Lesley Nagle (English Education) Jeremy Lin (English Education) Alec Heist (History Education) CI 473 Feb.

13, 2012 Reading Activity 1 Title: Reel Culture Lesson Plan For 10th graders. Time: 50 minutes Purpose: Our group wanted to further students’ understanding of the article: “From D.W. Griffith to the Grapes of Wrath, How Hollywood Portrayed the Poor”. We wanted to incorporate all of our students and differentiate our instruction so that all of our students would actively participate and comprehend the reading. We wanted this lesson to be part of our unit about The Great Depression and U.S. History. Standards: CC.9-10. R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. CC.9-10. R.L. 10 Range of Reading and Level of Text Complexity: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. CC. 9-10. R.H. 4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Procedure: 1. Introduce the activity: We will present the text. We will give the students the title as well as tell them we are doing Content DR-TA. We will explain that we will have a discussion after reading to add to our pre-existing word wall. (3min) 2. We will break the students up into groups of 3-4. We will try to pair struggling readers with fluent readers, as well as try to incorporate students of different genders and races into each group. We will explain that in their groups they will take a look at the title and write down everything they know/think may happen about the topic or the article. (5min) 3. We will have them read the article in their groups, switching off after every few paragraphs. As they read, they will mark either a “+” or “-“next to their predictions based on if was true or not. We will also have them mark down a few vocab words that they find challenging or important to the story. As

teachers, we will be walking around the classroom facilitating discussions and asking questions for comprehension.(20min) 4. After everyone has finished reading in their groups, we will come together as a class and discuss what we have read. We will go over the predictions—what came true, what didn’t. As teachers, we will connect these to Hollywood’s portrayal of themes such as The Depression or poverty. We will also address any questions that the students may have with the article. (10min) 5. Along with step 4, we will address the vocabulary terms that the students have picked out to be challenging or important for comprehension. As a class, we will try to pick out about 4-8 vocab words to add to our word wall. If we have time, we can use the “Beat the Dictionary” activity to encourage participation. (7 min) 6. At the end of the class, we will show a clip from Modern Times and have the students think about how this clip relates to the article (since this was specifically mentioned in the article). We will tell them that at the beginning of the next class, we will discuss the historical accuracy as well as how it relates to our overarching theme of The Depression and U.S. History. (5min)

Evaluation Criteria: 1. Ability to actively listen and discuss/participate with all decisions and their effects through small group participation and larger class presentation. 2. We will have the students write their names down in their group worksheet next to what they wrote down in regards to predictions and vocab words. We will have the students contribute at least three comments, whether they’re predictions, prior knowledge, or vocabulary words, on their pieces of paper. This will let us know that they are participating and comprehending the material without assigning homework.

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