Lesson Plan:

Backwards Design

 

Select Standard: Literary Response and Analysis 3.2 - Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).

Decide Essential Question: How can setting a purpose for reading lead to an understanding of the main idea, or theme, of a work of non-fiction?

Design Assessment: Unit Exam for comprehension of play, Acting out roles for student production of play.

Establish Performance Levels: Circulate, take questions, join groups, review

Design Curriculum:

·       The students will access prior knowledge and explain what they already know about Science Fiction. (knowledge)

·       Students will journal what they know about fear. (evaluation)

·       Students will read and reflect on a quote from the teleplay. (knowledge)

·       Students will share their quote by reading it in a variety of different ways to several different students.  (application)

·       Students will discuss what they think the quote means. (analysis)

·       Using all the quotes, students will predict what they think the story will be about. (synthesis)

·       The students will set a purpose for reading (analysis).

Plan Instructional Strategies:

            Access Prior Knowledge:

·       Teacher will use overhead and ask students to describe what they know about science fiction (bubble map).

·       Students will raise hands and respond to the question as the teacher writes.

Build Background Knowledge for Lesson:

·       Teacher will ask the students what they think the importance of reading science fiction is and if it is relevant to society.

·       Teacher will ask the students if anyone heard an answer they found interesting, enlightening, or relevant.

·       Students will get to share the responses of the other students in their pods.

Teach and Model:

·       Teacher will preview the teleplay by reading the opening section.

·       Teacher will begin the “tea party” by handing out quotes on index cards from the teleplay.

·       Teacher will explain that they will be figuring out the play by piecing together the puzzles.

·       Teacher will instruct students to find several other students in the class to share the quote with.

·       Teacher will circulate until everyone has had sufficient time to complete the activity.

·       Students will each reflect on his or her own quote.

·       Students will find several different partners and read their quotes in a variety of different ways.  They will then discuss possible meaning.  2-3 minute rotations.

Review Key Concepts:

·       Teacher will elicit predictions based on the many different quotes from the teleplay.  What will it be about? How will it end up? Etc.

Assess Student Comprehension

·       Students will have the opportunity to respond verbally.

·       Unit Exam at conclusion of the play

·       Student production of play

Move on to Next Standard