1. Topic-
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| Literary Response and Analysis |
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2. Content-
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| Students will concurrently read and watch Moby Dick. |
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3. Goals: Aims/Outcomes-
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1. Students will be able to analyze the plot and purpose of the
story as it related to the time it was written in.
2. Students will be able to recognize various literary devices used
and their importance to the story.
3. Students will be able to make informed questions regarding the
reading and search for deeper meaning within the text. |
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4. Objectives-
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1.Students will explore the relationship between situations in the
book and world events.
2.Students will analyze interactions between main and subordinate
characters and how they help to shape the plot of the story.
3.Students will determine a characters traits by what the character
says about themselves through narration, dialogue and soliloquy. |
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5. Materials and Aids-
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Book: Moby Dick
DVD: Mody Dick
DVD Player and classroom supplied television |
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6. Procedures/Methods-
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A. Introduction-
1. The new lesson will begin with an overview and brief synopsis
of Moby Dick to include: the time period and relevant world events.
2. The class will take part in a visual lesson plan laid out on the
white board detailing the time line to read the book, and when we
will view the movie.
3. Once students have completed the introduction and have a fluent
knowledge of the time line for the book, we will begin each class
period by reading a chapter from the book followed by a class debate
over the topics and dialogue used. |
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B. Development-
1. To ensure students have proper knowledge of the time period we
are covering, supplemental assignments will include mock newspaper
articles of world events to prepare and present to the class
2. Each week in this unit we will have a vocabulary handout with a
weekly quiz of terms to ensure students understand what they reading.
3. Some chapters will be read aloud by myself and other students to
allow for engaged reading and an openness to ask questions if there
is a section they do not understand or are confused about. |
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C. Practice-
1. In the classroom, students will divide into small groups to pick
a part the reading and fin the deeper hidden messages within the text
2. Groups will present their findings to the class as a presentation
and students will have the chance to agree or disagree as well dive
deeper into issues only touched upon.
3. Vocabulary will become an essential part of this lesson and once
a week the classroom will divide into small groups and test practice
their group members. |
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D. Independent Practice-
1. Independent assignments will include one weekly mock newspaper
article from the time period being covered of a relevant event that
took place.
2. Vocabulary will be given each week that will include a one page
written assignment asking students to incorporate at least 10 of the
20 words correctly.
3. A weekly quiz will be given on both the assigned vocabulary as
well as a multiple choice quiz regarding what was covered in that
weeks reading. |
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E. Accommodations (Differentiated Instruction)-
1. Students requiring accommodated learning will have the opportunity
for extended test and quiz time
2. Extra worksheet explaining the reading as well as opportunity to
meet one and one and go over in detail questions from the material.
3. If needed, a specialized IEP project can be created for the student
with the help of their adviser. |
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F. Checking for understanding-
1. The weekly quizzes will give me a great opportunity to check
for understanding of both the language and reading. If student understanding
is not where it should be, it will give the opportunity to re-cover
some of the reading and ensure students are up to date before moving
forward.
2. Daily small group sessions will allow students to act their own
Q & A session and rely on peers for answers. It will also give students
the opportunity to ask questions while within the classroom.
3. Weekly writing assignments will serve as a forum for students to
use the new vocabulary they have acquired and share their understanding
of the reading. |
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G. Closure-
1. When the end of the book is reached, as a class we will look
back at the initial explanation I gave of the book before we began
reading and see what was missed, what important details should have
been included and what they took away from the book.
2. Grading will be quick for quizzes and weekly assignments and the
lesson will conclude with a 1,000 word paper reflecting on the reading
and the hidden messages within it. |
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7. Evaluation-
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1. Students should be able to show a growth in the aesthetic qualities
of style, including the impact of diction and figurative language.
2. Students should be able to analyze the way in which a work of literature
is related to the themes and issues of its historical period. |
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