lessons6and7_duksta

*** I incorporated feedback that I received from my previous lessons by being sure to use effective SCAFFOLDING. There were a few lessons that contained objectives that did not quite match the outline of my lesson. Some things in the lesson seemed a bit random. I want to make sure that learning isn't random; that there's always a cohesive purpose to it. I tried to really think hard about the activities that I would be including in these lessons. A lot of that had to do with exercising the concept of backwards planning.

Dr. Sherry also commented allowing a group of students to 'teach' the sections of reading to the class each time would take away part of what is important about having a teacher share their knowledge. Instead of having students be the ones to teach each section to the class, I incorporated that activity every other class period, instead of every class.

Lesson 6:


 * Common Core Standards: **

CC.1.3.8.C

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. E08.A‐K.1.1.3

CC.1.3.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. E08.A‐K.1.1.1

CC.1.4.8.U Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Do we ever see movies, shows or hear songs that suggest (perhaps wrongly) that a certain person is going to make it in the world? How does this affect each one of us and what does this say about our culture as a whole? What types of things do we value in a person and are they all fair? Have you ever done something that proved these notions wrong? (ex. The saying that ‘confidence is key’ may not always be correct…sometimes those who are at first unsure will end up learning more than a person who thinks they’ve got it all figured out.)
 * Purpose: ** In the last couple of lessons, we begin diving into folklore and what that says about a culture. For instance, what do the tales of Elerairah say about survival? What traits do these rabbits value? Is this a reflection of what they wish they were more like? Is it ideal or unrealistic to be this way? Students will think about this in comparison of what rabbits in Cowslip’s warren value. What do THEY think a rabbit ought to be like in order to survive?

Objectives: 1.) In order to relate their own lives to the story, students will be able to provide an example of when they were introduced to a message from the media or through peers about how people with a certain ‘trait’ are more likely to ‘make it’ in the world than those who don’t have it.

2.) In order to apply what they think is important in a person to survive to the story, students will discuss ways in which the rabbits from both warrens either demonstrate or don’t demonstrate traits they may idealize based off of their folklore and if it seems to help them or not.

3.) In order to apply the idea that the individual experience is what really helps us develop our strong traits regardless of what the media tells us, students will be given a character and will give examples of how this character developed and became stronger throughout the story using dipity. (I know a group in class used this..but I really loved it! :x )

4.) In order to apply the purpose of objective number 3 to their own lives, students will make a second timeline revolving around themselves depicting a series of experiences that helped them grow in an important way. (this should prove a ‘notion’ that the media tells us about ‘strong people’ wrong)

Lesson Outline:

1) Students will be shown a clip from a tv show that presents a notion about successful people but evidently causes the person’s plan to backfire. (**NOT SURE OF THE SPECIFIC CLIP YET)** 2) I will explain to the class that sometimes society has notions about what a person should be like to ‘make it’ in the world. I will ask students to provide examples aloud of examples that they can think of. (ex.: cockiness, confidence, etc.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3) I will explain that these notions we have as a society does, in part, reflect our culture. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4) I will then explain that the folklore of the rabbits in the novel has a lot to say about their ideals, and what they think rabbits should be like. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5) I will put students into groups of 5, and those groups will take about 10 minutes to discuss a particular folktale told by either hazel or cowslip’s warren. They will come up with a list of at least 5 traits that this tale is suggesting rabbits should have to survive. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">6) Each group will share their traits that their chosen folktale suggests rabbits should have. During the sharing, students will answer whether they think that the traits that are portrayed are realistic for the rabbits to live up to or not. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">7) I will then explain that although the rabbits may model some of these traits, it is likely that they will not model all of them. Like us humans, these rabbits have faults and are imperfect. (This connects us to the characters of the story.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8) I will then explain that our experiences, just like the rabbits’ and how we react to them (if it’s in a positive way) are what really help us become strong and more able to ‘make it’ in the world; to survive. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">9) Students will be introduced to dipity. Once they have grasped how to use it, I will assign pairs of students a particular character. (more than one group will have same character). The students will then create a timeline (in chronological order) events/specific times when that rabbit demonstrated another step towards growing and becoming more fit to ‘survive’. Students will reflect on whether or not this is reflective of any of the traits insinuated in the folkore groups had discussed earlier. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">10) After completing that timeline, if time allows, students will create one for themselves. They will use it to chronologically depict situations/times/events where it brought them one step closer to becoming a strong person.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson 7:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards:

CC.1.3.8.F

Analyze the influence of the

words and phrases in a text

including figurative and

connotative meanings and how

they shape meaning and tone.

E08.A‐C.2.1.3

E08.A‐V.4.1.1

E08.A‐V.4.1.2

CC.1.2.8.J

Acquire and use accurately

grade‐appropriate general

academic and domain‐specific

words and phrases; gather

vocabulary knowledge when

considering a word or phrase

important to comprehension

or expression.

E08.B‐V.4.1.1

E08.B‐V.4.1.2


 * Objectives:**

In order to further analyze how diverse each character is, students will use technology to work with peers and exchange ideas about the character that they chose.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**Purpose:** This lesson’s purpose will serve to scaffold from the previous lesson’s use of notions/idealizations about what it takes to ‘make it’ in the world. It will set students up to develop an eye for catching, in the novel, when characters demonstrate a strong will to survive based on their reactions and behaviors with particular events or situations. Again..EXPERIENCE is what helps us develop into strong people. Overall, that is the ultimate factor. Again..this begs the BIG QUESTION OF…. “Are particular characters set up to survive? Is there really a ‘type’? If so, how exactly would we answer what goes into forming that ‘type’? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What do the hutch rabbits lack that Hazel’s warren does not? Why are they so different? And why is Kaere so different from the rabbits? What can we ultimately hold responsible for how Hazel’s group, the hutch rabbits, and Kaere need to survive? Why do they have different ‘tools’ than each other?


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson outline: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1) To begin class, students will share their dipity projects with groups who have the same character. Each character’s students will discuss to the class what was the same and different within their timelines for that character and how one pair of students with that character may have perceived that character as having different traits than the other pair of students with that character. Why can this be? (Humans and characters in a story) are very complex. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2) I will ask a few student volunteers to share their own timelines as well (if they are finished). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3) I will bring up the point that we all have different experiences, and that is why we all have different traits about us that we admire in each other. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4) I will assign students into larger groups than usual. (about 6 student/group). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5) I will assign each group a character. This time, each character will represent a very different discourse. (ex. One from hazel’s group of rabbits, one from the hutch rabbits, Keare, one from Cowslip’s warren, and one from the Sandleford Warren). The group will come up with a list of traits for each character with an overall explanation as to how this character may have developed these traits. How was their upbringing different? Why does this character require different ‘tools’ to survive than others in the story? How are their experiences different? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">6) Finally, 2 groups will present their questions from the text.
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. Every other class, 2 groups will have the assignment of posing questions for the class from a particular section in the assigned reading.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">HOMEWORK ASSIGNMENT: Continue reading; create a 2 page synopsis of the ‘rules’ or ‘advice to survive’ in a warren of their choice. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-If a rabbit were to join this warren, what would they have to be willing to do? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-What is really important about fitting in this warren? How would an outsider be detected? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-What are some ‘rules’ associated with this warren? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-What behavior is not acceptable and why? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-How does this warren ensure that it runs the way that it aims to be ran? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-What may be the consequences for a rabbit who disobeys these ‘rules’? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-What may be this warren’s ‘moto’?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The two page synopsis should answer the following questions: **