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CCR Standards:: Direct Instruction

This lesson plan focuses on teaching students how to identify and analyze themes in short stories. Students will work in groups to create timelines tracing the development of themes and characters in movies. The teacher will demonstrate how to format timelines and identify theme progression. Students will then practice completing a timeline as a class with teacher guidance. For independent practice, students will choose a short story and create a timeline outlining the progression of its themes to prepare for writing essays. Accommodations like partner work are provided for students who need additional support.

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40 views

CCR Standards:: Direct Instruction

This lesson plan focuses on teaching students how to identify and analyze themes in short stories. Students will work in groups to create timelines tracing the development of themes and characters in movies. The teacher will demonstrate how to format timelines and identify theme progression. Students will then practice completing a timeline as a class with teacher guidance. For independent practice, students will choose a short story and create a timeline outlining the progression of its themes to prepare for writing essays. Accommodations like partner work are provided for students who need additional support.

Uploaded by

api-332330814
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Direct instruction

Teacher(s): Kadi Moore

Subject: Reading/ Writing

Standard(s):
CCR Standards:
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text. (11-12.RL.2), critical

ISTE Standards:

a.
b.
c.
d.

Identify and define authentic problems and significant questions for investigation.
Plan and manage activities to develop a solution or complete a project.
Collect and analyze data to identify solutions and/or make informed decisions.
Use multiple processes and diverse perspectives to explore alternative solution.

Objectives (Explicit):
Students will identify and track theme progression over the course of a short story in order to produce a summary that will
show the development of the theme and if two or more themes are present how they use each other to add emphasis.
(e.g. The theme of self-fulfillment in Kate Chopins The Story of an Hour, begins with a gloomy/depressed feel and later
develops into a joyous thing that eventually causes her to die of happiness.)
Evidence of Mastery (Measurable): To measure what the students have learned since the beginning of this lesson, the
students will each create an essay in parts. It will begin with the introduction, including their thesis that will have 2 points
that will introduce their body paragraphs. The following week will have another paragraph due and so on.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc
Students will be able to list the events in a short story that aid in the development of a theme. Students will also be able to
create an essay in 5 paragraph format at the end of the unit.
Key vocabulary:

Materials/Technology Resources to be Used:

Theme

Pens/ Paper

Narrative

White board/Markers

Thesis

Computer access

Emphasis

TimeToast.com

Development

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
Students will get in groups of 3 or 4 and collaboratively think of a movie with a specific character and think about how they
change throughout the movie and what causes them to change. They will create a timeline per group explaining the events
that effect the characters and how theyve changed.

Instructional Input

Teacher Will: Show students the format of a timeline and


what Im looking for. I will be able to explain in depth
how to identify a theme in a story and how to identify its
parts and changes.

Student Will: Take detailed notes of the different types


of timelines and how to format them. They will also
take notes on how to identify important parts of theme
transition.
Students will write on a notecard 3 things they think
other students in the class might not understand.

Guided Practice

Co-Teaching Strategy/Differentiation: Students who need accommodations will be able to work closely with
students who understand the concept of a timeline as well as being given an already made timeline with the parts of
a timeline provided on it.
Teacher Will: I will lead the class in a group discussion
on how to fill out a timeline. I will draw a timeline on the
board and give students different parts of the story that
may or may not be important to the theme progression
and they will be able to choose which ones are and are
not.

Student Will: Participate in class discussion about


timeline analyze different parts of a movie to help track
progression of a characters changing time as the movie
goes on, and help complete the timeline as a class.

Independent Practice

Co-Teaching Strategy/Differentiation: Ask for a thumbs up or thumbs down if students understand or not. If they
have their thumbs down or are not participating I will ask them to have someone near them try to explain what
theyre not understanding and then regroup and ask again for a thumb up or down. If there are numerous thumbs
down I will recover the lesson. If there are fewer than a quarter of the class with down then I will reach out to
them during independent practice.
Teacher Will: I will give each group of students their own
short story and ask them to choose from a short story that
weve read until this point of the class and create a
timeline and then facilitate and make sure that each group
member has made at least one comment about what they
think about the theme and its progression.

Student Will: Choose a short story that has been read in


class or will be read in class. These students will each
create a timeline that will serve as an outline for their
coming essays. These students will hand in these
timelines to show class participation and write on the
back of the paper which part they contributed to the
group.

Co-Teaching Strategy/Differentiation: For students who need accommodation, students will be able to partner with
the teacher to help create the timeline. These students will also be allowed to use their timeline handout as they
complete the end of the day worksheet.
Closing/Student Reflection/Real-life connections: Students will be able to make observations based on the

progression of a short story/movie/novel and concur what major things cause this change. Students will see that
things often change and there is more than one reason for it.

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