoiding
fragments and run-ons, etc. Each table area will receive a portion of the lyrics
to the song. The groups will make changes on the whiteboard or Hovercam,
and then as a class we will go over them together. After one group proposes a
change, the other groups will give a thumbs up or down if they agree or
disagree.
Writing:
Students will choose their writing topic based on a RAFT that has been created
for them. (The RAFT choices are in an attached document)
Estimated Time Frame:
Students will turn in their SIFT graphic organizers. On a sticky note, they will
write down three questions they still have about the texts or about the Vietnam
conflict.
Students will turn in their writing (labeled with their writing choice). They will
write a short memo that explains what they still have left to work on and how
they propose to get it done.
Estimated Time Frame: 5 minutes
Monitoring Student Learning
Reminder: Assessment plan must align with objective(s)/standard(s)
Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written
as such; remember to identify both formative and summative assessments throughout the
lesson):
Students will show an understanding of the lesson with the graphic organizer and
vocabulary anticipation guide that they turn in which will be a summative
assessment for the lesson. Formative assessments for students during this lesson will
come in the form of the teacher asking questions while the table groups work
together.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative and summative assessments throughout the lesson):
Students will be able to identify and determine the meaning of figurative language
in poem and memoirs.
This is located in the figurative language component of the SIFT graphic organizer.
Students will identify and label all of the figurative language they find in the
readings.
Students will find connections between two different types of texts that were written
around the same time.
The SIFT graphic organizer puts the elements of the two pieces side-by-side so the
students can see the relationships between the two. Also, class conversation
reinforces the students’ making connections.
Students will identify the structural characteristics of a poem and a memoir.
The structure component of the SIFT graphic organizer requires students to identify
the characteristics of each piece.
Students will analyze how word choice impacts the tone of a text.
Through discussion and filling out the tone and them component of the SIFT graphic
organizer, students are required to recognize the tone and cite examples of how the
words impact the tone.
Students will demonstrate their understanding of texts by identifying the theme.
The tone and theme component of the SIFT graphic organizer, along with class
discussion, require students to identify a theme for both texts.
“Sonnet 4 45 43”
In tap code “Sonnet for Us”
The world without, within our weathered walls,
Remote, like useless windows, small and barred.
Here, months and years run quickly down dim halls,
But days, the daze, the empty days come hard.
I used to count a lot, count everything,
Like exercise and laps and words of prayer.
What hurt that hunger, thoughts that thirst can bring,
Companions, waking, sleeping, always there.
But policy insanities unwind,
Till bad is good and betterment is worse.
So refuge blanket, net, and molding mind
Create a mingling dream-real universe.
I’m told that steel is forged by heavy blows.
If only men were steel, but then, who knows?
-John Borling
From Taps on the Walls: Poems from the Hanoi Hilton
Vocabulary Anticipation Guide
All of these vocabulary words are found in one of the two pieces we are
reading today. Before we read, fill out the first column with what you think
the word means. As we read, write down which text you found it in. In
your table group, one member will be responsible for finding the
definitions of the words.
Word or
phrase:
What I THINK it
means:
Where I found it:
“Sonnet 4 45 43”
OR “The Mike
Christian Story”
betterment
An improvement over
what has been
companions
keen
mingling
molding
“Sonnet 4 45 43”
policy
refuge
remote
solitary
confinement
stark
What it means in this text:
“The Mike
Christian Story”
SIFT
“Sonnet 4 45 43”
Structure:
What genre of text is
this? (fiction, memoir,
poetry, etc.)
What is the text made
up of?
What else do you
notice from looking at
the text?
Imagery (sensory
language):
Which words can I see,
hear, taste, touch and
smell?
Figurative
Language:
Simile
Metaphor
Alliteration
Personification
Onomatopoeia
Hyperbole
Tone and Theme:
What is the narrator’s
attitude?
What are we supposed
to take away from
reading? What does the
narrator want us to
know?
Ex. “but days, the daze” - alliteration
“The Mike Christian Story”
Peace Train – Cat Stevens Now I've been happy lately, thinking about the good things to come And I believe it could be, something good has begun Oh I've been smiling lately, dreaming about the world as one And I believe it could be, some day it's going to come Cause out on the edge of darkness, there rides a peace train Oh peace train take this country, come take me home again Now I've been smiling lately, thinking about the good things to come And I believe it could be, something good has begun Oh peace train sounding louder Glide on the peace train Come on now peace train Yes, peace train Holy Roller Everyone jump upon the peace train Come on now peace train Get your bags together, go bring your good friends too Cause it's getting nearer, it soon will be with you Now come and join the living, it's not so far from you And it's getting nearer, soon it will all be true Now I've been crying lately, thinking about the world as it is Why must we go on hating, why can't we live in bliss Cause out on the edge of darkness, there rides a peace train Oh peace train take this country, come take me home again Role Audience Format Wri$ng Choices: Topic Eighth grade student 5th grade class Speech How we analyze texts in 8th grade (SIFT) student teacher Comparison/Contrast Essay Similari$es and differences between the two texts we read Someone who was your age during the Vietnam Conflict Future you Poem What was the $me like? What was the conflict about? LeOer Your experiences in the war and in the prison based on what you have read Prisoner of War in the Family member/
Hanoi Hilton friends in the United States Lesson Plan
Name:
***Reminder: All fields must be completed prior to submission.
Jordan Miller
Grade: 8th
Lesson
Little Red Riding Hooks
Title:
Instructional focus included in this lesson:
_____ Whole Group _____ Small Group
Date:
_____ One-on-One _____ Students with IEPs/504 _____ ELL Students
_____ Other (Please specify: ____________________________________________________________________________)
Please specify the number of students:
__________ Girls
__________ Boys
____________Gifted
__________IEP/504
_________ELL
Lesson Modifications: List instructional strategies and planned supports for the whole class, individuals, and
groups of young adolescents with specific learning needs.
This lesson gives the students a chance to choose the story/fairy tale to rewrite the hooks about. This is
differentiation by interest.
Central Focus
Essential Questions
Overarching Questions
(Analysis/Synthesis/Evaluation)
What is a hook?
How do hooks work?
Why is it important to hook your readers?
General Overview of Lesson
**Common Core Standards**
Central Focus/Lesson
Objectives
Objectives are measurable and
aligned with the standard.
ELACC8W3 Text Types and Purposes: Write narratives to develop real
or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Students will evaluate hooks and introductions to stories.
Students will create their own story hooks.
Students will use the hooks they created to write their own versions of the
story they chose.
Supporting Content Development Through Language
Academic Language:
supporting content
development through
language
What is the key language
demand? What academic
language will you teach or
develop? What are the key
vocabulary words and/or
symbols?
Vocabulary: hooks, fairy tales, fiction, fables, introduction, riddle, subordinate clause,
adjectives
Demand: This lesson mostly requires writing.
Discourse: Students will be expected to discuss their fairytales and/or fables and the
terms that are appropriate to each hook technique.
Materials
Supporting Content Learning
Little Red Riding Hooks worksheet
What resources can be used to
engage students?
Procedures
Introduction to
Lesson/Activating Thinking
What is the ‘hook’ for the lesson
to tap into prior knowledge and
develop students’ interests? This
should tie directly into the
lesson’s objectives and standards
and should promote higher level
thinking. How will you
introduce the content specific
vocabulary words?
The class will brainstorm lists of fairytales on the whiteboard. They will
discuss what fairytales have in common. With the teacher facilitating the
discussion, they will reach the introduction “Once upon a time…” and how it
is in most fairytales.
As a class they will read and/or talk through the story of Little Red Riding
Hood.
The teacher will introduce the topic of hooks and the class will go over the
examples on the page.
*Use knowledge of students’
academic, social, and cultural
characteristics.
Body of Lesson/
Teaching Strategy #1
What will you have the students
do after you introduce the lesson
to learn the standards and meet
the objectives? What questions
will you ask to promote higher
level thinking? List the
procedures and include an
appropriate array of activities.
(**Include the estimated
time frame for each major
activity**)
Body of Lesson/
Teaching Strategy #2
What will you have the students
do after you introduce the lesson
to learn the standards and meet
the objectives? What questions
will you ask to promote higher
level thinking? List the
procedures and include an
appropriate array of activities.
(**Include the estimated
time frame for each major
activity**)
Closure/Summarizing
Strategies:
Estimated Time Frame: 10 minutes
In order to model for the students, the teacher will create all eight techniques
(with the help of the class) with another story.
Each group or table group will decide on a story or fairytale to use. Disney
stories are good choices because most students have been exposed to most of
them. They will create a hook for each technique based on their story.
Estimated Time Frame: 20 minutes
Writing:
Each student will choose one of the hooks. With that hook as the introduction,
the students will write their own, unique versions of the story their group
chose.
Estimated Time Frame: 30-40 minutes
Groups will share their hooks with the class.
How will the students
summarize and/or share what
they have learned to show they
know and understand the
standard(s), objectives, and
vocabulary?
Monitoring Learning:
Assessment/Evaluation
Every standard listed
above must be assessed &
included. Questions to
consider: How will
students exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What evidence
will you collect to
demonstrate students’
understanding/mastery of
the lesson’s objective(s)
including their usage of
vocabulary?
Estimated Time Frame: 5-10 minutes
Monitoring Student Learning
Reminder: Assessment plan must align with objective(s)/standard(s)
Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written
as such; remember to identify both formative and summative assessments throughout the
lesson):
Groups will be assigned based on achievement levels, so struggling students will
have built in support.
Teacher will be there during all steps of the writing process.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative and summative assessments throughout the lesson):
Students will evaluate hooks and introductions to stories.
Students will create their own story hooks.
Both of these objectives will be assessed with the hooks that each group comes up
with. It will also be evident in the students’ writing.
Students will use the hooks they created to write their own versions of the story they
chose.
Students will turn in their writing. It will be assessed based on the attached rubric.
This writers’ handout was designed to accompany one of WritingFix’s on-line, interactive writing prompts.
Little Red Riding Hooks…
From the amazing classroom of Dena Harrison, Mendive Middle School
Great alternatives to introductions, hooks, and leads
“Once upon a time, there lived a little girl with a red riding
hood…” Å KIND OF A BORING, CLICHÉ INTRO!
There are more interesting ways to start off this famous story. Below are
eight techniques to consider:
Technique one: Start with a short (four- or fiveword maximum), effective sentence:
Her hair shone gold.
Technique three: Start with an interesting
question for the reader to ponder:
Who could have thought that
a simple trip to Grandma’s
house could end in tragedy?
Technique five: Start with a riddle:
Who has big eyes, big teeth and
is dressed in Grandma’s clothes?
Yes, you guessed it, the Big Bad
Wolf.
Technique seven: Capture a feeling or emotion:
You might be surprised to learn
that a little girl couldn’t
recognize her own
grandmother.
Technique two: Start with an interesting
metaphor or simile:
The wolf was a tornado,
changing the lives of all who
crossed his path.
Technique four: Start with a subordinate clause
or other complex sentence form:
Though the road to Grandma’s
house was spooky, Red skipped
along with an air of confidence.
Technique six: Fill in these blanks: “___ was the
kind of ___ who/that ___”
Little Red was the kind of girl
who thought wolves would
never bother her.
Technique eight: Use a string of adjectives:
Tall, dark, and with an air of
confidence, the woodsman
entered the house.
What fairy tales, fables, or stories are your students familiar enough with
to write eight new, possible introductions for?
©2006 Northern Nevada Writing Project. All rights reserved.
This resource comes from the best website for writers and writing teachers: http//writingfix.com and http://writingfix.org
Use of this document in the classroom is encouraged and supported. Others must request permission from the website to reproduce.
This handout is featured in the NNWP’s “Going Deep with 6 Trait Language” print guide. Visit http://nnwp.org for information on ordering the
complete guide.
Writing Rubric
Student name:_________________________________
A (10-9pts)
B (8pts)
C (7pts)
D-F (6-10 pts)
Organization
Writing is
organized in a
logical flow. It
has a clear
introduction,
body, and
conclusion.
Writing is organized
but may be lacking in
structure.
Introduction, body,
and conclusion are
present.
Writing is
somewhat
organized. The
introduction, body,
or conclusion may
be missing.
Writing is
completely
unorganized.
Ideas/Content
Ideas presented
are on topic,
fully developed,
and, present
unique insights
into the topic.
Ideas presented are
on topic and are
mostly developed.
Ideas presented are
partially developed
but still on topic.
Ideas are
completely off
topic.
Style/Voice
Writer’s voice
and style are
strong and
appropriate to
the writing
prompt.
Writer’s voice and
style are somewhat
strong and mostly
appropriate to the
writing prompt.
Writer’s voice and
style are apparent
but may be weak
and distract from
the prompt.
Writer’s voice
and style are
inappropriate
to the prompt.
Specific Assignment
Requirements
Writing meets
all of the specific
requirements of
the given
assignment.
Writing meets most
of the specific
requirements of the
given assignment.
Writing meets some
of the specific
requirements of the
given assignment.
Writing few if
any of the
specific
requirements
of the given
assignment.
Grammar/Usage/
Writing is free of
errors.
Writing has few
errors that do not
hinder
understanding.
Writing has many
errors that may
hinder
understanding.
Writing is full
of errors
and/or is
completely
illegible.
Mechanics
Score: