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Unit: Laugh out Loud Class: 7C

Language Arts Lesson Plan

Thursday April 9, 2014

Time Frame: 90 minutes

Objective(s): Students will be critically examining works of humor. Students will determine how the author created humor responding in writing and discussion.
Speaking and Listening 1. Students will be expected to speak listen and explore, extend clarify and reflect on their thoughts, ideas and experiences. 2. Students will be expected to communicate information effectively and clearly and respond to it personally and critically. Reading and Viewing 4. Students will be expected to select, read and view with understanding, a range of literature, information, media and visual texts. 6. Students will be expected to respond personally to a range of texts. 7. Students will respond critically to a range of texts, applying their understanding of form, language and genre. Writing and Representing 8. Students will be expected to use writing and other ways of representing to explore, thoughts, feelings, experiences, learning and to use their imagination. 10. Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance clarity, precision and effectiveness.

Materials: Photocopies of funny pages Comic page template Power Point Presentation- visual CD with song If I had a million Dollars

Lesson Outline Introduction/Hook 10 min Students will need both their reading and writing duo tangs. Handout funny pages and ask students what we did in the last class. This will refresh them on the material that is being studied. -They should mention the comics -How the artist creates humor in the art work -The characteristics of a comic -What makes them funny

Accommodations/ Modifications
Some students may resist answering the question in writing. Remind them that they are to write in full sentences. Offer some the option of doing a drawing of what they chose and some words to describe why they chose that.

NB Reading Standards
Literal Response (reading the lines) Inferential/Interpretive Response (between the lines) Personal/Critical/Evaluative (beyond the lines)

Reading Strategies
Predicting/Revising Synthesizing Connecting text-text, text-self, text-world Inferencing Evaluating Self monitoring Analyzing Critical questioning

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Activity

Language Arts Lesson Plan


(Instructional Input/Modeling, Check for Understanding/Guided Practice, Independent Practice)

Thursday April 9, 2014

Accommodations/ Modifications

NB Writing Standards

Content overall topic, degree of focus, and related details Organization structure and form, dependent on purpose and audience Word Choice vocabulary, language, and phrasing

10 min

Ask students about some of the challenges they faced when reading. If they say I didnt get it question them further and ask for them to pin point what they didnt understand. Students will have time to write their own comics which they will be handing in half way through the period. These comics need to provide an example of one of the tools we have discussed in creating humor.

25 min

Use the smart board and images to show examples for students to understand.

Voice evidence of authors style, personality, and experience Sentence Structure variety and complexity of sentences Conventions

Text Form
Persuasive Descriptive Explanatory Report Instruction/Procedures Memoir Poetry

10 min

Students will be presented with photocopies of the song lyrics, If I had $1000000 by the Bare-naked Ladies. Before they read the song ask the students what they know about the band. -Does the name of the band give you an indication of what their music is like? If you know some of their other songs what are they like? The song Big Bang, the opening theme song for TV shows The Big Bang Theory. -Do you know of other bands, recording artists who focus on humor? (Weird Al Yankovic, The Arrogant Worms)

Narrative (Auto)Biography

Multiple Intelligence/Learning Style


Existential (attuned to the human condition) Interpersonal (communication/social) Intrapersonal (inner/independent/self-confident) Bodily kinesthetic Visual spatial Musical / naturalist Logical mathematical Verbal linguistic

21C Competency
Collaboration

Critical thinking and creative problem solving Communication Personal development and self-awareness Global citizenship

10 min

Play the song and then have students read the lyrics while the song is playing. Them give them a few more minutes to re-read it without the music. Tell them to circle anything they think is funny. The class will then find a partner and tell their partner what they found funny about the song. Students will have to ask their partners, What makes that part of the song funny? What is the writer doing to create humor? Students should be prepared to answer that question.

5 min

Language Arts Lesson Plan


Tell them that they only have five minutes to do this. 5 min Then call on a few groups to share what they learned from their partners.

Thursday April 9, 2014

Time 10 Min

Closing

Time:

Students will write in their duotangs something that they learned today about humor. Today I learned about Assessment Students will be writing in their duotangs which will be marked at a later date.

Accommodations/ Modifications
Students are responding in writing or if they need to in drawings and images.

Accommodations/ Modifications
Those students who struggle with writing are able to contribute and demonstrate their understanding orally.

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Reflections / Notes:

Language Arts Lesson Plan

Thursday April 9, 2014

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