Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: April 23, 2012 Student Objectives/Student Outcomes: Students

s will be able to analyze and interpret quotes. Students will be able to hold a constructive conversation about their novel and connect their readings to the larger message of the novel. Content Standards:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 3. 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.

Materials/Resources/Technology: Paper, coloring materials, novels Teachers Goals:

The teacher will be able to discuss two different novel with two different groups of students who are at different academic levels. The teacher will be able to assess whether or not the idea of close reading quotes needs to be revisited.

Time 10 minutes
15 minutes

50 minutes

Start of Class: Check homework. Introduction of Lesson: Explain the days activity and the changes to their essay that is due the next day. Lesson Instruction: Students will be split into groups of 5 based on the class they are in (because of the DC class rooms 292 and 296 are combined today and as they are reading different books we cant have a large class discussion ) Students will choose 2 quotes from their novel and write each on a white sheet of paper. Below the quote they will draw what they think the quote represent. On a separate sheet of paper they will write 2 paragraphs explaining what their quote means and their visual representation. As students work on this activity I will be going to each group to lead a mini discussion on the nights reading. Assessments/Checks for Understanding: Having students complete a written response to this activity allows me assess their ability to analyze a quote and gives me insight into the choices they made with their visual representations.

5 minutes

Closure/Wrap-Up/Review: Assign the nights homework. Self-Assessment: This lesson will be a success if the two levels of students can get the same information and practice out of this lesson.

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: April 24, 2012 Student Objectives/Student Outcomes: Students will be able to identify theme and the literary elements used to develop it. Students will be able to use this knowledge to create and develop themes of their own. Content Standards: 2. Determine a theme or central idea of a text analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) Materials/Resources/Technology: Loose-leaf paper Teachers Goals:
The teacher will be able to assess her students understanding of theme and will be able to determine if a more extensive review needs to take place. The teacher will be able determine which literary elements her students have mastered in order to gauge which elements should be addressed next.

Time
5 minutes

20 minutes 40 minutes

Start of Class: Check homework. Introduction of Lesson: Review the definition of theme and go over the previous nights homework. Lesson Instruction: Students will have to write a story with the theme that I give them. They cannot
use the word itself but instead must use figurative language and symbolism to develop their theme.

Assessments/Checks for Understanding:

15 minutes

Students mastery of literary elements especially theme and symbolism will be accessed through the story that they write. This story requires student to apply their knowledge instead of merely asking them to identify the elements. Closure/Wrap-Up/Review: Assign homework and discuss the reading from the night before. Self-Assessment: This lesson will be a success if students are able to apply their knowledge in their writing.

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: April 25, 2012 Student Objectives/Student Outcomes: Students will be able to identify themes in a novel and the elements that work to create them. Students will be able to build off of their understanding of the novel by listening to their classmates ideas. Content Standards:
2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) Materials/Resources/Technology: Note cards, loose-leaf paper, copies of the novels Teachers Goals:
The teacher will be able to assess her students understanding of the concept, theme. The teacher will be able to

Time 5 minutes
15 minutes 40 minutes

Start of Class: Collect and check in homework Introduction of Lesson: Review theme and separate students into groups for the activity. Lesson Instruction: Each group will be given a different theme from their novel that each group member will be responsible for finding 2 examples in the novel where this theme is addressed or developed. Assessments/Checks for Understanding:

I will circulate amongst the groups to check for understanding. Presenting the information to the class allows me to assess their knowledge base and allows them to apply their knowledge.

20 minutes

Closure/Wrap-Up/Review: Each group will present their theme and the evidence of its development to the class. Self-Assessment: This lesson will be a success if students are able to identify lines in the book that are specifically there to develop theme.

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: April 26, 2012 Student Objectives/Student Outcomes: Students will be able to define the term characterization. Students will be able to identify instances of characterization in their novel. Content Standards:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Materials/Resources/Technology: Powerpoint, projector, laptop Teachers Goals:

The teacher will be able to gauge her students understanding of this concept. The teacher will be able to clear up misconceptions about certain characters in the novels.

Time Start of Class:

10 minutes 20 minutes

40 minutes

Homework check Introduction of Lesson: Powerpoint defining and explaining characterization and how to find it novels. Lesson Instruction: Large class discussion about the last nights reading paying close attention to the characterization that was developed and how. Assessments/Checks for Understanding: The discussion that follows the powerpoint about characterization asks students to apply this new knowledge and is a way for the teacher to check for understanding. Closure/Wrap-Up/Review: Assign reading and journal for homework Self-Assessment: This lesson will be a success if my students are able apply the definition to characterization to their novels and find examples of this in their novel.

10 minutes

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: April 27, 2012 Student Objectives/Student Outcomes: Students will be able to make inferences about a character based on the characterization set up by the author. Students will be able to analyze how these inferences relate to the larger message of the text. Content Standards: 3. 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. 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. o a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. o b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. o c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence

Materials/Resources/Technology: Paper, laptops for the students, projector, novel. Teachers Goals:
The teacher will be able to assess her students grasp of characterization. The teacher will be able to push her students to take their analysis of a novel to the next level.

Time
10 minutes

15 minutes

25 minutes

Start of Class: Collect homework Introduction of Lesson: Explain the activity to the class by introducing them to PostSecret. Lesson Instruction: Large class discussion on how a character being a certain way shapes the message of a story. We will choose a few characters and discuss how the story would change if they had been characterized in a different light. Assessments/Checks for Understanding: The large class discussion is a check for understanding of the use and effect of characterization. Closure/Wrap-Up/Review: Students will create a PostSecret postcard based on one of the characters from their novel. These postcards will reveal a secret about the character. Students will use the characterization in the novel to help them make these cards. Self-Assessment: This lesson will be a success if students are able to use characterization to make inferences about the overall message of the novel.

30 minutes