Embedded Files
ELA Lesson 2 - Characterization
ELA Lesson 2 - Characterization
Narrative and Characterization
Resources: Novels, Characterization worksheet, pencil, Jamboard, list of character types
Objective: Using Narrative structure and characterization strategies, students will analyze their focus woman and create an image of the main character.
Standards:
Craft Structure 9-10R6: Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)
Pre-reading:
Give students a class day to read.
Before students start reading for the day, we will go over a list of character traits and have a brief classroom discussion on how these words might be represented in the book
Students will be given an implicit characterization worksheet for them to fill in as they read. This chart is to hold the sentences that describe how someone is acting without bluntly saying it. For example: “Stephanie was twisting her hair into knots as she waited for the bus.” We as the readers could infer that Stephanie was nervous because she was twisting her hair as she was waiting for the bus.
During reading:
While students are reading they will fill out at least 3 boxes with implicit characteristics they find throughout their reading today. Students will also draw their characteristics to support a wide range of student needs.
Link to worksheet
Post reading:
Students will share their findings of the characteristics with their autobiography book club group. They will then start to compile their thoughts on a google jamboard to save for their compare and contrast presentation.
Assessment:
On the way out of the classroom as the EXIT ticket students will verbal tell the teacher how they would characterize their main character now.
ELA Lesson 3 -Point of View
ELA Lesson 3 -Point of View
ELA lesson 3:
Point of view
Resources: Novels, Laptop with video access and Book creator for comic strip template, Point of View pre-presentation assessment activity
Objective: After viewing exemplar versions of each type of point of view, students will create a comic strip to showcase multiple points of view and dialogue they will implement in their final presentation.
Standards: Craft Structure 9-10R6: Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)
Pre-reading: Define first, second, and third person point of view including omniscient, objective and limited with video https://www.youtube.com/watch?v=DsIKbwkuiVA&t=124s
Have students explore this website for 5 minutes: https://mscurlsworld.weebly.com/point-of-view.html
During reading: Illustrate point of view from selected novel using a comic strip on Bookcreator. Show dialogue using thought bubbles. Select a novel of your choice that demonstrates one point of view and then add in your own point of view examples as if it were from a different perspective of another character in that same novel.
Post reading: Share your comic strip with a partner. Notice how the point of view of each character changes depending on the narrator and dialogue.
Assessment: Using novels, comic strips, discussion, and prior knowledge, students will identify 2 point of view narrative examples that they will implement in their final presentation. This may include first, second, or third person point of view. For example, a student could say “I believe that women’s rights have changed over time” “Malala felt … “ “You may feel… about women’s rights because ...”
Social Studies Lesson 1
Social Studies Lesson 1
Knowledge Dive
Resources
Chromebooks
Prior Knowledge Worksheet
Objectives
Activate prior knowledge about the changing roles of women in the workforce throughout the 20th century
Encourage students to gather and explore their own information
Work on technological literacy skills
Standards
Chronological and Causation Reasoning:
Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes over time
World War I had important social, political, and economic effects on American society.
Students will investigate the effects of mobilization on the United States economy, including the role and contributions of women and African Americans in the war effort.
Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.
Modern women’s movement (e.g., The Feminine Mystique [1963], National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade)
Body of the Lesson
Students will participate in a "knowledge dive"
They will search the web for resources about women in the workforce during the twentieth century
They will compile sources that can include articles, podcasts, videos, magazines, etc.
Afterwards, they will use the sources they have gathered to answer questions from a worksheet. If they need additional information, they can use the resources that their peers have compiled as well.
Pre-reading activity
Outline acceptable sources, types of information we are looking for
Engage in class discussion about what we already know about the roles of women in the workforce in the 20th century
During reading activity
Take notes on what they learn about women in the workforce
Fill out a worksheet with questions about common roles of women at different points in the century, figures and events who changed the roles of women, and cultural responses to women in the workforce
Post reading activity
Share answers with the class
Share resources with the class
Assessment
Submit worksheet from during reading activity
Participation in class discussion
Social Studies Lesson 3
Social Studies Lesson 3
Present to Peers and Reflect
Resources
Chromebooks
Presentations
Compare and Contrast
Objectives
Students will present their findings to their peers
Students will compare and contrast historical figures and events
Students will reflect on the change over time of the role of women in the workforce
Standards
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentation
Body of the Lesson
Students will take turns in their groups to present their information based on the historical figure they learned about
These presentations will be in the form of Google Slides that can incorporate texts, videos, images, audio, or other formats that students feel will be useful to conveying their knowledge
Students will take notes on their peers presentations
These notes should help prepare them for their reflection paper, as well as answer questions about how each figure or group changed the role of women in the workforce
Pre-reading activity
Given a list of the historical figures, students will create a KWL chart using their prior knowledge, brainstorming any questions that they have on the figures or anything they would like to learn.
During reading activity
Students will be actively filling in their KWL chart with knowledge learned from others presentations
Post reading activity
Students will compare and contrast these historical figures after viewing all the presentations noting similarities and differences they noticed and learned about from all the historical women
Reflection Paper - Which of these figures do you think had the biggest impact on women's roles in the workforce and why?
Assessment
Presentations
Reflection paper
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