Scribd Logo
Upload

Welcome to Scribd!

  • 337 views

    Madeline Hunter Lesson Plan Template

    Uploaded by

    api-394047314
    The document provides a lesson plan structure for a 50-minute lesson on writing a literary gloss. The objectives are for students to learn how to effectively write a gloss by analyzing their group text and being able to write a gloss using a selected passage. The standards and anticipatory set are described. The teaching portion includes providing instruction, modeling writing a gloss using an outside passage, and checking for understanding. Guided practice has students writing a gloss under supervision. Independent practice has students writing another gloss on their own. Materials needed are listed.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Madeline Hunter Lesson Plan Template

    Uploaded by

    api-394047314
    337 views6 pages
    The document provides a lesson plan structure for a 50-minute lesson on writing a literary gloss. The objectives are for students to learn how to effectively write a gloss by analyzing their group text and being able to write a gloss using a selected passage. The standards and anticipatory set are described. The teaching portion includes providing instruction, modeling writing a gloss using an outside passage, and checking for understanding. Guided practice has students writing a gloss under supervision. Independent practice has students writing another gloss on their own. Materials needed are listed.

    Original Title

    madeline hunter lesson plan template

    Copyright

    © © All Rights Reserved

    Available Formats

    DOC, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document provides a lesson plan structure for a 50-minute lesson on writing a literary gloss. The objectives are for students to learn how to effectively write a gloss by analyzing their group text and being able to write a gloss using a selected passage. The standards and anticipatory set are described. The teaching portion includes providing instruction, modeling writing a gloss using an outside passage, and checking for understanding. Guided practice has students writing a gloss under supervision. Independent practice has students writing another gloss on their own. Materials needed are listed.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    337 views6 pages

    Madeline Hunter Lesson Plan Template

    Uploaded by

    api-394047314
    The document provides a lesson plan structure for a 50-minute lesson on writing a literary gloss. The objectives are for students to learn how to effectively write a gloss by analyzing their group text and being able to write a gloss using a selected passage. The standards and anticipatory set are described. The teaching portion includes providing instruction, modeling writing a gloss using an outside passage, and checking for understanding. Guided practice has students writing a gloss under supervision. Independent practice has students writing another gloss on their own. Materials needed are listed.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 6

    Lesson Planning Structure*

    Subject: Writing a Literary Gloss


    Time/Duration: 50 minutes

    Objectives
    Students will learn how to write a gloss effectively. This means: Students will be able to write a
    literary gloss on their group text.

    Standards
    12.2.1.a Analyze how an author’s choice concerning how to structure specific parts of a text
    contribute to its overall structure and meaning as well as its aesthetic impact.
    12.2.1.e Evaluate how literary components impact meaning (such as tone, symbolism, irony,
    extended metaphor, satire, hyperbole)

    Anticipatory Set
    I ask students if they can identify the themes within their texts, and what passages lead them to
    their conclusions. (5 minutes)

    Teaching: Input/Mini Lesson


    I will teach them how to take a theme and the passage that they have decided upon and write a
    concise, 1-2 page essay using only that passage as evidence. (10 minutes)

    Teaching: Modeling
    I will take a passage from a book that I have read, outside of class, and demonstrate how to
    approach starting a gloss. First read the passage aloud and discuss possible themes. Next take
    those themes and using only the selected passage as evidence to support your claim, write the
    beginning to a very brief essay. (10 minutes)

    Teaching: Checking for Understanding


    I will ask students questions (see below) about writing a gloss, and have them point to my model
    and answer these questions. (5 minutes)

    Questioning strategies: How is this approach to writing effective in analyzing themes within a
    text? Why is it essential to analyze the themes of a text? How can you see yourself using this in
    the future? (5 minutes)

    Guided Practice
    Students take one of their selected passages from the night before and work on a gloss under
    direct supervision. The teacher will walk the floor and observe student work and continually
    check for understanding. (10 minutes)

    Closure
    Students will be able to ask questions at the end of class and work through points of confusion. I
    will also briefly discuss with the students why writing a gloss is an important skill to learn, and
    master as they approach graduation. (5 minutes)
    Independent Practice
    Students will take the other passage that they have chosen and write a gloss on their own.
    Materials
    - iPads / Laptop
    - 2 Group Text passages from their homework
    - Smart Board
    - Computer

    *Madeline Hunter-various Internet sources


    Place your passages here. Include the Author, and the page number!
    “Meg backed away, Shaking her head. The voices of Dodona were so chaotic I wasn’t sure she
    had heard me. If she had, she either didn’t understand or didn’t trust me.
    I had to tamp down my feelings of betrayal. Meg was Nero’s stepdaughter. She had been
    sent to lure me here, and our whole friendship was a lie. She had no right to mistrust me.
    But I could not stay bitter. If I blamed her for the way Nero had twister her emotions, I
    was not better than the Beast. Also, just because she had lied about being my friend did not mean
    I wasn’t hers. She was in danger. I was not going to leave her to the madness of the grove’s
    Penguin jokes” (Rick Riordan 302).

    In Class Example
    Exploring YA Literature – Fantasy: Thematic Gloss
    Rationale:
    As we near the end of our first unit of study together, we shall analyze the texts that we
    have read as a part of our Reading Groups. One of the best ways to explore your understanding
    of a text is by writing a thematic essay.

    Assignment Description:
    In this assignment, however, you will be writing a gloss. A gloss contains a style of writing that
    is concise, and deceptively challenging. Instead of writing for pages and pages on the ways a
    theme can be identified in a text, you will only analyze one passage and dissect its relevance to
    the theme in question. To help narrow down your field, you may analyze the themes below:

    Magic Light Darkness Relationships


    Hero as human Hero as Other Good v. Evil

    If there is another theme that you wish to use in your Gloss, you must first contact me to discuss
    your approach.

    Together as a class we will work through 2 Gloss’ next time. In order for you to prepare yourself,
    please use the available space below the assignment sheet to copy out two of your selected
    passages from the text.

    How you will be graded:


     You will be graded on conventions of English grammar
     How effectively you use your chosen passage
     Fluidity in your writing.
     Refer to the attached Rubric to further inform your understanding of the grading scale.
    Place your passages here. Include the Author, and the page number!
    Assignment Rubric
    Rubric Exceeds Meets Emerging No Evidence
    Categories Developing 1
    4 3 2 0
    Clearly related several
    Related several concepts Concepts not well Concepts do not
    concepts to display Concept displayed
    Ideas understanding of theme
    to display understanding
    theme.
    related to display display
    of theme within passage. understanding understanding
    within passage.

    Varied & purposeful


    Reads smoothly,
    beginnings, Missing Repetitive, Flows, Awkward phrasing,
    Sentence Transitions flow,Varied
    transitions, constructed Some awkward disjointed, Tough to First Draft Quality
    Fluency & purposeful
    sentences and/or phrasing read-a-loud
    beginnings
    variation

    Very Few Errors: Some Errors: Many Errors:


    No Errors: spelling,
    spelling, grammar, spelling, grammar, spelling, grammar, Rough Draft
    Conventions grammar, punctuation,
    punctuation, caps & punctuation, caps & punctuation, caps & Quality
    caps & paragraph
    paragraph paragraph paragraph

    Grade

    You might also like