WhitmillerLessonPlans2ndRound

Chelsey Whitmiller

FEEDBACK Once again, I truly appreciated the feedback given to me. I found it more difficult this time around to write these lesson plans than the first time, however. I was told to make my lessons more relevant to ELA, but I was not sure how to do this. I incorporated a lesson that required students to read aloud, which focused more on their reading comprehension skills. I also incorporated a creative writing assignment with computer lab time, which gave students the opportunity to create their own interpretations of Pap's character's ending. Interpretation, in my opinion, is an important part of understanding literature. Therefore, I thought providing students with the opportunity to do interpreting of their own would be beneficial to them. In this set of lessons, I also provided Tiered instruction to meet the diversity requirements. In the first five lessons, I did not have any tiered instruction. In these lessons, however, I attempted to provide more support to students who are not part of Tier 1. After writing these lessons, I realized how much work I am putting on the students in just ten lessons. "Finn" is almost a 300 page book. I feel as though I should have scaffolded more when it came to the portfolio. Rather than assigning ten to fifteen pages per night, I began assigning students thirty pages or more per night. I feel like this is asking too much of the students. I almost feel as though I should make more lessons. I do need to go back and incorporate mini vocab lessons/grammar lessons for my students prior to their writing. Right now, I am just unsure of how to incorporate all of this in ten lessons. For the final copy of this, I plan on updating my rubric, my rationale, as well as my first five lessons. I greatly appreciate the feedback I've been given. However, I feel like my lessons are not as strong as they should be. I am having a hard time finding common ground between making my lessons relative to students and making my lessons relative to ELA. I feel to express the importance of these lessons, I should add a section in my rationale.




 * Unit: **// Finn // **Lesson:** Huck **Date:** Day 6 **Approx. Length:** 50 minutes

1. **CC.1.2.9-10.A:** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * Academic Standard(s): **

2. **CC.1.5.9-10.A:** Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


 * BIG QUESTION: ** What is an identity?

Upon entering the classroom, students will choose numbers out of a hat. If they are a number 1, they will sit on the left half of the room. If they are a number 2, they will sit on the right half of the room.
 * Motivational Device: **

1. Students will participate in a class debate in order to better understand Jon Clinch’s interpretation viewpoint, as well as Pap Finn’s character. 2. Students will answer their journal question in order to give their own opinion/interpretation of whether or not Pap Finn is a “proud” father.
 * Instructional Objectives: **

1. Students will be able to understand the significance of the introduction of //Finn// by questioning whether or not Huck was a mulatto. 2. Students will be able to build on their own interpretation of Pap.
 * Goals: **

1. Students will enter the classroom and pick numbers out of a hat. They will sit in their designated spots based on the numbers they choose. 2. Once seated, students will answer their journal entry question: “Do you think Pap is proud of having Huck as his son?” - They will have five minutes to answer this question. 3. After they’ve answered this question, I will explain today’s activity to the class. 4. I will ask students to consider whether or not they believe Huck is a mulatto. 5. Group 1 will be responsible for proving Huck is a mulatto. Group 2 will be responsible for proving Huck is not a mulatto. 6. Each person of both groups will be given roles: Two people will be in charge of speaking on behalf of their groups. Two people will be in charge of handing out and collecting materials for their groups. Two people will be in charge of making sure their groups stay on task. Two members of each of the groups will be in charge of making the group posters. All members of the groups will be required to help find passages to support their ideas/arguments from both //Finn// and //Huck Finn//. 7. Once students know their roles, they will have 20 minutes to make their arguments: Huck is a mulatto. Huck is not a mulatto. 8. The groups will write down their reasoning and their passages on their posters. 9. Once the groups have finished, the class will have a debate. 10. Two students from each group will come forward to represent their groups arguments. 11. The students will use their posters and their groups’ discussion to support their claims. 12. Students who have a point to add to their representatives’ arguments will be required to hold up a “green card.” The green card will give them the “go” to support something their representatives have said. Students from an opposing group may also choose to use their “red” card to disprove or disagree with something another group has said. 13. I will bring the discussion back to the journal entry at the beginning of class after the debate has ceased.
 * Procedure: **


 * Tier 1  ||   Tier 2   ||   Tier 3   ||
 * Students in this tier will complete their journal entry, using specific evidence from the text to support their answers. Students will also participate in the debate after individually finding evidence from both //Huck Finn// and //Finn// to support their claims. || Students in their tier will complete their journal entry without using specific evidence from the text to support their answers. Students will also participate in the debate after finding evidence from either //Huck Finn// or //Finn// with a partner to support their claims. || Students in this tier will complete their journal entry without using specific evidence from the text to support their answers. Students will also participate in the debate after choosing one of three direct pieces of evidence from //Finn// given to them to support their claims. ||

Clinch, Jon. //Finn: A Novel//. New York: Random House, 2007. Print. Twain, Mark. //Adventures of Huckleberry Finn//. New York: Random House, 1996. Print.
 * Materials Needed: **// Finn //, //Huckleberry Finn//, pencils, paper, poster, markers
 * Technology Needed: ** computer
 * Homework: ** Read up to page 180 in //Finn//. Read //Huckleberry Finn// handout.
 * Resources: **


 * Unit: **// Finn // **Lesson:** Stereotypes **Date:** Day 7 **Approx. Length:** 50 minutes

1. **CC.1.2.9-10.A:** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * Academic Standard(s): **

2. **CC.1.5.9-10.A:** Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


 * BIG QUESTION: ** What is an identity?

Once students have answered their journal entry questions, they will watch a clip from the movie “The Breakfast Club.”
 * Motivational Device: **

1. Students will watch a movie clip in order to compare the movie’s “rebellious” character to Pap. 2. Students will be able to “stereotype” the characters in the movie clip in order to understand the negative connotations that come with stereotyping.
 * Instructional Objectives: **

1. Students will understand the meaning of empathy and the negative consequences that come with stereotyping. 2. Students will be able to look deeper into Pap’s character by comparing him to a character from a movie.
 * Goals: **


 * Procedure: **

1. Students will enter the classroom and answer their journal questions: “Is there ever a moment you’re able to feel sorry for Pap? Why or why not? Is Pap really evil or just misunderstood? 2. Students will watch a clip from the breakfast club. 3. The students will be broken apart into four groups. 4. Each group will be assigned a character from the clip. 5. The groups will be required to discuss the clip and the character they’ve chosen. On a poster, they will write down a list of characteristics to describe the person they’ve been assigned. 6. Once finished, each group will present their posters to the class. 7. As a whole, the class will discuss the negative connotations that come from some of the stereotypes they’ve just created for the characters from the clip. 8. We will observe Pap’s character and create a list of characteristics from him. 9. We will directly compare Pap’s character to the “rebellious” character from the breakfast club. 10. Students will reflect on their journal entries at the end of class and decide whether or not they can actually empathize with Pap.


 * Tier 1  ||   Tier 2   ||   Tier 3   ||
 * Students in this tier will complete their journal entry, using specific evidence from the text to support their answers. Students will also participate in the stereotyping activity. Each student will be required to come up with 2 different descriptions for the character portrayed in the clip. Each student will also be required to make 2 contributions during the whole class discussion. || Students in their tier will complete their journal entry without using specific evidence from the text to support their answers. Students will also participate in the stereotyping activity. Each student will be required to come up with 1 description for the character portrayed in the clip. Each student will also be required to make one contribution to the whole class discussion. || Students in this tier will complete their journal entry without using specific evidence from the text to support their answers. Students will also participate in the stereotyping activity. Each student will come up with 1 description for the character portrayed in the clip with a partner. The student will respond to one contribution his/her peer has made during the whole class discussion. ||


 * Materials Needed: **// Finn //, //Huckleberry Finn//, pencils, paper, poster, markers


 * Technology Needed: ** computer


 * Homework: ** Read up to page 210 in //Finn//. Read //Huckleberry Finn// handout.

Clinch, Jon. //Finn: A Novel//. New York: Random House, 2007. Print. Twain, Mark. //Adventures of Huckleberry Finn//. New York: Random House, 1996. Print.
 * Resources: **


 * Unit: **// Finn // **Lesson:** Read Aloud **Date:** Day 8 **Approx. Length:** 50 minutes

1. **CC.1.2.9-10.A:** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * Academic Standard(s): **

2. **CC.1.5.9-10.A:** Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


 * BIG QUESTION: ** What is an identity?

None for today
 * Motivational Device: **

1. Students will complete a journal entry in order to provoke their thoughts about the interpretation of Pap’s story. 2. Students will read aloud today in order to get a better perspective of why Clinch chooses to tell Pap’s story the way he does. 3. Students will use their perspectives of Pap’s character in order to begin their own, creative ending to his story.
 * Instructional Objectives: **

1. Students will read aloud to get a better understanding of Jon Clinch’s choice of using an anonymous narrator to tell Pap’s story. 2. Students will be able to use their knowledge of Pap to be able to write their own endings for his character.
 * Goals: **

1. Students will enter classroom and answer journal entry question: “Why does the author choose to make the narrator of the story anonymous? 2. Students will participate in “tag” reading. I will begin reading on page 211, and I will call on a student. Each student will read one paragraph before calling on someone else. 3. We will continue doing read aloud for 25 minutes. 4. We will discuss the answers to students’ journal entries. 5. I will hand out students’ creative writing assignment.(This assignment was already made up under the Rationale section - It requires students to make up their own ending for Pap.) 6. Students will have the opportunity to begin their creative writing assignments in class. 7. Students should be able to complete, at least, the introductions of their creative writing pieces. 8. I will tell students they will have time to complete their creative writing assignments in the computer lab tomorrow.
 * Procedure: **


 * Tier 1  ||   Tier 2   ||   Tier 3   ||
 * Students in this tier will complete their journal entry, using specific evidence from the text to support their answers. Students will follow along and analyze several passages of //Finn// as a whole class. Students will brainstorm ideas and write introductions for creative writing assignment. || Students in their tier will complete their journal entry without using specific evidence from the text to support their answers. Students will follow along and analyze two passages from //Finn// with a partner. Students will brainstorm ideas for creative writing assignment individually. || Students in this tier will complete their journal entry without using specific evidence from the text to support their answers. Students will follow along and analyze one passage from //Finn// with a partner. Students will brainstorm ideas for creative writing assignment with partners. ||


 * Materials Needed: **// Finn //, pencils, paper


 * Technology Needed: ** computer


 * Homework: ** Read up to page 245 in //Finn// + work on creative writing assignment

Clinch, Jon. //Finn: A Novel//. New York: Random House, 2007. Print.
 * Resources: **

Twain, Mark. //Adventures of Huckleberry Finn//. New York: Random House, 1996. Print.


 * Unit: **// Finn // **Lesson:** Alternate ending **Date:** Day 9 **Approx. Length:** 50 minutes

1. **CC.1.2.9-10.A:** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * Academic Standard(s): **

2. **CC.1.5.9-10.A:** Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

3. **CC.1.4.9-10.M:** Write narratives to develop real or imagined experiences or events.


 * BIG QUESTION: ** What is an identity?

.There will be a brief discussion at the beginning of class on last night’s reading.
 * Motivational Device: **

1. Students will use their knowledge, ideas, and perceptions of Pap to create their own, alternate endings to his life.
 * Instructional Objectives: **

1. To enable students to understand the importance of interpretation in literature. 2. To give students extra time to turn in products they are proud of.
 * Goals: **

1. Students will come directly to the computer lab. 2. For the first ten minutes of class, we will discuss last night’s reading. 3. I will ask students the following questions: What is the text insinuating at this point about the demise of Pap? What can we concur about the author’s overall feelings of Pap as a father? As a person? What was the importance of the way Jon Clinch started the beginning of the novel? How does it connect to the way Clinch plans to end it? 4. For the last forty minutes of class, students will have the opportunity to complete their creative writing assignments. 5. They will turn their assignments into me by the end of class.
 * Procedure: **


 * Tier 1  ||   Tier 2   ||   Tier 3   ||
 * Students in this tier will participate actively by offering new topics of discussion at the beginning of class. Students will finish their creative writing assignments individually. || Students in their tier will respond to their peers in the class discussion at the beginning of class. Students will finish their creative writing assignment with the help of the teacher. || Students in their tier will listen to the discussion at the beginning of class and be encouraged to participate. However, no penalties will result if they choose not to participate in the discussion. Students will finish their creative writing assignments with their aids’ help and the help of the teacher. ||


 * Materials Needed: **// Finn //, pencils, paper


 * Technology Needed: ** computers


 * Homework: ** Finish //Finn//.

Clinch, Jon. //Finn: A Novel//. New York: Random House, 2007. Print.
 * Resources: **

Twain, Mark. //Adventures of Huckleberry Finn//. New York: Random House, 1996. Print.


 * Unit: **// Finn // **Lesson:** Who is Pap? **Date:** Day 10 **Approx. Length:** 50 minutes

1. **CC.1.2.9-10.A:** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * Academic Standard(s): **

2. **CC.1.5.9-10.A:** Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


 * BIG QUESTION: ** What is an identity?

Journal Entry will be answered: “Who is Pap?”
 * Motivational Device: **

1. Students will answer their journal entry in order to demonstrate their knowledge of Pap’s character. 2. Students will use their knowledge, interpretations, and understanding of Pap in order to create their portfolios.
 * Instructional Objectives: **

1. To help students connect all lessons by using portfolios as a form of summative assessment.
 * Goals: **

1. Students will enter class and answer their journal entry question. 2. We will discuss their journal entry question immediately after they’ve answered it. 3. I will ask students a series of questions: “Who helped to shape Pap throughout the novel? How did Pap deal with his problems? - By this, I am asking students to question whether or not he abused alcohol as a way of coping with his issues. How did Pap handle others’ perceptions of him, or did he simply not care what people thought? What makes a person who they are? I will have students discuss internal and external factors. - I will tie this back into the first lesson. 4. After the first 20 minutes of discussion, I will talk about portfolios with students. These portfolios should have been done throughout the unit by the students. 5. I will tell students they will have a chance to present and display their portfolios.
 * Procedure: **


 * Tier 1  ||   Tier 2   ||   Tier 3   ||
 * Students in this tier will complete their journal entry, using specific evidence from the text to support their answers. Students will participate actively during class discussion twice by giving specific examples and evidence from the text. || Students in their tier will complete their journal entry without using specific evidence from the text to support their answers. Students will participate during the class discussion once by responding what another peer has said. || Students in this tier will complete their journal entry without using specific evidence from the text to support their answers. Students will actively listen to the class discussion. ||


 * Materials Needed: **// Finn //, pencils, paper


 * Technology Needed: ** computer


 * Homework: ** Finish portfolios

Clinch, Jon. //Finn: A Novel//. New York: Random House, 2007. Print.
 * Resources: **

Twain, Mark. //Adventures of Huckleberry Finn//. New York: Random House, 1996. Print.