Embedded Files
Lesson Topic: Introduction of the Clan Project
Type of Lesson: Introductory
Context for Learning
As the Unit progresses, students continue to read The Hobbit, which they started the prior week, when the students began to read this book at the beginning of the unit. To date, they have read the first nine chapters of the book. They’ve been covering the plot, major characters, and understanding the language of The Hobbit.
This lesson will introduce students to the group project, where they form hobbit, dwarf, elf, and human Clans which they must complete as not only a Clan, but as a class. To culminate, the entire class will hold a two day festival, which includes a Cultural Fair Presentation of Clan artifacts, and culminating with a challenge of which Clan should rightfully take possession of the gold which is up for debate at the completion of the novel. Each group will consist of seven students. The students will select a job from the recommended positions in the project packet based on their abilities and personal preference, and prepare an appropriate item based on their job. On Thursday of the proceeding week, the students will present their cultural artifacts as a group and on Friday, they will hold a debate. The class will put the argument on trial as to who ultimately rightly owns the gold, and decide by a whole-class vote.
This lesson prepares students for both this week’s lessons as well as the following week’s project. There will be a short lecture featuring direct instruction model with visual aids in the form of a PowerPoint presentation and a short video. After the lecture, students will join their groups to work on the newly assigned group project.
Curriculum Standards Addressed
State of Maryland Content Standards for 8th Grade ELA
Standard 6.0 Listening
INDICATOR
Apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes
OBJECTIVES
Respond to a speaker's cues appropriately
INDICATOR
Apply and refine comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
OBJECTIVES
Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
Standard 2.0 Comprehension of Informational Text
INDICATOR
Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and non-print informational texts, including electronic media
OBJECTIVES
Read, use, and identify the characteristics of workplace and other real-world documents such as sets of directions, science investigations, atlases, posters, fliers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
Assessment limits: Grade-appropriate workplace and real-world documents
Standard 3.0 Comprehension of Literary Text
INDICATOR
Analyze and evaluate text features to facilitate and extend understanding of literary texts
OBJECTIVES
Analyze text features that contribute to meaning
Assessment limits: In the text or a portion of the text
INDICATOR
Analyze and evaluate elements of narrative texts to facilitate understanding and interpretation
Analyze the events of the plot
Assessment limits: Exposition, rising action, climax, and resolution
Analyze details that provide information about the setting, the mood created by the setting, and the role the setting plays in the text
Assessment limits: Details the create the setting and/or mood in the text or a portion of the text
Connections among the characters, the setting, and the mood in the text or a portion of the text
Connections between setting and theme
Analyze characterization
Assessment limits: Character's traits based on what character says, does, and thinks and what other characters or the narrator says
Character's motivations
Character's personal growth and development
Analyze relationships between and among characters, setting, and events
Assessment limits: In the text or a portion of the text or across multiple texts
Analyze the actions of characters that serve to advance the plot
Assessment limits: In the text or a portion of the text or across multiple texts
Analyze internal and/or external conflicts that motivate characters and those that advance the plot
Assessment limits: In the text or a portion of the text
Analyze the author's approach to issues of time in a narrative
Assessment limits: Flashback Foreshadowing
Analyze the point of view and its effect on meaning
Assessment limits: Connections between point of view and meaning
Conclusions about the narrator based on his/her thoughts and/or observations
Analyze the interactions among narrative elements and their contribution to meaning
Assessment limits: Connections among narrative elements and meaning
Objectives
The student will understand their group project and will be well informed of what is expected of them.
The student will learn a variety of jobs that relate to the setting of the story and the journey it depicts.
The students will have a chance to meet with their groups in order to make an executable plan of action.
The students will begin to build arguments in favor of the group that they represent using clear concise language demonstrating that they are able to craft these arguments and provide support from the text and other sources.
Materials
1. The Hobbit Text
2. Highlighters
3. Student reflective journals
4. Writing Utensils
6. Promethean Board
7. Project Packet
Proactive Behavior Management
Please refer to Unit Plan Header under “Proactive Behavior Management.”
Provisions for Student Grouping
Please refer to Unit Plan Header under “Provisions for Student Grouping.”
Procedures
Warm-Up/Opening (5-10 minutes)
The students will enter the classroom and begin writing in their journals. The warm-up prompt slide will be on the Promethean Board. They will respond to one of the following questions:
1. What is the difference between need and want? (Greed theme)
2. What is a festival? Have you ever been to one? (Project related)
They will have about 5 minutes to write in their journals. The students will be invited to share their answers afterwards. This is an informal writing exercise therefore students will not be assessed for their writing ability; instead it is a chance for them to practice writing and reflective thinking.
Motivator/Bridge (10-15 minutes)
a) Review prior learning.
The students will go over the previous night’s reading to ensure that the students understand it. We will discuss any problems or concerns that they have with the homework. Afterwards, the class will watch a short video depicting a renaissance festival. The video will serve as an example of a type of festival and as an introduction to the project.
b) Tie new learning into students’ prior knowledge.
Students will learn what they need to do in order to successfully complete the assignment and to prove their case. Students can use their prior knowledge of festivals, or any of the jobs that they are to take, and tie it to the book and the concepts that they will learn in the next week.
c) State the goal(s) and objective(s) for the lesson.
Since this is an ongoing lesson, there will not be a final assessment until Friday of Week Three; however, students will be provided with a chart that shows what they should have accomplished by the end of this lesson. The goals of this lesson are as follows:
Students will understand the previous night’s reading assignment.
Students will listen to instructions regarding the group project assignment.
Students will learn about the different jobs that will be featured in the group assignments.
Students will begin to work together with their group mates.
Procedural Activities
Model of Teaching
After the students have completed the warm-up activities, the class will move into a direct instruction model. The class will discuss the homework and address any questions that have come up after the reading.
Collaborative Work (25-30 minutes)
Once the discussion has come to an end, the students will view a video featuring a Renaissance Festival. The class will discuss what they know about festivals and this discussion will be a precursor to the group project. I will explain the elements of the project and go into great detail about the expectations of the group project.
The group project will culminate in two day festival. Each group of (7) seven students will work as a group to represent a group in the story. Each student will take on a job; the selection of jobs will be listed in the packet and on the presentation. The students will produce appropriate product, clothes, coat-of-arms, map, and armor, to represent their group. After the group expectations have been explained, the students will be allowed to begin working together and collaborate on the specifics of the project.
As the students work together, I will work with each group to make sure that they understand the assignment, and that they are making progress. At the end of the lesson, the class will reconvene and debrief.
Adaptations
In order to ensure that all of the students are able to comprehend the assignment, they will receive a copy of the project packet. The packet will contain clear instructions about the group project, as well as all associated handouts and goals. In addition, I will read the directions aloud for those students who have reading problems. The lecture will be thoroughly supported with visual aids, like PowerPoint presentation and videos.
Assessment
The manner of the assessment in this lesson will be formative. I will use the discussions being held in class as a cue that the students comprehend the lesson. As the class has moved into group work, I will go around individually to the groups to further assess their comprehension.
Summary/Closure (5 minutes)
The class will come together again and go over what they have discussed in their groups. We will go over their homework reading assignment and class will be dismissed.
*Generalization/Extension Activity
I will make myself available through e-mail and after school to answer any questions regarding the project. In addition, all information regarding the project is available at The Hobbit class website, compiled in their project packets, and group members can also be available to assist their group mates.
Review/Reinforcement (Homework)
Students will be asked to continue reading The Hobbit chapters 10 and 11. As they read the book, they will be prompted to find evidence as related to the themes of Culture, Greed, and Heroism that supports their work in the project.
They must also make their final decision about which job they would like to hold in their group. This will be due at the end of the next class period.
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