Lesson Cover Page

Lesson Topic: Evaluating Adaptations Length of Class Period: 2 hours

Course: GATE Western Civ English Grade Level: 9

TERMINAL BEHAVIORAL OBJECTIVE

In assigned groups of 5-6, students will each present their answer to an adaptation analysis question on a given Arthurian adaptation, and each present their justified
evaluation of whether their adaptation was successful or not.

CONTENT STANDARDS
ADE English Language Arts Standards:
9-10.RL.7 Analyze subject treatment across two mediums
9-10.RL.9 Analyze transformation of source material
9-10.RI.1 Strong textual evidence for analysis
9-10.SL.2 Use multiple sources
9-10.SL.4 Present orally in a group

ELL STANDARDS AND ACCOMMODATIONS

ELL Stage V:
Listening & Speaking Standard 1 LI-5, HI-6, Standard 2 HI-4, HI-5, HI-7
Reading Standard 4 HI-22, HI-23, HI-24, HI-25,
List any ELL accommodations, vocabulary, strategies you will use:

Key vocab: chivalry, 19th/20th century, adaptation, Arthurian,

Source material is visual, auditory, and written
Student may get notetaker printout if needed
Student working in pairs and groups for more complex content

ADAPTATIONS/ENRICHMENT
Support:
Sources are visual and notes are provided so that students have access to content; can get note print outs; working in groups and pairs

Enrichment:
Students will be provided with poster materials if they wish, and may go deeper with their analysis, or choose to present in a creative way (skit, panel, etc)

RESOURCES/MATERIALS
PPT ; adaptation questions ; materials for poster (paper, markers) ; rubric for presentations ; printed notes for ELL students ; notetaker for
presentations ; hand out with each group image ; audience note taker
 Lesson Sequence
TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?

5 Pre-tech/connections: Pair work w/image With a partner, students will each write down
minutes Resurgence of Chivalry in the late 19th/early prompts three observations, three inferences, and three
20th century: warm up questions based on the images on the PPT
Think/pair/share + whole class share
Students will be called on the share their ideas
and questions

15 Students take guided notes on major ideas

minutes Resurgence of Chivalry in the late 19th/early Lecture + Guided Notes (history notebooks)
20th century: background info Each student answers a summary/content check
question in their notes after major topics
(questions in powerpoint and on note taker)

Demo with group participation

Guiding questions to ask:
15 Analysis demo: The Accolade Who made this?
minutes What ideas are they emphasizing?
Is that historically Arthurian or
contemporary? How do you know? (Use notes)
Is this a successful adaptation? Why or why
not?
Each student first writes down ideas to the
questions. Students then will share answers with
class
After demo, students circle what in their notes
is MOST USEFUL to this project

60 Students will be an adaptation. In groups of 4- In groups of 4-5, students will come up with
minutes Group Adaptation Analysis 5 determined by the teacher, they will analyze their answers and prepare their presentations.
and evaluate the adaptations. They may create a poster to organize their
ideas.
Teacher individually conferences with each
student/monitors work during work time

25 In groups of 4-5, students will present 1

minutes adaptation and their evaluation of it, per the
Presentations Student presentations questions modeled in class. Each student
presents their section of the adaptation analysis.

While students present, each audience member

will take notes on provided notetaker. At the
 end, they must turn in their notes including
which adaptation was the most successful and
why.