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Lesson Plan 6: Circle Project

UTL 640E
Jeff Montgomery / Westlake High School
12th

Kendall Shultz
English IV /

Date: 11/20/15
Class Period / Time:

Teach #

th

(3:15-4:05)

Enduring Understanding(s) & Essential


Question(s):

Thethemesinaliteraryworkoftenreflectthemesandissuesthatweencounterin
theworldandoureverydaylives,andthusliteraturecanhelpustothinkmoredeeply
aboutthethemesorconceptsthatarefoundwithinit.
o Whatdoweseethethemeofhonesty(insertanyothertheme/issueasis
relevant)comeupinthistext?(F)
o Ishonestyvaluedinthistext?(C)
o Whataresomeexamplesofhonestyorhonestbehaviorthatyouhaveseenin
yourownlife?(C)
o Whataresomeexamplesofhonestyorhonestbehaviorthatyouhaveseenin
theoutsideworld?(C)
o Canyouthinkofanypeopleyouknoworpeopleyouknowaboutwhoare
similartoXcharacterthatshowshonestqualities?(C)
o Ishonestyaworthwhilevaluetouphold?(P)

Lesson Objective:

Individually,studentswillcreateagraphicorganizertolinkasinglewordfromThe
CanterburyTalestothetextitself,theirownlives,andtheworldasawholeby
findingthreeimagesthatrepresenttheeachoftheseconnectionsandgeneratingthree
correspondingthematicstatementsinordertopromotestudentsunderstandingofthe
specificconceptinthetext,itsmeaning,anditsrelevancetotheirlivesandtheworld.

Resources/Materials:
A.TODObeforethedayofthelesson:

EnsureallstudentshaveDocASdownloadedontheiriPadssothattheycanworkon
it

ForstudentsthatdonthavetheiriPadsoriPhoneswiththem,makesurethereis
enoughpaperonhandinclassforthemtodoitbyhand

FigureoutwhatisthenextstepintheprocessofthisprojectsoIcantellthemabout
itattheendofthelessonaspartofmyclosure

B.Forthelessonitself:

Opentheexamplecircleprojectandcircleprojectinstructionhandoutonmy
computerandhavethemreadytobeshownupontheprojector

Havepaperreadytobepassedoutifnecessary,forkidswhodonthavean
iPad/iPhonetoworkwith

TEKS/SEs Addressed in the Lesson:

(2)Reading/ComprehensionofLiteraryText/ThemeandGenre.Studentsanalyze,
makeinferencesanddrawconclusionsaboutthemeandgenreindifferentcultural,
historical,andcontemporarycontextsandprovideevidencefromthetexttosupport
theirunderstanding.Studentsareexpectedto:
o (C)relatethecharacters,setting,andthemeofaliteraryworktothe
historical,social,andeconomicideasofitstime.
(13)Writing/WritingProcess.Studentsuseelementsofthewritingprocess
(planning,drafting,revising,editing,andpublishing)tocomposetext.Studentsare
expectedto:
o (B)structureideasinasustainedandpersuasiveway(e.g.,usingoutlines,
notetaking,graphicorganizers,lists)anddevelopdraftsintimedandopen
endedsituationsthatincludetransitionsandtherhetoricaldevicestoconvey
meaning.

Steps in Lesson:
*Remembertoincludeanestimatedtimeforeachstep/actioninthelessoncycle.
ENGAGEMENT (7-9 minutes)

Turntoyourneighborandtalkwiththemaboutwhatyouhavewrittenonyourword
conceptmaps.Seeifyourpartnerhasanysuggestionsforyou(specificallyforthe
attitudetowardtheconceptrow,theclichsrow,andthetextimportancerow).
Ifyoucan,trytothinkofagoodstoryrelatedtoyourwordandshareitwithyour
partner.
Ifanyonehasareallyawesomestorytheywanttosharewiththeclassoncewe
comebacktogetherasagroup,wecanhearoneortwostoriesaslongasthey
arenttoolengthy.
STATED OBJECTIVE (1 minute) TodaywearegoingtostartontheCircleProject

portionofyourWordProject.Thisprojectwillhelpyoubrainstormandorganizesome
ideasaboutyourwordtomakethenextstepsinthisprojecteasierforyou.
ACTIVE LEARNING (37 minutes)

Introduce(34minutes)
Illstartoffwithafewquestionsthatwillhopefullyestablishwhythisprojectwillbe
usefulfortheminthelargerschemeoftheentirewordproject.

o Whichdoyouthinkiseasier:sittinginfrontofthecomputertypingouteach
ideaasitcomestoyou,havingtostopandcomeupwithwhatyouwantto
saynexteverytimeyougettotheendofanidea,orhavingaframeworkof
ideasandthingsyouwanttosayalreadythereandreadytobeused?
o Whichdoyouthinkmakesiteasiertoorganizeyourideas?
Thisnextactivitywearegoingtodoisgoingtohelpyouthinkmoredeeplyabout
yourwordandalsohelpyouorganizeyourthoughtsandideasaboutitaswell.
Ultimately,thisisgoingtomakeiteasierforyoutoputtogetheryourfinalessay
becauseyouwillalreadyhavethisasakindofoutlineforyourideas.
IwillthenhavethemgetouttheiriPadsandopenuptheDocASapplicationalong
withtheblankcirclePDFthatshouldbeavailableforthemonebackpack.
Explain/Apply1(3minutes)
Thefirststepistowriteyourwordprominentlyinthemiddlecirclesothatitcan
bereadeasily.Takeoneminuterightnowtochooseafontandplaceatextbox
withyourwordinitintheinnermostcircle.Dontmakeittoobigbecauseyou
willneedtoputothertextinthiscircleaswell,butofcourseyoucanchangethe
sizelater.
Explain/Apply2(5minutes)
Next,searchGoogleforafewdefinitionsofyourword.Choosetwodefinitions
thatyoufeellikearemostappropriateandputthoseintoyourinnercircleaswell.
Youcanalsoaddyourowndefinitionofthewordifyouwouldlike,sinceyou
willneedtocomeupwithonewhenyoudoyourfinalpresentations.
Explain/Apply3(5minutes)
Next,youshouldchooseapassagethatfromyourwordprojectconceptmap
worksheetthatyoufilledoutyesterday.Iwillshowthemtheexamplefromthe
samplecircleprojecttoshowthemthatithasboththequoteaswellasashort
contexttoexplainthepassagesrelevance.(Iftheclassdidnotyetgettothepoint
wheretheyfoundpassages,Iwillgivethemfivetotenminutestodoso.)
Typethatintoyourinnercircleaswell.
o (Intheeventtheyhavenotfoundtheirpassagesyet,iftheiriPadshave
iOS9,theycanusethesearchfunctiontofindtheirword(oroneofits
synonyms)inthetextsothattheydonthavetosearchthroughtheentire
taleorprologuetofindtheirword.)
Explain/Apply4(10minutes)
Allright,thatsitfortheinnercircle.Next,wearegoingtomoveontothesecond
circle.Inthiscircle,youaregoingtothinkaboutyourwordforabitandthentry
tofindanimageonlinethatlinksyourwordtothetextofCanterburyTalesitself.
Onceyoufindtheword,youneedtowriteabriefcaptionfortheimagethat
communicateshowtheimageisrelatedtoyourwordandtothetext.

Afteryouputinthepictureandwritethecaptionfortheimagethatlinkstothe
text,findanimagethatlinkstoyoupersonally,eithersomethingyouown,or
somethingthatyouareinterestedinthatisconnectedtoyourword.Dothesame
thingyoudidforthefirstimageforthisonetoo.Firstlinktheimagetotheword
itself,thenshowhowitisconnectedtoyou.
Dothissamethingathirdtime,butthistimefindapicturethatlinksyourwordto
theworldasawhole(whatdoestheworldthinkoflove,humility,oraltruism?).
BeforeIletyouguysworkonthisforthenext10minutesorso,letslookatan
thesamplewehavesothatyouguyshaveaconcreteideaofwhatyouneedtodo.
Youguysprobablywonthaveenoughtimetodoallthreeofthese,sojustgetas
muchdoneasyoucaninthetimeIgiveyoubeforewemoveontothenextstep.
Youwillhavetimeinclassnextweektocontinueworkingonthese,butIjust
wantedtoletyouguysgetstartedoneachstepsoyouhavesomethingdonefor
eachsectionwhenyoucomebacktoitnextweek.

Explain/Apply5(10minutes)
Onceyouhavethethreeimagesandtheirdescriptionsinyourmiddlecircle,you
arefinishedwiththatsection.Thelastsectionistheoutercircle,whichisforthe
themesthataretiedtoyourword.Thissectionisgoingtotakethemostthought.
Justlikewithyourmiddlecircles,youneedonethemethatistiedspecificallyto
CanterburyTales,onetoyoupersonally,andonetotheworldingeneral.
Inordertocomeupwiththesethemestatements,youcanreferbacktothetext,
useyourimagesandcaptionsinyourmiddlecircleasreferences,orjusttrytouse
yourknowledgeofthetermthatyouhavegainedtocomeupwithone.Asyou
canseefromtheexampleusingescape,twoofthethreethemestatementslook
liketheywerederivedbythinkingabouthowtheimageanditscaptioncanbe
appliedmoregenerallyoutsideofasingularinstanceoftheword.
Iwouldsuggestworkingfirstonthethemesthatyoualreadyhavetheimagesand
captionsfor.Forexample,ifyoualreadyhavetheimageandcaptionthatlinks
yourwordtothetextofCanterburyTalesitself,Iwouldstartwiththatone
becauseyouhavealreadydonesomethinkingaboutit.
Illgiveyouuntilaboutfiveminutesleftinclasstoworkonthispartofyour
circle.Ifyoufinishonethemestatement,gobacktothemiddlecircleandstart
workingonyourotherimagesandcaptions(ortheirinnercircleiftheyhavent
finishedthatyet).
CLOSURE (2-3 minutes)

ThreeWsclosurestrategy:
Askthestudents:
o Whatdidwelearntoday?
o Sowhat?Howisthiscircleprojectuseful?Doyoufeellikeitishelping
youguystoorganizeyourthoughts?

Tellthestudents:
o Nowwhat?Iwillexplain(orreiterateifithasbeenexplainedtothem
already)whatthenextstepintheirprojectprocessisgoingtobeoncethey
completetheirgraphicorganizers.Imnotexactlysurewheretheyare
goingimmediatelyafterthisportionoftheproject,soIneedtofindthat
outbeforehand.

Modifications/Differentiation Strategies:

Explanationswillbebrokenupbyactivityperiodstoapplywhattheylearnedso
studentswhohavetroubleconcentratingforlongperiodsoftimewillbenefit.
Additionally,breakinguptheinstructionsintosmallerstepsissimplyeasierfor
studentstodoingeneral.
Thegraphicorganizershouldbehelpfulforkidswhoaremorespatial/visual
learners.

Evaluation Strategies:

Thecompletedcircleprojectwillbeusedtoevaluatetheirunderstandingoftheword
anditsconnectionstothestory,themselves,andtheworld.
ThelargerWordProjectasawholewillalsoassesstheirknowledgeoftheselected
wordthestudentchose.Thecircleprojectisaprewritingcomponentfora34page
essayonthewordtheyareworkingwith.

Notes/Recommendations for next time:

IfIusethisagain,Iwilllikelyhavetoeitherchangethewayinwhichstudents
producetheirproduct,orreserveacomputerlabtohavethemworkonitsince
theyprobablywontallhaveiPads.