Speak Lesson Plans

Teacher Candidate: Heather Taylor November 29th, 2010Unit Topic: Novel Unit, Speak

Essential Question(s): What does silence do to a person? What about speaking out? How does Laurie Halse Anderson incorporate symbolism into Speak? What is the effect?

Lesson Title/Number

Relating to Themes: Lesson One *uses cooperative learning

Lesson Question (s)What does the term “silence” mean to you? How would it feel to remain silent for your freshman year?

State Standards and Performance

Indicators

Standard 1: Students will read, write, listen, and speak for information and understanding.As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Performance Indicator 1.4 - use details, examples, anecdotes, or personal experiencesto explain or clarify information

Lesson Objectives(Bloom’s

Taxonomy)

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Acceptable Evidence

1. Prior to reading it, students will engage with themes of Speak outside of the text. 2. Students will predict what Speak is going to be about before reading much of it.

-----------------------------------------------------------------------------------Teacher will view student’s work on charts to ensure they are fully engaging with the themes. Also, class discussion (with teacher prompting) will be an informal assessment as well.

Bell Ringer and Prior Knowledge Tap – this can be

together or separate

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Procedure – teacher input,

modeling, guided practice,

independent practice, and/or

activities

*Accommodations for learning

modalities are required.

A large part of my intended classroom will be journal prompts (everyday quotes, quote from novels or other literature, basic questions, etc.). I will expect every student to respond to a quick prompt at the start of just about every class. Today’s prompt will be a precursor to the questions they will be answering on charts later in class. On the board will be “‘Is it better to let people think you are stupid, or should you open your mouth and remove all doubt?’ – Mark Twain”. Students will be given 3 minutes to respond. Journals will be collected for a pass/fail grade at the end of the year. Students will pass if they have all entries; they will not be graded on content.____________________________________________________________

When students walk into the classroom, they will be handed a color coded card that pre-determines the group they will be in. (Groups and rationale attached.) Teacher will direct students into their groups, where they will determine a “secretary”, one who records their answers on the charts given. Teacher will pass out markers to each group (the same color as their cards) and instruct them on how the graffiti technique works. They will move as groups to different charts with different questions on them. The questions are as follows: 1. What does the term “silence” mean? How could your group’s ideas be different from another’s?2. How would it feel to remain silent for your entire freshman year? What are some circumstances that you would consider doing it?3. How would it feel to be an outcast? What do you think causes someone to get labeled as one? 4. How can art affect a person? 5. What is the meaning of friendship? How can it affect a person? 6. What is an unwritten rule for surviving high school?Students will be given 4 minutes at each chart. Once their time is up and each group has made it to each station, the teacher will go chart by chart asking the groups to explain the answers to the questions. After that is complete, the teacher will ask for 3 volunteers to predict what the rest of the novel will be about (they would have already read the First Marking Period section of the book). Following this, the teacher will assign the first half of the Second Marking Period for homework. *Students who learn visually will be able to read the answers on the charts instead of just hearing it. By writing the answers, kinesthetic learners will be able to make their own meaning. And finally, with the discussion at the end of the lesson, auditory learners will be able to hear the answers. *The grouping of students offers a form of differentiated instruction.

Checks for understanding –

directions, procedures,

routines, and content (formative)

After giving the initial directions on the graffiti, teacher will ask three different students what their task is. Informally, teacher will walk around the room making sure students are on task as they are working on the charts. (Teacher will not simply remain at her desk for the duration of the classroom. She will be an active participant in the student’s learning.) Teacher will offer suggestions to groups that seem stuck on certain questions as needed.

Assessment – type and purpose

Informal assessment will be done throughout the lesson. With the checks for understanding throughout, formative assessment will be done. In addition, the chart work will be an informal formative assessment.

Closure

Teacher will ask students what they think the book will be about before they leave. (This was already discussed above.) This will be going back to the objectives and creating a full circle for the lesson. In addition, with the discussion, they will be going back to the first objective of the lesson.

Accommodations

Student with the 504 will be allowed to leave whenever needed, as well as keep snacks and drinks with her at all times. The bipolar student will be told beforehand that he will be asked to do group work, and also be told who his partners will be. The student with the ED and IEP will have a dictionary readily available whenever he needs it. (As will other students, as well.) The student with cerebral palsy will be closely watched to ensure he is participating in the task, although not writing on the charts. He will also be given more time, if needed, to complete his journal entry. Also, the students that need it will be given homework assignment sheets to make sure they complete all homework required.

Materials

Color coded cards (27 in all), 6 pieces of poster paper with pre-written questions for the charts, 6 markers, 27 copies of Speak to pass out to the students

DurationOne class period



Lesson Title/Number

Silence and Analysis: Lesson Two*uses pretesting

Lesson Question (s)What are the benefits and disadvantages of speaking out? What is symbolism? How is it incorporated into Speak?


Indicators

Standard 2: Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.Performance Indicator 2.1 - present responses to and interpretations of literature, making reference to the literary elements found in the text and connections with their personal knowledge and experienceStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.Performance Indicator 3.2 - present arguments for certain views or actions with reference to specific criteria that support the argument


Taxonomy)

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Acceptable Evidence

1. Students will respond to prompts in their journals. 2. Students will evaluate the pros and cons of speaking out versus being silent. 3. Students will analyze Melinda by using quotes from the book. -----------------------------------------------------------------------------------Students will complete two worksheets by the end of the class. Those worksheets will be turned in and graded.



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activities



When students walk in, they will be given a pretest on symbolism. This will not be graded; instead, they will be given credit for simply doing it. After they have done that, they will be directed to their journals where they will be doing a more in-depth assignment than the previous day.

____________________________________________________________Teacher will hand out the pretest. Students will be given 5 minutes or so to complete it. After each student has handed in their pretest, they will be asked to get out their journals for the day’s activities. They will be asked to write about an instance in which they would consider remaining silent for a period of time. Then, the teacher will ask them to write about scenarios in which they spoke out about something, whether a big thing or not. After everyone has completed this task, the teacher will use “Mix-Freeze-Share” to stimulate conversion amongst the classroom. The teacher will ask students to get up and walk around the room. When the lights click off, the students will be asked to pair up with the closest person next to them. They will then be asked to share their thoughts will the person they are paired with. (If needed, some groups can triple up.) The teacher will listen to make sure they are all on task. Once they have all shared, they will go back to their seats, where they will take out a piece of paper. With that, they will be asked to create a chart of pros and cons for speaking out, and a pros and cons chart for remaining silent. Teacher will walk around the room to make sure students are staying on task and answer questions as needed. When everyone has completed it, the teacher will briefly discuss brief personal anecdotes about speaking out/remaining silent and more famous ones like Fredrick Douglass. (With a strong emphasis on brief, as this will be further touched upon later in the unit.) Before the students leave for the day, the teacher will ask four students to retell what they have learned and what they think about speaking out and remaining silent. At the end of the day, the teacher will assign the second half of the Second Marking Period for homework. The next class, the teacher will use direct instruction. 1. Teacher will share objective of “students will analyze Melinda using quotes from the novel”. 2. Teacher will take a quote from the novel and put it on the board. Quote will be “I actually thought for a moment that we could cast spells, could turn people into frogs or rabbits, to punish the evil and reward the good” (p. 40). She will explain that this quote, even taken out of context, can say a lot about Melinda. At this point in the novel, Melinda is talking about her past and her naivety the prior year. She has changed, and the tone of the quote says a great deal about the bitterness she feels. The teacher will ask for students to give their own interpretation of the quote, requesting they use textual evidence to back up their claims. She will ask students to

use hand signals (pre-determined early on in the class; thumbs up means “I understand and can explain it”, thumbs sideways means “I don’t quite grasp the entire concept, but I’m almost there, and thumbs down means “I don’t understand how you can to that conclusion at all”) to check for understanding throughout the analysis of the quote. If she senses unease within the classroom, she will continue with another quote. 3. Teacher will pass out the worksheet with quotes from the novel on it. She will ask for volunteers to do the first quote together. Teacher will use their input, but also ask for help from students that she suspects may not totally understand it. She will do the same with the second quote, and if time allows (and it’s needed), the third quote as well. 4. For closure, teacher will have students write an exit slip answering the question, “How can a quote say something about a character?”. 5. For homework, students will be asked to finish the worksheet. 6. On the final test at the end of the unit, the students will have to analyze Melinda using some of the very same quotes they have on the worksheet. It will also show up on their midterm/final exams. The teacher will assign the first half of the Third Marking Period for homework.*uses direct instruction*Visual learners will be able to see the quotes on the board and in front of them. Kinesthetic learners will be able to get out of their seat with the activity and hopefully make their meaning that way. Auditory learners will be able to hear the way to analyze a quote. *uses setting objectives and providing feedback*uses homework and practice




The retellings will help the teacher know if the students are understanding the lesson or not on the first day. The hand signals will check for understanding during the analysis section. The teacher will also use the worksheets and the exit slips to make sure the students have understood the day’s lesson.


The checks for understanding (especially the hand signals) will be formative assessments along the way. In addition, the worksheets that will be turned in will also be formative assessments.

Closure

The retelling of the day’s lesson plan (from the students) will close the first day. The exit slip with “How can a quote say something about a character?” will close the second day.

Accommodations

Student with the 504 will be allowed to leave whenever needed, as well as keep snacks and drinks with her at all times. The bipolar student will be told beforehand that he will be asked to do group work, and also be told who his partners will be. The student with the ED and IEP will have a dictionary readily available whenever he needs it. (As will other students, as well.) Student with cerebral palsy will be given extra time if he needs it to complete any of the tasks. Also, the students that need it will be given homework assignment sheets to make sure they complete all homework required.

Materials

Student journals, books, worksheets

DurationTwo class periods



Lesson Title/Number

Symbolism: Lesson Three*uses cooperative learning

Lesson Question (s)What is symbolism? How is it used in Speak?


Indicators

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Performance Indicator 2.3 - identify significant literary elements (including metaphor, symbolism, foreshadowing, dialect, rhyme, meter, irony, climax) and use those elements to interpret the work


Taxonomy)

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Acceptable Evidence

1. Students will create posters based on symbolism in the story.

-----------------------------------------------------------------------------------The posters created by the students will show evidence that the students understand symbolism.



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activities



Students will be asked to respond in their journals to the prompt “If you would know strength and patience, welcome the company of trees. -Hal Borland”.

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Teacher will ask students to get into groups of two or three. They will be allowed to pick their own group, so that they have a sense of power and freedom within the classroom. She will ask them to create posters based on the symbolism in the story. Their poster should contain the least amount of actual written words as possible and instead rely heavily on pictures and symbols. After they are done with their posters, they will present them to the class. They will be given twenty five minutes to work on the posters and the rest will be spent presenting. Teacher will walk around and make sure all students are staying on task and working together on their posters. Teacher will assign Fourth Marking Period for homework. *Visual learners will see the posters* Kinesthetic learners will work on the posters, hands on activities* The discussion will aid auditory learners




Teacher will ask four students what the task is. After receiving satisfactory answers all four times, she will have them start working on their posters. She will walk around throughout the entire class, making sure everyone is staying on task and working together.


The final posters will be a formative assessment.

Closure

The teacher will allow for enough time to ask every single student to explain some part of symbolism. This can either be symbolism in general, symbolism in the novel, or the effect of symbolism. The important thing is that every student contributes an answer in some way.

Accommodations

Student with the 504 will be allowed to leave whenever needed, as well as keep snacks and drinks with her at all times. The bipolar student will be told beforehand that he will be asked to do group work, and also be told who his partners will be. The student with the ED and IEP will have a dictionary readily available whenever he needs it. (As will other students, as well.) Student with cerebral palsy will be given extra time if he needs it to complete any of the tasks. Also, the students that need it will be given homework assignment sheets to make sure they complete all homework required.

Materials

Poster board, markers

Duration One class period



Lesson Title/Number

Making Connections: Lesson Four *uses technology

Lesson Question (s)How can Melinda’s plight be connected to other people?


Indicators

Standard 1: Students will read, write, listen, and speak for information and understanding.As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.Performance Indicator 1.2 - compare and synthesize information from different sources

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.Performance Indicator 3.3 - understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations

Standard 4: Students will read, write, listen, and speak for social interaction.Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.Performance Indicator 4.1 - write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users


Taxonomy)

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Acceptable Evidence

1. Students will compare Melinda’s silence to that of Maya Angelou. 2. Students will make a list of people who have spoken out in history.3. Students will create a letter to a main character in Speak.

----------------------------------------------------------------------------------- The worksheets that the students hand back will show that they have understood the comparison of the silence. The lists they hand in will show that the second objective has been met. Finally, the letter that will be turned in the next day will show that they understand the task at hand.



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activities



When students get settled, they will be given a copy of the poem “Listen” by Laurie Halse Anderson. Teacher will play the Youtube clip of Laurie Halse Anderson reading the poem for the students (found at http://www.youtube.com/watch?v=ic1c_MaAMOI). Students will be asked to write a brief response in their journals to it.

____________________________________________________________Teacher will hand out the poem “I Know Why The Caged Bird Sings” by Maya Angelou to the students. Teacher will read it aloud once, and then ask the students to work with her on a choral reading of the poem. She will pass out Venn Diagrams that ask the students to supply similarities and differences between Maya Angelou and Melinda. This chart will be turned in for a grade. Next, teacher will ask students to pair up. They will create a list of at least 5 people who have spoken out about an issue in the past. They will be directed to the library, where they can research on the Internet or encyclopedias. These people can include influential persons such as Martin Luther King Jr, Charles Darwin, or people like Monica Lewinsky that spoke out against wrong-doing even though they may have been attacked by the press/paparazzi. They will share this list with their peers in a discussion format at the end of the lesson. Finally, students will be asked to complete a letter to a character of the novel, detailing their own feelings and thoughts about the characters actions. This will be turned in the next day with their exam. *Visual learners will be able to use the Venn diagrams to see the similarities/differences between the two women.*Kinesthetic learners will learn by going to the library and doing their own research, making their own meaning out of the information.

http://www.youtube.com/watch?v=ic1c_MaAMOI

*Auditory learners will hear the poems and the discussions will also aid in their learning.




The hand signals will be used throughout this lesson to ensure students are all on the same page.


The charts will be turned in for a formative assessment and for a grade. The discussion based at the end of the lesson will be more of an authentic assessment to ensure the students are getting the real world application out of the assignment.

Closure

Before the students leave, they will be asked to finish an exit slip with one comparison of Melinda to Maya Angelou and one person that has spoken out in the past.

Accommodations

Student with the 504 will be allowed to leave whenever needed, as well as keep snacks and drinks with her at all times. The bipolar student will be told beforehand that he will be asked to do group work, and also be told who his partners will be. The student with the ED and IEP will have a dictionary readily available whenever he needs it. (As will other students, as well.) The student with cerebral palsy will be closely watched to ensure he is participating in the task, although not writing on the charts. He will also be given more time, if needed, to complete his journal entry.

Materials

Two poems, use of the internet in the classroom, Venn diagrams, use of the library

Duration Two class periods



Lesson Title/Number

Bringing it All Together: Lesson Five

Lesson Question (s)What does silence do to a person? What about speaking out? How does Laurie Halse Anderson incorporate symbolism into Speak? What is the effect?


Indicators

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.


Taxonomy)

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Acceptable Evidence

1. Students will demonstrate their knowledge and understanding of the Unit with an exam.

-----------------------------------------------------------------------------------Students will take and pass a unit exam, demonstrating their knowledge and understanding of the unit.



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activities



Students will walk in and go straight to the exam.

____________________________________________________________

Teacher will pass out exam, read the instructions, and be ready to answer questions if needed.




Teacher will read the exam to the students and use the hand signals to ensure students understand the directions.


Test- Summative assessment, showing the students learned the major themes of Speak and the symbolism in it.

Closure

Teacher will collect tests.

Accommodations

Student with the 504 will be allowed to leave whenever needed, as well as keep snacks and drinks with her at all times. The student with the ED and IEP will have a dictionary readily available whenever he needs it. (As will other students, as well.) ANY student that needs more time will be allowed to take advantage of it.

Materials

Exam

DurationOne class period—longer if needed

Speak Lesson Plans

Documents

Transcript of Speak Lesson Plans