LESSON PLAN FORMAT
Title (or focus) of the Lesson: An Occurrence at Owl Creek BridgeGrade Level(s): 11th Time Required for Lesson Delivery: Two 45 minute classes
Purpose(s) for teaching the lesson:
An Occurrence at Owl Creek Bridge exploreshistorical content (civil war) as well as high-level literary elements and techniques that introducecomplexity to stories, which will help students foster critical thinking skills as well as strategicreading skills (e.g. reading for a purpose).
: SWBAT compare and contrast a piece of literature with a movieadaptation; SWBAT use textual examples to strengthen an interpretation of thetext; SWBAT use basic fix it strategies while reading.
Standard 2 – Students will read for literary response and expression.
Compare a film, video, or stage version of a literary work with the writtenversion.
Standard 3 – Students will read for critical analysis and evaluation.
Form opinions and make judgments about the validity of interpretive texts.
Standard 4 – Students will read for social interaction.
Share reading experiences with a peer or adult.Writing
Standard 2 – Students will write for literary response and expression.
Maintain a portfolio that includes literary, interpretive, and responsive writing.Speaking
Standard 4 – Students will speak for social interaction.
Standard 3 – Students will listen for critical analysis and evaluation.
Determine point of view, clarify positions, make judgments, and form opinions.
Evaluate the impact of the medium on the message.
:A.Materials for Teacher Use: Whiteboard, Marker, Short Story, Short Film, TelevisionB. Materials for Student Use: Pencil, Pen, Short Story, journal
: I will begin with asking students if they think books that go strictly inchronological order and doesn’t deviate is exciting or boring and why they think it is either exciting or boring. I assume that many of the students will say it is boring because it is predictable, to easy to read, etc. I will then introduce the idea that many critics agree that it is