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EDUC 2220- Educational Technology Lesson Plan

Videlit (Video Literature) Lord of the Flies Kim Porter 6th Grade/English Language Arts

Common Core Standards:

Key Ideas and Details RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Integration of Knowledge and Ideas RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch.

Lesson Summary: During this lesson, the students will read the classic 1954 novel Lord of the Flies by William Golding. The class reading will vary from individual silent reading, to group reading, to reading out loud to the class. The teacher will also read out loud to the students. The students will be provided with copies of the actual book. After the students are done with the book, they will view a clip from the original 1963 movie, and then the entire 1990 movie. There will be discussion and the students will compare and contrast the book and the movie. Estimated Duration: I plan to divide this lesson into 90 minute increments over 12 days. This will allow time for reading the book, discussion, instruction, quizzes, tests, games, viewing the movie in its entirety, and post-screening discussion.

Commentary: The students will be reading a foreign object called a book. Students, for the most part, will not be the least bit interested in a classic novel. I will get the students interested by asking the question, If you could live anywhere without adults, where would that be and what would that be like? This will cause a discussion and the students will write a paragraph in more detail. From here I will introduce the novel.

Instructional Procedures: Day 1: First 10 minutes: Introductory activity- I will introduce the book by asking the question If you could live anywhere without adults, where would that be and what would that be like? The students will answer the question briefly. 20 minutes: I will assign copies of the books to each student. The students will be responsible for taking care of and keeping track of their copy of the books. 30 minutes: I will give a brief lesson on the author, William Golding. Students will take notes. Then, students will watch the Lord of the Flies video summary from sparknotes.com. http://www.sparknotes.com/lit/flies/ on the classroom smartboard. 30 minutes: The students will write a brief commentary on the short video and turn it in on https://www.thelearningodyssey.com/. During the last 10 minutes of class, students will be broken up into groups. ESL and slower readers will be partnered with higher level readers for peer mentoring. Day 2: During the first 10 minutes, students will get into their groups and prepare to read chapter 1. 60 minutes: Students will take turns within their group to read out loud to the group. A designated student will take notes. Toward the end of the hour, students will collaborate on writing a summary on chapter 1. 10 minutes: I will facilitate a question/answer period. 10 minutes: Homework - worksheet on chapter 1. Day 3: During the first 20 minutes, students will get into their groups and prepare to read chapters 2 - 3. Homework will be collected. 50 minutes: Students will take turns reading the chapters out loud to the class. All students will take notes. Toward the end of the hour, students will write a summary on the chapters. 10 minutes: I will facilitate a question/answer period. 10 minutes: Homework - worksheets Day 4: During the first 20 minutes, students will get into their groups and prepare to read chapters 4 & 5. Homework will be collected. 50 minutes: Students will take turns reading the chapters out loud to the class. All students will take notes. Toward the end of the hour, students will write a summary on the chapters. 10 minutes: I will facilitate a question/answer period. 10 minutes: Homework - worksheets. Day 5:

During the first 20 minutes, students will get into their groups and prepare for a quiz on chapters 1-5. Homework will be collected. 20 - 30 minutes: Students will review for the quiz. 30 minutes: Quiz on chapters 1-5 10 minutes: Homework - chapter 6 reading. Day 6: During the first 20 minutes, students will get into their groups and prepare to read chapters 7-8. Chapter 6 will be reviewed. Homework will be collected. 50 minutes: I will read chapter 7 to the students. The students will take turns reading chapter 8. All students will take notes. Toward the end of the hour, students will write a summary of the chapters. 10 minutes: Question/answer period 10 minutes: Homework - worksheets Day 7: During the first 20 minutes, students will get into their groups and prepare to read chapters 9-10. Homework will be collected. 50 minutes: The students will take turns reading chapter 9. Students will read chapter 10 within their groups. I will assist as needed with all of the groups. Toward the end of the hour, students will write a summary of the chapters. 10 minutes: Question/answer period 10 minutes: Homework - worksheets Day 8: During the first 20 minutes, students will get into their groups and prepare to read chapters 11-12. Homework will be collected. 50 minutes: The students will read chapters 11-12 within their groups. I will assist as needed with all of the groups. Toward the end of the hour, students will write a summary of the chapters. 10 minutes: Question/answer period 10 minutes: Homework - worksheets Day 9: During the first 20 minutes, students will get into their groups. Homework will be collected. 60 minutes: The students will watch the movie Lord of the Flies. 10 minutes: Discussion 10 minutes: Homework - worksheets

Day 10: During the first 20 minutes, students will get into their groups. Homework will be collected. 50 minutes: The students will watch the movie Lord of the Flies. 10 minutes: Discussion 10 minutes: Homework - worksheets Day 11: During the first 20 minutes, students will get into their groups. Homework will be collected. 60 minutes: Instructional period compare and contrast the book and the movie. Students will decide as a group which was better, and debate. Study guides for the test will be passed out and reviewed. 10 minutes: Homework study guide for test Day 12: During the first 20 minutes, students will separate and sit in their assigned seats. They will review their notes and study guides for the test. 50 minutes: Test on Lord of the Flies 20 minutes: Tests collected, discussion, no homework

Pre-Assessment: Students will be assigned the following question: If you could live anywhere without adults, where would that be and what would that be like? After a brief discussion, the students will type their answers and submit them via thelearningodyssey.com. Scoring Guidelines: The submissions will be graded very simply. They will get 10 points for participating. Extra credit will be given for those who chose to share their submissions. Ongoing teacher assessment students will be given a quiz and then a test at the end of the unit. Student self assessment - groups will assess themselves throughout instruction. Post-Assessment: After the lesson, students will take a written test. The test will have 40 questions, 30 multiple choice, 2 short answer, and 3 extended response.

Scoring Guidelines: The test will be worth a total of 80 points.

Differentiated Instructional Support Accelerated/gifted students will be paired with ESL and slower learning students to help guide them in group reading. Students who are having trouble following the material will be encouraged to incorporate sparknotes especially in doing their reading outside of class. I will pay particular attention to my ESL and struggling students.

Extension http://www.william-golding.co.uk/ This is the official website for Lord of the Flies author William Golding. Students will learn more about Golding, his work, and his awards. http://www.gradesaver.com/lord-of-the-flies/study-guide/about/ On this website, students will learn about why Lord of the Flies was written, and more background on William Golding. Homework Options and Home Connections Students will be given a combination of reading assignments and comprehensive worksheets for homework during this lesson. Worksheets will vary from questions on the chapters, to creating their own scenarios, to graphic organizers. Students may have to access additional websites depending on the homework assignment.

Interdisciplinary Connections This lesson could be useful in a unit on the Cold War, since during that time, many people feared nuclear war. As an example, it could tie into a lesson on The Bay of Pigs in 1962. (History). It could also be used in a social studies lesson on various modern-day tribes, people who still live in the rainforests of South America or the Aboriginal peoples in Australia; and how they are considered uncivilized. They could be compared to the civilized, prim and proper British schoolboys in the beginning and the end of the story. Materials and Resources:

For teachers

Laptop Smartboard Projector Elmo Projector

Copies of the book Lord of the Flies Copier Office supplies (pens, staples, stapler, highlighter)

For students

Desktop computers Books Pens Paper Color pencils Highlighters

Key Vocabulary Since there are many unfamiliar and difficult words that the students may encounter, I would use some of the words provided on a pdf file I found online; http://www.portnet.k12.ny.us/cms/lib6/NY01001023/Centricity/Domain/175/LOTF-vocab_list.pdf. It is a Lord of the Flies vocabulary list that comes with page numbers for easy access. Some of the words from the list are: Creepers Conch Bastion Festoon Gaudy Mirage Exasperation Swathes Effigy There will be more, as seen on the link above.

Additional Notes This lesson is actually one I planned to do as a Spring Classic with one of my 6th and 7th grade classes. (I have 2 6th grade and 2 7th grade ELA classes.) The other ones that were planned were Roll of Thunder, Hear My Cry, (which I was able to teach one of the 7th grade classes this year), A Wrinkle in Time, (6th grade, complete with the movie! It was awesome!), and Animal Farm. However, because of the timing with this years OAA, I will not have the time to do it properly. If I may keep in contact with you, I will let you know if and when I do this and how it turns out!