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Lesson Components

Identification of the
Class
Virginia Standards of
Learning & National
Educational Technology
Standards (Students)

Lesson Objectives

Materials
Procedures

Description
Subject: English/Language Arts
Grade: 7th
Number of Students: 32
Virginia SOL: 7.5 The student will read and demonstrate
comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
 b) Compare and contrast various forms and
genres of fictional text.
 c) Identify conventional elements and
characteristics of a variety of genres.
NETS-S: (Used in the summative assessment)
 Critical thinking, problem solving, and decision
making
1. Students use critical thinking skills to plan
and conduct research, manage projects,
solve problems, and make informed
decisions using appropriate digital tools
and resources.
a. Identify and define authentic problems
and significant questions for investigation
b. Plan and manage activities to develop a
solution or complete a project
c. Collect and analyze data to identify
solutions and/or make informed decisions
 Use multiple processes and diverse perspectives
to explore alternative solutions
 The students will… comprehend a variety of fictional
texts.
 The students will… compare and contrast genres of
fictional text
 The students will… identify elements and
characteristics of fictional genres
 Video camera/recording device, paper, pen/pencil,
computer (if necessary)
1. Warm-up
 Watch the video clip from The Solitary Cyclist
 Have the students write 2-3 sentences about how
this section compared to the short story
2. Lesson
 The students will break up into groups of 4
(preassigned or chosen by them depending on the
class)
 Their goal is to create their own solution to the crime
committed in “The Solitary Cyclist”

They will have read up to a certain point in the short
story in order to have formed ideas as to
possibilities, but not to a point where the culprit has
been revealed
 I will provide them with sources, if necessary, in
order to make logical assumptions.
 The groups will discuss the solution while one
person writes it down
 Once they have a logical solution, they will begin
writing a script from that, casting parts (in front or
behind the camera)
 Once the script is created they will begin work on
filming it. I would prefer if they “memorized” their
lines, but if it’s not possible due to time constraints, it
will be okay.
 I will talk with the drama teacher (if available at my
school) and see if there are costumes that my
students may borrow in order to act out their scenes
 If they need help from behind the camera, I will help
them (i.e. holding the camera because they need all
members of the group in the scene)
 Once the project is completed, we will present the
videos
 The students will write similarities and differences in
the scenes and we will come to a class “conclusion”
as to what happened.
 We will then finish the story and see if there was any
group that was the “most” correct or if everyone was
completely off
3. Closing
 I will have the students write a short
paragraph (3-5 sentences) in their journals on
what they learned and enjoyed from this
project
Assessment & Evaluation Formative: Discussions
Summative: Project