LESSON ONE

Date: February 2019

Class: L6
Teacher: Ms. Lewis
Lesson Duration: 70 mins
Lesson: Prose analysis

Content strand: [reading, writing, comprehension]

Purpose: To show students how to select relevant quotations from scholarly

journals.

Rationale: Critics help to validate claims made in an analytical essay.

Teaching point: The use of critics strengthen points when writing CAPE LiE
essays.

Anticipated difficulty: Students will read all information presented and not sift out
relevant quotations

Prior knowledge: How to write a CAPE LIE essay

Resources: Laptops, projector, whiteboard, markers, ‘Purple Hibiscus’ by

Chimamanda Ngozi Adichie, ‘Aunt Jen’ by Paulette Ramsay,
handout with pre-constructed table and sample paragraph, pencils.
Instructional objectives
Students will be able to,
1. Write a LiE essay which incorporates a critic.
2. Evaluate criticism of both ‘Purple Hibiscus’ and ‘Aunt Jen’.
3. Paraphrase reviews in their own words.
Set induction: How to write a critique essay https://www.youtube.com/watch?v=skEn61J6c8s
PROCEDURE
STEP 1: Brief class discussion on overarching plots of the two novels. Then students will be
given blank handout at the start of class.
STEP 2: Students and teacher will log on to WebQuest. Home page will be displayed on the
board while students follow along on individual devices.
STEP 3: Teacher will change page and take students to the first reading in the quest. There
will be a class reading and discussion on what was read. Teacher will instruct students to turn
handout over with to reveal model paragraph which incorporates a paraphrased quote
agreeing with the critic that was previously read.
STEP 4: Students are given 30 minutes to work individually and read/listen all six
readings/videos in the WebQuest. Then paraphrase what was said/written into their own
words in the spaces provided in the table.
STEP 5: Students get into two groups and each group has the opportunity to discuss the
completed tables.
STEP 6: Students are given an essay type prose question and are to complete the introduction
and first paragraph while integrating a critic into their essay.

CLOSURE: All books are closed and each students must name one critic who they have
heard/read during the WebQuest.

STUDENT ACTIVITY
Students will
1. Work in groups to compare critics.
2. Go through WebQuest at their own pace.

STUDENT ASSESSMENT (means for knowing objectives are being met)

1. Ability to write introduction and first paragraph of LiE poetry essay.
2. Ability to summarize large portions of text.
3. Ability to paraphrase large sections of text.

CONTINGENCY PLAN [your plan ‘b’ in case something goes wrong]

1. If some devices fails, students will work in groups instead of individually.
LESSON TWO
Date: January 22nd 2019
Class: 5-8
Teacher: Ms. Lewis
Lesson Duration: 40
Lesson: Characterization in ‘To Kill a Mockingbird’.

Content strand: [reading, writing, vocabulary]

Purpose: The purpose of this lesson is to help students select specific

examples from the novel which highlight character traits.

Rationale: Characterization is a key element in the novel.

Teaching point: Marginalized characters in To Kill a Mockingbird are done

deliberately by the author.

Anticipated difficulty: Remembering Boo Radley’s appearance in the earlier parts of the
novel.

Prior knowledge: Students would have read the novel, students know how to write a
basic character sketch.

Resources: ‘To Kill a Mockingbird’ by Harper Lee, laptops, projector

Instructional objectives
Students will be able to,
1. Quote relevant example from the text to support claims made about characters.
2. Judge a character based on his actions.
3. Write a detailed character sketch of Boo Radley
Set induction: To Kill a Mockingbird – Scout meets Boo Radley
https://www.youtube.com/watch?v=iRmIef02Ajk

PROCEDURE
STEP 1: Students will be shown seven pictures and from each, they are to identify the
charters which the images symbolize. The last picture will be of a man pouring cement to
represent Nathan Radley.
STEP 2: Class discussion on the Radley’s and their unorthodox behaviour in the
neighbourhood.
STEP 3: Students will then be shown three pictures of a monster, a reclusive figure and a
superhero and asked to identify the character.
STEP 4: Students would be placed into groups of two and the class will be split into three.
Each section is to look at a different section of the novel (pre-trial, trial and post-trial) and
find a quote about Boo Radley that accurately describes him. Each group is then given two
minutes to confer with two other groups in their section to see which quotations that other
group came up with.
STEP 5: Teacher displays model sketch on board about Atticus that incorporates quotation
about the character.
STEP 6: Students are given fifteen minutes to type up a supported character sketch with
quotes bolded and underlined.

CLOSURE: Exit slips detailing student feelings about the writing process incorporating
quotations.

STUDENT ACTIVITY
1. Students will use think-pair-share to come up with quotations.
2. Students will engage in discussion about the Radley’s of Maycomb to help better
understand their behavior.

STUDENT ASSESSMENT
1. Ability to produce character sketch in given time-frame
2. Ability to select appropriate quotations.
CONTINGENCY PLAN [your plan ‘b’ in case something goes wrong]
1. If technology fails, let students write their sketch down on paper.