Date:

Teacher:

Subject:

Grade:

5-11-15

Chelsea Werner

ELACompare and Contrast

_____6________________

Step 1: Teacher and students talk about what they will learn and do (Communication of Learning
Intentions)
Review the Essential Question & Standards:
Content Area Standard
ELA6R1Ld. Students will compare and contrast motivations and reactions of literary characters from different
historical eras confronting similar situations or conflicts.
TAG Standard
Higher Order and Critical Thinking Skills

Getting students ready to learn

OPENING

3. The student conducts comparisons using criteria.

7. The student examines an issue from more than one point of view.

Summary/Overview
The focus of this lesson is to identify the universal reactions and predictions of characters that transcend
historical settings through compare and contrast.
Essential Question
How does the concept of the apocalypse change and stay the same throughout historical eras?
Theme
Patterns of fears and predictions
Step 2: How will you know when they have gotten it? (Communication of Success Criteria)
At the end of this lesson the student will understand that:
a. There are universal motivations and reactions of characters that transcend historical settings.
b. The historical setting may affect character motivations and reactions.
c. There are universal fears that transcend historical eras.
What students should know:
a. Themes and fears are influenced by the times, locations, and events of the period in which they are
written; setting affects the plot of literary work.
b. There are similarities in the reactions and predictions of literary characters when confronting similar
situations or conflicts regardless of the time in which the story is set.
c. There are differences in the reactions and predictions of literary characters across historical time
periods.
What students should be able to do:
a. Conducts comparisons using criteria.
b. Examines an issue from more than one point of view.
c. Identifies stereotypes, biases, and prejudices in ones own reasoning and that of others.
Step 3: Get the students interested (Build Commitment and Engagement)
Instructor will discuss lead in the c/c is an extension activity to the From Generation to Generation unit in
LA.
Divide the class into 2 groups: 19th century and 20th century.
Distribute the hook. Activate prior knowledge of the students by having them examine reflect on how
their generation perceives the future. Have them jot down the differences perceived when comparing to
others.
Step 4: Give students new information (Teacher Presentation Strategies)
Distribute the readings; the 19th century and 20th century poems. Each person will read his/her assigned
piece and complete the criteria organizer.

Releasing students to do the

work
Helping students make sense of their
learning

WORK PERIOD
CLOSING

Finish Early
or Need
Challenge

Step 5: Have students use the new information (Guided Practice)

Pair students with like assignments to discuss criteria organizer.
Students will pair with someone who completed the opposite reading (i.e., each 19th century pairs with a
20th century). Each student will teach his/her partner what s/he knows.
In a class discussion, groups will share general statements about the anticipations of the future and fear of
death with one another. Instructor will record class responses.

Step 6: Make sure they can do it (Summary)

Learning Log:
Based on your analysis, what are some general statements that you can make how does the historical
setting impacts a characters predictions and fears?
What universal fears and anticipations of poets transcend historical settings?
What other stories or novels have you read that provide evidence for the universal motivation and
reactions of characters that you have cited in this lesson?

Step 7: Have students practice (Independent Practice)

Distribute Think-Tac-Toe. Each student will select and complete three of the activities.

If a student finishes early or needs an extra challenge

Black out the Think-Tac-Toe

Anchor Text(s):
The Hollow Men by T.S. Eliot

Resource(s)

Technology:
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 4:
Handout 5:

Hook
19th Century Experts
20th Century Experts
Comparison Organizer
Think-Tac-Toe

Handout 1

Fear and Anticipation

Everyone thinks about the future. People have predicted the time and
circumstance of the apocalypse since humans began to keep records. The 20th
century poet T.S. Eliot even contemplated the circumstances of end times in his
poem Hollow Men. Eliot contemplates the fickle nature of dreams, hopes, and
expectations for the future, while at the same time making a statement about
the finality of the end of the world. Before we begin the lesson, observe your
own thoughts and predictions about the future. Take a minute to write down
the differences in opinions you have heard others state about the near or
distant future.

Handout 2

Ozymandias
BY PERCY BYSSHE SHELLEY

I met a traveller from an antique land,

Who saidTwo vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,
Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.
Source: Shelleys Poetry and Prose (1977)

Observations: You are an expert in 19th Century

Romantic Poetry. Write down some observations that
you made in the context of your time period.

Handout 3

Fire and Ice

BY ROBERT FROST

Some say the world will end in fire,

Some say in ice.
From what Ive tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

Observations: You are an expert in 20th Century

American Modern Poetry. Write down some
observations that relate to your knowledge of this
time period.

Handout 4

Fear and Anticipation Student Handout

You will be assigned one of the two poems to analyze. Read the poem. Using
the criteria given, describe the passage focusing on the tone, theme (authors
intended message), and view or prediction of the future.

19th Century

20th Century
Tone

Theme

View of
the Future

Handout 5

Think-Tac-Toe Template
Musical-Rhythmic
Sing it
Create a beat
Rap it
Make a cheer
Create a jingle
Hum it
Identify sounds
React to sounds
Listen to sounds
Connect to music
Write a poem
Visual-Spatial
Mind maps
Graphic organizers
Video
Color code
Highlight
Shape a word
Interpret a graphic
Read a chart
Study illustrations
Visualize it
Make a chart
Create a poster
Intrapersonal
Metacognition
Use self-talk
Work independently
Solve it your way
Understand self
Journal it
Rehearse it
Use prior knowledge
Connect it
Have ownership

Verbal-Linguistic
Read it
Spell it
Write it
Listen to it
Tell it
Recall it
Use you words
Apply it
Chunk information
Say it
Discuss it
Use mnemonics

Suggestions for
Using Howard
Gardners Eight
Multiple
Intelligences
(Chapman & King,
2000)

Interpersonal
Think-Pair-Share
Jigsaw
Cooperative grouping
Drama
Debates
Class meetings
Role play
Meeting of minds
Peer counseling
Tutors/buddies
Shared journals
Giving feedback

LogicalMathematical
Make a pattern
Chart it
Sequence it
Create a mnemonic
Analyze it
Think abstractly
Think critically
Use numbers
Prove it
Interpret the data
Use the statistics
Bodily-Kinesthetic
Role play
Walkabout
Dance
Lip sync
Skits/charades/mime
Construction
Math manipulatives
Sign language
Sports
Activity centers
Body language
Naturalist
Label it
Categorize it
Identify it
Form a hypothesis
Do an experiment
Adapt it
Construct it
Classify it
Investigate it
Discern patterns