Teacher will explain how some themes are seen in a number of works of literature (universal themes). She will give an example such as earth provides what we need.” “The She will then ask students for examples of where this theme is seen. She will then ask for Teach Lesson / Model examples of stories or films in which the earth does not provide what is needed, but may actually be part of the problem. She will explain that different authors view the same universal topic differently and that the students’ job is to explore the treatment of tradition in two of their stories. Students may begin working on their projects with the help of a peer tutor or the teacher if they feel that they need help. Guided Practice Students will pair up midway through class to compare their work and make sure they are on the right track. Students will continue working on projects independently unless they seek the assistance of a Independent Practice teacher or peer tutor. Learning Journals: What have you done well today? What do you need to do better or understand more if you are going to do well on this assignment? How can you work on that Closure issue? *Bloom’s: Evaluation/Facet: Apply & Self-Knowledge Teacher will remind students that this is a large project which will be due at the end of the unit. Teacher will observe student work to assess understanding. Evaluation Rubrics will have already been provided for the which will be a summative *Assessment/Rubrics assessment. MATERIALS AND RESOURCES Instructional Materials Short stories, learning journals, rubrics (handouts, etc.) The Lottery, Shirley Jackson; Dead Men’s Path, Chinua Achebe; Chee’s Daughter, by Juanita Resources Platero and Siyowin Miller
Teach Lesson / Model Teacher will explain how some themes are seen in a number of works of literature (universal themes). She will give an example such as “The earth provides what we need.” She will then ask students for examples of where this theme is seen. She will then ask for examples of stories or films in which the earth does not provide what is needed, but may actually be part of the problem. She will explain that different authors view the same universal topic differently and that the students’ job is to explore the treatment of tradition in two of their stories. Guided Practice Students may begin working on their projects with the help of a peer tutor or the teacher if they feel that they need help. Students will pair up midway through class to compare their work and make sure they are on the right track. Independent Practice Students will continue working on projects independently unless they seek the assistance of a teacher or peer tutor. Closure Learning Journals: What have you done well today? What do you need to do better or understand more if you are going to do well on this assignment? How can you work on that issue? *Bloom’s: Evaluation/Facet: Apply & Self-Knowledge Teacher will remind students that this is a large project which will be due at the end of the unit. Evaluation *Assessment/Rubrics Teacher will observe student work to assess understanding. Rubrics will have already been provided for the which will be a summative assessment. MATERIALS AND RESOURCES Instructional Materials (handouts, etc.) Short stories, learning journals, rubrics Resources The Lottery, Shirley Jackson; Dead Men’s Path, Chinua Achebe; Chee’s Daughter, by Juanita Platero and Siyowin Miller