Materials/Technology and Advanced Preparation Student laptops Teacher laptop Smart board Smart board presentation Text of story, highlighters Can with student names on popsicle sticks Setting/character map worksheets Student journals Standard room setup – desks arranged in groups of 4 around the room Teaching and Learning Sequence TIME TEACHER ACTIONS STUDENT ACTIONS Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student attention on lesson content, build on prior knowledge, motivate students to learn, etc.? 5 5 The teacher will use smart board to display 5 reading comprehension questions about All Summer in a Day and prompt students to respond on their laptops. The teacher will show question results and discuss correct answers. Students will answer the questions using the response software on their school-provided laptops. Students will listen, provide rationales or ask any questions. Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay particular attention to concept development and questioning. 10 10 8 2 The teacher will show a video production of All Summer in a Day, performed by a middle school class and lead a brief discussion about the differences of the text and the video. http://www.youtube.com/watch?v=Zqrxuw8_bUs The teacher will review literary devices that will be used in the next activity with the smart board drag and drop game and ask for student responses. Teacher will explain literary device partner challenge. Teacher will monitor as students work in partners to highlight as many literary devices possible in 8 minutes and identify them. Teacher will give students 2 minutes to independently the meaning created by any 2 literary device examples they highlighted. Students will watch the video and participate in the discussion. Students will participate in the review and listen for teacher’s/students explanations. Students will work with their partner to identify and define literary devices in All Summer in a Day. Students will write the meaning created by 2 of the literary devices they highlighted.
Review questions will help students remember story. Can use the text to help them. Watching video will help students understand the events of the story. Prepares students for upcoming partner challenge. Use of interactive smart board will help kinesthetic/visual learners. Partnerships are pre-determined to put low-level learners with learners at the level right above, to help them, but make sure they don’t do all the work for them. Class review and discussion will give students another touch point with this material. Use of interactive smart board will help kinesthetic/visual learners. Same pre-determined partners. Graphic organizer will be a helpful study aid. Class review and discussion will give students another touch point with this material. Answering these in advance will prepare students for discussion in upcoming class. Anticipatory set Video of story Literary device review Partner challenge Class review of partner challenge with smartboard. Setting/character map Review of setting character maps Closure High ability students are grouped to work with students who are average level, who can contribute, but that HA students can mentor. High achieving students can be active in determining the purpose/meaning of specific literary devices. Same pre-determined partners. These are higher-level questions that will allow students to infer and give their opinions.