Lesson+Plans


 * Teacher:** Victoria Guaragno and Khrystie-Ann Clark **Class:** English **Date:** February 1, 2012 **Grade Level:** 10 **Room number:** 100 **Period:** 2 **Unit:** //A Separate Peace// **Lesson number:** 1 out of 16 **Topic:** Introduction to Unit

We have just finished the last unit and are beginning a new one.
 * //Context://**

//Short-range objective:// Students will be able to define the differences between cults and secret societies. This is very interesting! ( NM) //Long-range objective://
 * //Objectives://**
 * Students will be able to define and identify new historical criticism throughout the fulcrum text, //A Separate Peace//.
 * Students will be able to utilize Imovie, Prezi, Antimoto, and Windows Media as a tool for learning.
 * Students will be able to utilize transitions and formatting as effective stylistic tools of writing to create an essay.
 * Students will be able to define the differences between cults and secret societies and be able to apply this understanding to //A Separate Peace//.

1.) //Administrators:// In the past, students have struggled to find a central theme or idea in the novel. This lesson will help students understand one key theme and they will be able to track its progress. 2.) //Students:// If you know what the central idea or theme is, it will help you understand the author’s intention and read critically.
 * //Rationale://**
 * NYS ELA standard 2 requires that students determine a theme of central idea of a text and analyze in detail it development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * //3.)//** //Critical Pedagogues:// Students will need to know how to identify key themes and ideas in their everyday lives and how to track their progress.
 * //Background Knowledge and Skills://**
 * Students already know how to fill out a KWL chart. They also know that secret societies and cults exist.


 * //Standards://**
 * NYS ELA Standard 4: determine a theme of central idea of a text and analyze in detail it development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

We will introduce that we will begin reading //A Separate Peace// over the next couple of days. I will ask students what they would like to know about the book’s themes, ideas, or characters. I will ask students what they know about boarding schools and secret societies. We fill the chart out as a class. At the end of the unit, we will take the time to fill the ‘learned’ part of the chart. After we fill out the chart, I will explain the differences between cults and secret societies so that students will not get confused as we begin the unit. For homework, students will read an article on New Historicism, which will be the lens we will be working with. This is really interesting. I love that you would asks the students wht they want to know and get out of the book....perhaps you could ask them later on what they would like to get out of it on a more personal level in relations? (NM) - We will begin the lesson by explaining that we are starting a new unit on the book //A Separate Peace// by John Knowles. We will be exploring boarding school and secret societies throughout the course of the novel. - “First, let’s begin by filling out a KWL chart. What does everyone know about secret societies and boarding schools? What does everyone want to learn about this novel? At the end of the unit we will fill out what we have learned. Let’ get started! Who wants to write everything down for us?” - One student will fill out the chart and we will hang the chart in the room so that we can reference it at anytime as well as add to it. Students’ desks will be arranged in a circle and we will go around and ask what each student to contribute something to the chart. - After we fill out the chart, I will have students take out their notebooks to take some notes. - “We are going to be doing some note taking today so please take out your notebooks. Does anyone know the difference between cults and secret societies?” We will wait to see if any students raise their hands and we will give them feedback on their answers. - Next, we will show the differences as well as some pictures on the board - “Cults are relatively small groups of people having religious beliefs or practices regarded by others as strange or sinister. Make sure you don’t confuse cults with religious sects. Religious sects are small groups of people who leave an established religion or denomination to form their own group. They usually have the same rules as an established religion, but have some important concepts that differ. Religious Sects are sometimes confused with cults, but they shouldn’t be. Cults usually brainwash their members to believe a certain way that is not usually right or true.” - “Have you ever heard of Charles Manson? He formed a cult called ‘Helter Skelter’ in which he believed in an apocalyptic race war. He found a bunch of followers and started murdering people because he thought it would help the ‘war’. Can anyone name any other cults?” - Next, we’ll talk about secret societies - “Let’s switch gears to secret societies. A secret society is a club or organization in which its membership is secret to non-members. Like cults, you might have to have an initiation where you must do something to get in. The initiation process can vary based on the group you try to get into. Secret societies can do good things for the community such as the Masons or conspire against the government. We’ll have to find out what type of secret society is going to be found in our upcoming reading! Can anyone name any other secret societies?” - “I hope everyone got your notes down. Now, I’m going to hand out an article on New Historicism. This is a type of lens will be using to read //A Separate Peace//. In the remaining time, I would like you to begin reading this and finish it for homework. Please annotate it and write down any questions you may have and bring into class tomorrow. Can I get some facilitators for Socratic Seminar on this piece? Okay good. Now do the best you can and we will work with this tomorrow!” - Students will read until the bell rings. I like how this is set up to introduce the book. I have never read or heard of it, but it sounds rather interesting. I like the ideas that you have. To add a thought, perhaps students could do some research on the topic? (NM)
 * //Summary://**
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 * Teacher:** Khrystie C. and Victoria G.
 * Class:** English **Date:** February 10, 2012 **Grade Level:** 10
 * Room Number:** 100 **Period:** 2 **Unit:** //A Separate Peace//
 * Lesson Number:** 8 out of 16 **Topic:** Thesis Statements

Students have read up to Chapter 10 in //A Separate Peace// and have learned about secret societies, WWII and New Historicism.
 * //Context://**

//Short-range objective:// //-//Students will be able to discuss how Gene and Finny’s relationship may differ based on their setting after viewing a variety of schools during the gallery walk. -Students will be able to define setting. -Students will be able to identify setting in the text, //A Separate Peace.// //Long-range objective:// -Students will be able to define and identify new historical criticism throughout the fulcrum text, A Separate Peace. -Students will be able to utilize Imovie, Prezi, Antimoto, and Windows Media as a tool for learning. -Students will be able to utilize transitions and formatting as effective stylistic tools of writing to create an essay. -Students will be able to define the differences between cults and secret societies and be able to apply this understanding to A Separate Peace. -Students will be able to identify the relationship between setting and secret societies.
 * //Objectives://**

1.) //Administrators:// In the past, students have struggled with recognizing the role that setting can play in a text. 2.) //Students:// If you have understanding of setting, you can recognize the implications and consequences of a that setting. 3.) //Critical Pedagogues:// Students will need to know how a series of events can be complicated given a specific time period or social setting.
 * //Rationale://**


 * //Background Knowledge and Skills://**
 * Students already have preconceived notions about the stereotypes that accompany different types of schools.
 * Students have already participated in gallery walks.

NYS ELA Writing Standard 11a: Engage in a prewriting experience, such as using a variety of visual representations, to express personal, social, and cultural connections and insight.
 * //Standards://**

Today, the students will be introduced to literature circles. We will take time in the beginning of the class to discuss their functions and setup. Then, we will move onto a gallery walk. During this time, students will walk around the classroom viewing different pictures of boarding schools, public schools and private schools. After they have had a chance to look at all of the pictures and write down their initial reactions, students will return to their seats. Then, the students will write a one-page reflection answering the question, “Would Gene and Finny’s relationship dynamic be altered if it were to take place at another school?” When they have been given adequate time, I will discuss the role of setting in the text. We will discuss. I will collect their one-page reflections at the end of class.
 * //Summary://**

-When students first walk in, we will begin to introduce literature circles. -We will ask the students if they have ever been involved in lit circles before. -We will define lit circles as “an opportunity to meet with a small group of classmates who have all read the same book. It will be a chance to share ideas and reactions, as well as participate in discussions and create connections to //A Separate Peace.//” -These lit circle groups will be the same classmates that were in the secret society groups. -These groups will be allowed to choose from //The Chocolate War, The Mockingbirds// or //The Disreputable History// //of Frankie Landau-Banks.// Groups will be granted permission to read the book of their choice based on a first come, first served basis. -We will take any questions. -We will inform the students that their first meeting will be Monday, the 13th. -Next, we will introduce the gallery walk. -We will explain that a gallery walk “involves looking at a series of pictures for a short amount of time, long enough to jot down an initial reaction and gather visual clues. Gallery walks are useful because they allow you to interpret different pictures, based on knowledge you already have.” -We will hang 7 pictures around the room and give the students 10 minutes to get to all of the pictures and write something down about each. The pictures will be a variety of public schools, private schools and boarding schools (linked on page). -Students will return to their seats after viewing. -Next, we will instruct the students to “write a one-page reflection using what you just saw to answer the question: Do you think Gene and Finny’s relationship could have been different in one of these other settings? Explain.” -After students have written for 10 minutes, we will tell them to stop because we are going to cover the role of setting. -“Can anyone define setting?” (Appropriate wait time for students to answer) -“Setting is the place or type of surroundings where something is positioned or where an event takes place. It has a lot of influence in the events of the novel, how the characters behave and the interactions take place. Even the WWII acts as an aspect of the setting in this piece.” -“Does everyone have anything to add about the setting of this text?” -“Yes, due to the war, there was a tense atmosphere and competitive nature spread throughout the campus. Gene may have reacted differently to Finny’s athletic success if he were not influenced by war-time emotions or the heavy war presence at Devon.” -Students will be given time to ask questions or discuss further. -Students will be assigned “Boarding School Poem” by ELCP for homework. They will also finish the remainder of the book for homework. I really like the idea of assigning the students to the different societies. I think this ia great way to get them involved and engaged. I think that this ia a sollid lessons with good timing for questioning and explicit instruction. (NM)
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 * Teacher:** Victoria Guaragno and Khrystie-Ann Clark **Class:** English **Date:** February 21, 2012 **Grade Level:** 10 **Room number:** 100 **Period:** 2 **Unit:** //A Separate Peace// **Lesson number:** 15 out of 16 **Topic:** Transitions

Students have finished the book as well as their lit circle books and are preparing to write their culminating writing project. //Short-range objective:// Students will be able to define, identify, and apply the use of transitions to their writing. the differences between cults and secret societies. I dont quite understand the last part of this...the diffrences between the cults ad secret societies? Is that suppoesd to be there? (NM) //Long-range objective://
 * //Context://**
 * //Objectives://**
 * Students will be able to define and identify new historical criticism throughout the fulcrum text, //A Separate Peace//.
 * Students will be able to utilize Imovie, Prezi, Antimoto, and Windows Media as a tool for learning.
 * Students will be able to utilize transitions as effective stylistic tool of writing to create an essay.
 * Students will be able to define the differences between cults and secret societies and be able to apply this understanding to //A Separate Peace//.

1.) //Administrators:// In the past, students have struggled to effectively use transitions in their writing. This lesson will help show them how and what words to use and when to use them.
 * //Rationale://**
 * NYS ELA standard 1c requires that students use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationship between claims and reasons, between reasons and evidence, and between claims and counter claims.
 * //2.)//** //Students:// If you know how to use transitions you can clearly present idea after idea without confusion.
 * //3.)//** //Critical Pedagogues:// Students will need to know transition from ideas in their lives as well as their writing in order to effectively communicate.
 * //Background Knowledge and Skills://**
 * Students already know how to write an essay and they know transtions, but they struggle to use them properly.

We will read students two examples of writing. One that uses transitions well and one that does not. We will ask students which piece used transitions and which didn’t and how did they know? Next, we will hand out a sheet with transitions for students to keep in their folders for future use. Now, we will hand out examples of student writing that contains smooth transitions and have the circle the transitions that they find. We ask where in the piece they were found. We will have a group share out and then have students go back to the piece that does not have transitions and ask them to add some that make it smoother. In the remaining time, students will work on their own transition writing for their essays. (I like the idea of giving the "right" transitions and the "wrong" transitions so students can see the difference- I think also using old student writing is a great way to have peer editing but in a new way. Also, I don't see any handouts in the lesson itself, what will the handout look like? - Bridgette M. )
 * //Standards://**
 * NYS ELA Standard 1: use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationship between claims and reasons, between reasons and evidence, and between claims and counter claims.
 * //Summary://**

- We will begin class by reminding students that their writing assignment rough draft is almost due and have students sign up for mini conferences. - Next, we will let students know that we have found out they are having trouble using transitions properly in their writing so we will be going over them. - We will read aloud two pieces of student writing and have students take notes on what they hear or don’t hear. After we read, we will ask students what the differences between the two pieces were. Students should recognize that the addition of transitions makes for a smoother, more cohesive read. - Next, we will hand out a sheet with all possible transitions on it for students to keep with them for all future writing. - We will then hand out some sample pieces of students writing that have smooth transitions and ask students to circle the transitions they find. - We will then have a group share out in which students say which transitions they found and where they found them. They should say what the purpose of its placement was. - After this, we will go back to the piece we already read without transitions and ask that students place proper transitions in it. We share what each group students think. - In the remaining time, students will work on their own writing and be sure to work in transitions. They can ask us questions when need be. - For homework, students will finish their rough drafts of the writing project. We hold conferences tomorrow. I think that this is great direct instructions. It allows students the time and resources that they need to understand what you are trying to teach them. This is a task that will apply to all of their writing. COuld it transfer elsewhere in their lives? (nm)
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