240 Eec 74 B 83 BCBF 22086

DAY 1
Subject: English Language Arts

Grade level: 11th Grade
Learning Segment Title: Introduction to Vocabulary + What are the different forms of
Adaptations in Texts?
Length of each lesson: 45 min.
Central Focus: Throughout the course of this learning segment, students are expected to
objectively understand a complex issue through exploratory inquiry and close reading of
information on the topic, then study multiple adaptations of different forms of literature. Students
will be able to read pieces of literature that are age appropriate for a young adult audience and
integrate/evaluate sources on the same topic or argument in order to address a question, or solve
a problem.Students will be able to use these primary texts and compare them to how the work is
brought to life by analyzing clips of the film version. Text-to-screen adaptations lend themselves
well to fostering discussions about themes and audiences among pupils. Not only does the
student benefit from working with the same story in two contexts, but through these analyses,
students will develop analytical skills when considering filmmakers’ choices for their
adaptations. Texts that have multiple adaptations add an extra layer to this lesson, especially with
older students. Watching a movie adaptation can also help those who are visual learners to
further understand the book itself. Students will be able to watch scenes instead of reading one,
they can use nonverbal cues to infer the characters’ thoughts and feelings. Overall, the learning
segment and unit provides numerous opportunities to build students’ academic vocabularies,
while emphasizing close reading and analyzation skills, critical thinking, collaborative
development, and an iterative approach to writing and comparing adaptations of literature.
Essential Question(s):
Students will keep considering…
1. What is an adaptation of a source text?

2. How can learning new vocabulary assist my understanding in evaluating how each
version interprets the source?
3. What makes an adaptation accurate or inaccurate?
Learning Standards:
CCSS.ELA-LITERACY.W.
11-12R7: In literary texts, analyze multiple adaptations of a source text as presented in
different formats (e.g., works of art, graphic novels, music, film, etc.), specifically
evaluating how each version interprets the source. In informational texts, integrate and
evaluate sources on the same topic or argument in order to address a question, or solve a
problem.
Reading Standards:
11-12R9: Choose and develop criteria in order to evaluate the quality of texts. Make
connections to other texts, ideas, cultural perspectives, eras, and personal experiences.
(RI&RL)
Writing Standards:
CCSS.ELA-LITERACY.W.7.2.A
11-12W6: Conduct research through self-generated questions, or solve a problem; narrow
or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating
understanding and analysis of the subject under investigation.
11-12W7: Gather relevant information from multiple sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose,
and audience; integrate information into the text selectively to maintain the flow of ideas;
avoid plagiarism, over reliance on one source, and follow a standard format for citation.
Academic Language
Language
Function Students will work in assigned groups to analyze
a source text and in different formats.
In using this resource and through the

introduction/ learning of new vocabulary, they
will develop an understanding for the different
formats and what they are in order to justify their
findings.
Vocabulary
Adaptations, genre, compare, contrast, support,
refute, source text
Syntax Students are expected to organize and structure
their language through oral discussions and
working in groups to express learned knowledge.
Support that will be provided for students are the
Argumentative Essay Outline and organizer in
order to assist them in organizing their language
and arguments.
They will also be provided with different

argumentative outlines and info sheets along with
a vocabulary semantic map sheet in order to
visually organize their notes and make it easier to
access.
Discourse Students will have the opportunity to talk with
their small group members and with the class
when presenting this material.
This will particularly help ELLs, who will be able

to familiarize themselves with the vocabulary and
ideas in English with a small group before
presenting to the entire class.
The students will share what they have learned

during the lesson orally at the end of the lesson
when asked for every group to discuss.
Differentiation
Special Needs of Students
This lesson plan is tailored to the
requirements of kids who have difficulty
understanding what they are reading. This
group of students frequently includes
ELLs. This lesson will provide students
with extra opportunities to practice
speaking and listening skills in order to
better comprehend the subject. This
discourse will aid ELLs' linguistic abilities
as well as their overall knowledge of the
topics covered during the class.
Students with Special Needs will receive

an opportunity for extra help during office
hours.
Pre-assessment &
Student Readiness Observational checklists for students to
make sure they are prepared for the new
information that will be presented in the
lesson plan
Students will use their semantic maps as a

form of pre-assessment to see how much
they know about multiple adaptations and
how to compare/ contrast.
Content Differentiation Provide Students with Vocabulary and

their definitions in one sheet if needed.
Powerpoint summarizing the lesson can

also be provided for students who need to
look back on it in order to complete
homework.
Examples of how to complete the graphic

organizers and semantic maps can also be
provided for students who did not
understand during instruction.
Process Differentiation Provide textbooks for
visual and word learners.
Allow auditory learners

to listen to audio books.
Give kinesthetic learners
the opportunity to
complete an interactive
assignment online.
Product Differentiation Read and write learners
write a book report/ complete their graphic
organizers.
Visual learners create a

graphic organizer of the
Article and vocabulary.
Auditory learners give an

oral report on their findings/ learning.
Kinesthetic learners
build a diorama
illustrating the argument presented in the
article.
Lesson Topic:
Outcomes Assessments
Students will: Trace and evaluate Students will be completing their
adaptations of a text to support or semantic maps and argumentative
refute what the new creator is graphic organizer which will be
trying to do. collected the following day. This
information will be presented with
Students will: assess the strengths the class so that each group has
and limitations of the text and film shared their sources and notes
version in terms of the task, along with their point of view.
purpose, and audience Students will also identify the new
vocabulary they have learned in
Students will: create a semantic the graphic organizers and article
map with the new vocabulary and if/ when they appear.
definitions that will be taught in
order to activate prior knowledge Students will also complete DAY 1
and express new learned Homework #1:
knowledge. This will also help in - What is your favorite
identifying repeating words and book? Has it ever been
knowing the meaning of them will turned into a film
aid in understanding what is being adaptation? If so, have you
read. watched it? Write 2-3
sentences on how you feel
Students will: know how to read, it was portrayed. Explain
synthesize, analyze, and evaluate why.
informational texts which can lead Note it will be turned in and
to a greater, more accurate graded using the rubric which will
understanding of what multiple be given.
adaptations are and how it can be - 5-10 New Vocabulary
presented in different forms Words were presented in
today's class. For each
word, provide the
definition, part of speech
and create 1 sentence using
the word. MUST BE
HANDWRITTEN.
Rubric will be provided.
Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
1. Anticipatory Set (2 min.)
Students will Copy the essential question that is written on the board into their notebook.
- What is your favorite book of all time? If you dont have a favorite book, try to think of
your favorite movie. Why is this your favorite movie/ show and how many versions of
this work can you think of? (students will be given 30 seconds to think to themselves and
ponder on this question)
Activating Prior Knowledge (5 minutes)
1. set up a semantic map on the whiteboards with content specific vocabulary terms (today,
we will use the term “adaptation”).
2. The semantic map will have the vocabulary term in a box in the middle, with empty
boxes stemming off of it for students to add words they think are associated with the term
through their experiences and opinions which will activate any prior knowledge held over
the term.
This pre-reading strategy will help students activate their prior knowledge about film
adaptations and if they are and if they are pro or against this concept.
3. The students will have 3 minutes to add their contributions to the semantic maps through
class discourse and discussion which will add to their participation.
4. When time is up teacher will review the semantic maps with the class
5. Add any contributions and open up the floor for students to add as many boxes as time
permits.
Initial Phase Direct Instruction
a. Instruction
Direct
1. Before going into the new unit, there is vocabulary that has to be introduced in order to
help students understand frequent words they will be seeing and actively using
throughout the course of this unit.
These new words being: Adaptations, genre, compare, contrast, support, refute, source text
Indirect
1. Using the smartboard show a YouTube video clip that explain what adaptations,
specifically seen through film, helping students understand the vocabulary and see the
different ways in which book-to-film adaptations are brought to life
2. Hand out concept map graphic organizer worksheet
3. Model how students will write their notes in order to help them identify and define the
different parts of an argument.
4. Differentiation: The graphic organizer is useful for ELLs to organize their notes.
5. Remind students to really take good detailed notes will viewing the film because they can
use their notes in the next activity.
Video Clip Link: https://www.youtube.com/watch?v=0az32iTWo68 (3:38 minutes)
Direct (Academic Vocabulary)
1. Following the video clip, the teacher handed out another semantic map graphic
organizers to students.
2. Using the information that they retrieved from the video clip, the teacher and
whole-class group will work on filling out a new semantic map for academic
vocabulary terms on the introduction of film adaptations specifically. While some
of these words may be familiar to students and are cross content, The goal is for
students to have an understanding of these terms, so that they will understand how
to use their outline when it comes to reading articles throughout this unit.
3. The class will first complete a semantic map for a new term “book-to-film”. By
starting off this word, the teacher can use this opportunity to ask students what
definitions and other words they picked up from the video presented.
4. Students will also be asked to introduce new words that come to mind that they
can connect with which will expand more students' knowledge and understanding.
- The teacher will tell the class that not all of the vocabulary words for today's lesson were
presented in the video, however they will be provided with a definition sheet of more in
depth words in order to accommodate the needs of all students while reading the article
and learning about the outline.
- Teacher will also note that students will be using the 10 vocabulary words to complete a
homework assignment due the following day which will help them put the words into
context.
This direct instruction should take approximately 15-20 min.
Middle Phase
1. Guided Practice
1. present the powerpoint which puts the new vocabulary into sentences and explains parts
of definition. S
2. tudents will actively engaged with this powerpoint by taking notes and working together
to read the words out loud in order to help with pronunciation.
3. Students will also be provided with a personal printed copy of the powerpoint in front of
them in which they can write on and use as a reference when needed.
Slides 1-5: 1 vocab word per slide with definition and sentence
Slides 6-10: Students will be forming sentences using the definitions of the words in these last
slides
Differentiation Consideration: If the skill of annotation is new or challenging to students,

consider posting or projecting the text and asking student volunteers to share their annotations
for reasoning and evidence. Consider posting or projecting the volunteered annotations
As an extra resource, ELLs and students with special needs will be provided with an outlined
worksheet on all vocabulary words and will also be allowed to use their laptops or classroom
laptops in order to listen to the pronunciation from siri. This is a simpler outline and isn't
overwhelming with the amount of information given.
4. The whole class will come back together to discuss the major points that each group
made and further our discussion on effective argument writing.
5. If any groups did not finish their outline they will be instructed to complete the
assignment for homework along with another assignment on vocabulary for words that
were not discussed in depth.
Independent Practice
- EXIT TICKET: What do you believe determines when a book is made into a film? If you
were a director, what book would you want to bring to life? Use 2 vocabulary words,
minimum, in your response.
Concluding Phase
Closure/Summary - Ask the students to summarize the lesson to explain to someone who missed
the class. Summarize by giving a recap and asking students if there are any remaining questions
about what they have learned and what they have to do for homework.
Follow up:
Homework #1:
- New Vocabulary Words were presented in today's class. For each of the following 10
words, provide the definition, part of speech and create 1 sentence using the word.
MUST BE HANDWRITTEN.
Note it will be turned in and graded using the rubric which will be given.
Materials:
Youtube Video, Laptop/ Desktop, Projector and Screen or Smartboard, Concept Map Graphic
Organizer, Semantic Map Graphic Organizer, Vocabulary sheet handout
DAY 2

Learning Segment Title: Continuation to Different forms of Adaptations in Texts & Vocabulary.
+ Introduction to Fences (The Original Play)
Lesson Topic:
knowledge. This will also help in - How do you think the
identifying repeating words and characters you have been
knowing the meaning of them will introduced to will be
aid in understanding what is being casted? Before watching
read. the film adaptation in clips,
do you believe it will be
Students will: know how to read, accurate?
synthesize, analyze, and evaluate Note it will be turned in and
informational texts which can lead graded using the rubric which will
to a greater, more accurate be given.
understanding of what multiple
adaptations are and how it can be
presented in different forms
Procedure:
Students will Copy the essential question that is written on the board into their notebook.
- How do you all feel reading plays? What are some potential benefits and challenges?
3. Activating Prior Knowledge (5 minutes)
● set up a semantic map on the whiteboards with content specific vocabulary terms
(today, we will use the term “Plays (as a source text)”.
● The semantic map will have the vocabulary term in a box in the middle, with
empty boxes stemming off of it for students to add words they think are
associated with the term through their experiences and opinions which will
activate any prior knowledge held over the term. -- Since Fences is a play it will
be good for students to write down what a play is and what it consists of before
jumping into the material
● The students will have 3 minutes to add their contributions to the semantic maps
through class discourse and discussion which will add to their participation.
After students finish with semantic maps activity, The teacher will review the semantic maps
with the class, adding her own contributions and opening up the floor for students to add as many
boxes as time permits.
b. Instruction
Direct
After students share their responses, the teacher will link the topic of “Plays (As a source
text)” to the introduction of Fences by August Wilson.
1. Lecture Style - Students will be taught the history/ introduction of this play
a. Ex: Set in the 1950s. Fences explores the evolving African-American experience
and examines race relations, among other themes. It is also important to read the
play in sections and also watch those scenes come to life in the broadway and film
versions.
b. This will strengthen students' understanding of adaptations which will be
compared the following day.
2. Before going into the article, it is important as a reminder to note the vocabulary from the
previous day that will appear in today's lesson on the standard argumentative outline.
Students will be instructed to take out their vocabulary sheets to refer to them if they don't know
the definition by any chance. If a student misplaced theirs then a new copy will be provided.
Indirect
6. Using the smartboard, the teacher will show a YouTube video clip that introduces the
play -- its background, history, and plot explanation + introduction to Act One Scene 1
7. Throughout the course of the video, students will have writing breaks in which the
teacher will pause the video and they will write down notes and discuss the video is
shorter parts
8. Teacher will hand out a concept map graphic organizer worksheet so that students can
write down and take notes about the play which will help them to look back on it when
watching the clips of the play and film to compare/ contrast.
The graphic organizer is useful for ELLs to organize their notes. Teacher should remind students
to really take good detailed notes will viewing the film because they can use their notes in the
next activity.
Video Clip Link: https://www.youtube.com/watch?v=fDOM0TdqyTc (Play up to 3:40
minutes)
Middle Phase
2. Guided Practice
1. present and handout the character sheet in order to analyze who they are and their
characteristics. Link:
https://yonkerspublicschools-my.sharepoint.com/personal/nroura_yonkerspublicschools_
org/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fnroura%5Fyonkerspublicschools%5
Forg%2FDocuments%2F12th%2FRace%20in%20America%2FFences%20Guidebook%
202021%2Epdf&parent=%2Fpersonal%2Fnroura%5Fyonkerspublicschools%5Forg%2F
Documents%2F12th%2FRace%20in%20America&ga=1
2. slide 2 - Play Scene One Act 1. Students will have a physical printed copy but below is a
digital copy in case students prefer to have the text on a device
Link to Play: http://azactorsacademy.com/uploads/plays/fences.pdf
consider posting or projecting the text and asking student volunteers to share their annotations.
Consider posting or projecting the volunteered annotations
As an extra resource, ELLs and students with special needs will be provided with an outlined
worksheet on a summary and character break down in a t chart which will assist in their
understanding of the topic. This is a simpler outline and isn't overwhelming with the amount of
information given.
3. Students will be placed in four groups of 4

4. Each group will analyze a different section/ scene of Act one assigned by the teacher
5. Students will work in collaboration with one another by each assigning themselves a role
and reading out loud. Students are allowed to go out in the hallway or utilize other spaces
to work together. (12-15 minutes)
6. Once students' time is up, each group will come up to the front of the class and explain
what occurred in their assigned scene.
7. Teacher will ask them to address any challenges and successes in acting out the play out
loud in comparison to reading independently
- Students will also answer guided questions during their short presentation such as:
what are the characters going through in the scene? How can this be brought to
life? Etc
8. ask students: How do you see the emotion being portrayed throughout the play and what
will be the benefits of seeing it come to life in tomorrow's class?
9. Students will also be instructed to highlight or circle any academic vocabulary words
they found throughout the article and their outline that aided in their understanding of the
overall new topic learned.
Independent Practice
- EXIT TICKET: Who will possibly be the hardest character to portray on film/ on stage?
Based on what you have read in scene one act one, what are some challenges that can
arise if film makers do not stick to the script?
Concluding Phase
Closure/Summary - Ask the students to summarize the lesson to explain to someone who missed
the class. Summarize by giving a recap and asking students if there are any remaining questions
about what they have learned and what they have to do for homework.
Follow up:
Homework #2:
- How do you think the characters you have been introduced to will be casted? Before
watching the film adaptation in clips, do you believe it will be accurate?
Note it will be turned in and graded using the rubric which will be given.
Materials:
Youtube Video, Laptop/ Desktop, Projector and Screen or Smartboard, Character explanation
chart, Fences Play Digital Copy, Concept Map Graphic Organizer, Semantic Map Graphic
Organizer
DAY 3
Learning Segment Title: Play Vs. On Stage & Film Adaptation
Lesson Topic:
knowledge. This will also help in - Select at least 1 scene from
identifying repeating words and the film and one scene
knowing the meaning of them will from the play that we
aid in understanding what is being discussed in today's class.
read. Were they altered? Was it
accurate? Use direct
Students will: know how to read, reference to details in order
synthesize, analyze, and evaluate to illustrate the differences.
informational texts which can lead Cite specific page numbers
to a greater, more accurate when you are referring to
understanding of what multiple anything appearing in the
[book/story/script].
adaptations are and how it can be Evaluate any changes in
presented in different forms terms of how well the
intention of the scene is
made manifest in either
media.
Note it will be turned in and
graded using the rubric which will
be given.
Procedure:
Introduction: Anticipatory Set
A piece of loose leaf paper and a pen will be placed at each student’s desk. The following
questions will be posted on the Smartboard for students to answer. These questions will help
active student’s prior knowledge on the use of technology in the classroom.
“Do Now” Please answer the following questions in 1-2 sentences on the paper provided at
your desk.
1. Who is your favorite character in Fences so far? Who is least favorite?

2. How do you think they will be portrayed in the play/ film version?
3. Is it easy to bring a piece of literature to life on the screen?
Students will have approximately 3-5 minutes to answer the “Do Now” questions.
1. The teacher will call on students to share their answers to the “Do Now” questions. This
discussion will lead the class into reading and analyzing different scenes within the play
Fences and watching clips on the on stage and film version.
i. The purpose of this is to be able to see the different adaptations and finally
evaluate how each version interprets the source text as opposed to only
reading the script in groups.
1. After discussing the “Do Now,” questions, the teacher will explain that students will
again be working in groups and reading short sections of different scenes.
a. Scene 1: “Why don't you like me?” Scene (Group 1 & 2)
b. Scene 2: “What about me” Scene (Group 3 & 4)
Students will be able to read the section they are assigned with their groups. They will remain in
the same characters' roles when reading out loud. (10 minutes)
Middle Phase
Guided Practice
Teacher will then ask students about their sections and have one representative from each group
discuss their scene. Student’s should be able to recall from the previous days lesson what an
adaptation is and will be presented with the film version of the scene they read amongst their
peers.
1. Students will be handed a Venn diagram which the teacher will guide them in completing
2. Students are expected to compare and contrast the film scene vs. the written original play
script
3. Through student-led discussion, teachers will start off by asking students to share what
their film version does well; what does it miss?; what emotions does it invoke?
Students will actively take notes throughout the discussion and listen to their peers.
The direct instruction should take approximately 15-20 minutes.
2. Independent Practice
EXIT TICKET: Do you prefer the film versions over that of the book?
Concluding Phase
3. Closure/Summary: In the last 2-3 minutes of the class period, Ask the students to
summarize the lesson to explain to someone who missed the class. Summarize by giving
a recap and asking students if there are any remaining questions about what they have
learned and what they have to do for homework. The Homework sheet will be handed out
to all students and they will be instructed to have it completed and hand it in for next
class. Students will be notified that this homework assignment should be completed
individually.
Follow up:
HOMEWORK: Select at least 1 scene from the film and one scene from the play that we
discussed in today's class. Were they altered? Was it accurate? Use direct reference to details in
order to illustrate the differences. Cite specific page numbers when you are referring to anything
appearing in the [book/story/script]. Evaluate any changes in terms of how well the intention of
the scene is made manifest in either media.
Materials: Youtube Video, Laptop/ Desktop, Projector and Screen or Smartboard, Character
explanation chart, Fences Play Digital Copy, Concept Map Graphic Organizer, Semantic Map
Graphic Organizer
DAY 4
Lesson Topic:
order to activate prior knowledge Students will also complete
knowledge. This will also help in - Writing Prompt: How is
identifying repeating words and the adaption of a text
knowing the meaning of them will through art and images
aid in understanding what is being different from films and on
read. stage as we have
previously discussed?
Students will: know how to read, Which adaptation would
synthesize, analyze, and evaluate you prefer to do if you got
informational texts which can lead the permission from an
to a greater, more accurate author?
understanding of what multiple Note it will be turned in and
adaptations are and how it can be graded using the rubric which will
presented in different forms be given.
Procedure:
Students will Copy the essential question that is projected on the board into their notebook.
- What are other forms of adaptations we discussed earlier this week when it comes to
different forms of text?
2. Activating Prior Knowledge (5 minutes)
● The teacher will set up a semantic map on the whiteboards with content specific
vocabulary terms (today, we will use the term “Art”). The semantic map will have
the vocabulary term in a box in the middle, with empty boxes stemming off of it
for students to add words they think are associated with the term through their
experiences and opinions which will activate any prior knowledge held over the
term.
This pre-reading strategy will help students activate their prior knowledge about what their
interpretation of art is. This will connect to today's lesson because we will be focusing on a
different form of adaptation that the learning standard highlights which is: works of art/ graphic
design.
● The students will have 3 minutes to add their contributions to the semantic maps
through class discourse and discussion which will add to their participation.
● The teacher will review the semantic maps with the class, adding her own
contributions and opening up the floor for students to add as many boxes as time
permits.

1. Direct Instruction (8 minutes)
Powerpoint link:
https://docs.google.com/presentation/d/1KP16Ep6InYNBDmpbx7tMAPQWjzYUYSyUjGauZv
wkGjY/edit?usp=sharing
Slide 1-3: Introduction to topic, Activating Prior Knowledge Question: What is your favorite
book? Has it ever been turned into a film/broadway show? Did they do the source text Justice?
Students will get 3 minutes to discuss.
Slide 4: Introduction to worksheet - Venn Diagram
Slide 5: Guidelines to consider when working with adaptations
Slide 6: Model venn diagram outline with some predictions about the play & film adaptation
Slide 7: Video 3:12-4:30:
http://www.themoviewaffler.com/2017/03/watch-play-vs-movie-comparison-of-fences.html
Middle Phase
1. Guided Practice
1. Students will be split into two groups (half of the room will take notes on the play side
and the other half will take notes on the movie side)
2. students to analyze their scene
● Teacher will model some observations for each side to get ideas flowing teach
students how to read images and take notes on what the image interpretation of
the play Fences and its characters is
● SLIDES 1-9 (one image students will analyze per slide)
After analyzing and discussing images, students will have the chance to do an interactive activity
to discuss with all of their peers; not just their assigned groups.
Circle Chat Signature Pedagogy:
1. Make sure to clear space in the classroom so that all of the students can stand in two
concentric circles.
2. Take the total number of students in the room and divide it by half. This is the number of
students you will call forward. Let's say in this example it is 10 students.
3. The 10 students stand in a circle all facing in the same direction.
4. Call the next 10 students to come forward and form a circle around the first circle of
students; facing the students in the center circle.
5. Ensure that students are facing their new partner in the outside circle. Everyone should
have a partner. (If there is an odd number of students the teacher may form one group
with three students).

6. The students will have two minutes (make sure to set a timer on the board or using any
device) to talk to their partners about the question they are asked. The teacher will want
to use a bell or another sign to get the students' attention when the two minutes are up.
7. At the two minute signal, the teacher asks students in the outside circle (make sure
students understand that only the "outside" circle moves) to take one step to the left. Now
each student has a new partner to talk to.
8. Continue this process — asking a new question each time new pairs are formed — until
the students have worked their way around the circle.
Some Questions Include:
How is the presentation of [name a major character who appears in both versions] different in the
[book/story/play] and the movie? [Follow up with:] Why did the filmmakers change the way in
which this character was presented?
How does the tone of the story told in the film differ from the tone of the story told in the
[book/story/play]?
Did this film change the theme or any of the ideas presented in the [novel/story/play]? What
were they? Did these changes improve on the story underlying both the written work and the
movie?

consider posting or projecting the text and asking student volunteers to share their annotations
for reasoning and evidence. Consider posting or projecting the volunteered annotations.
2. Independent Practice
1. After Going around the entire circle, every student will get a super sticky easel
pad and write down some insights and knowledge they gained about adaptations
through discussion based learning with all peers
2. Students are required to create something new they learned and something that
caught their interest
3. Photos of their notes will be shared on a Google drive that all students can access
at their own time.
Concluding Phase
3. Closure/Summary
● Students will write an Exit Ticket on loose leaf paper answering this prompt: How
does learning about adaptations of literature make you view books that have been
turned into movies? Has it changed your perception?
Students must write a minimum of three sentences.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Students will have Homework Due the following day:
- Writing Prompt: How is the adaption of a text through art and images different from films
and on stage as we have previously discussed? Which adaptation would you prefer to do
if you got the permission from an author?
Materials: (items, technology, etc.)

- Youtube Video, google slides, art images of Fences Play, laptops, graphic organizers (t-chart),
smartboard/ projector, Homework Writing Prompt
DAY 5
Lesson Topic:
order to activate prior knowledge Students will also complete Day 5
knowledge. This will also help in - Continue on your work
identifying repeating words and from class. Remember to
knowing the meaning of them will pick one side for your
aid in understanding what is being argumentative paper
read. Note it will be turned in and
graded using the rubric which will
Students will: know how to read, be given.
synthesize, analyze, and evaluate
informational texts which can lead
to a greater, more accurate
understanding of what multiple
adaptations are and how it can be
presented in different forms
Procedure:
Introduction: (10 mins)

Activating Prior Knowledge
1. We ask students: Lets recap on everything we know about adaptations as we wrap up this
unit. Through the usage of a semantic map, students can go up to the white board and add
one response each and discuss.
Anticipatory Set:
1. Students are asked to take out the notes they have on Fences and the scenes they have
analyzed and briefly review them.
2. Students will read it to themselves.
3. summarize their notes and also go back and read about the different ways the adaptations
interpreted the text.
4. If needed, students will be provided with a sentence starter. From what they wrote,
students are then asked to summarize the story using ONE word. Students are asked to
share what word they chose in groups and explain why they chose that word.
1. Direct Instruction (8 minutes)
The teachers will present a Google Slides presentation and explicitly introduce new content
about the comparison between the text and its different adaptations.
Slide 1- Recap of Adaptations and the Different types
Slide 2- Recap of Fences original play script
Slide 3- Recap of Fences in its adopted forms: art, on stage live play and film versions
Slide 4-5: Examples of arguments and evidence that can be pulled through research
Slide 6: Short Response Prompt: Should literature be allowed to be turned into films, live on
stage plays or art?
Middle Phase
1. Guided Practice (12 mins)
Ask students to take out their physical copy or digital copy of Fences. Students will complete an
argumentative essay outline based on the short response prompt given in the powerpoint.
- For evidence they will be instructed to use their browser on their school computer in
order to search up different articles to support their claim. We will complete the
argumentative outline as a class for half of it , asking students what they think goes in
each box. (example of a pros & cons article titled “Relationships between books and
Films”
https://wwivirtualacademy.com/relationship-between-books-and-films-the-pros-and-cons
-of-book-to-film-adaptations/ )
To ensure each student is engaged, ask students to independently fill in the first box, which is
who are the characters in the story. Teachers will walk around the room making sure each
student has answered correctly. For the next boxes, teachers will ask the class as a whole what
they think goes in the boxes.
- For the last box, ask students again to independently fill out the box and once they are
done to share what they wrote with a partner. Teachers will walk around the room
ensuring each student understands the narrative frame and to see if anyone has questions.
1. Independent Practice (10 mins)
Ask students to continue their argumentative essay outline and complete all parts. Students will
be asked to use strategies we learned on comparing both short stories and continue to expand on
their argument
Concluding Phase
1. Closure/Summary (5 minutes)
Exit ticket:
Would you want to watch the entire movie Fences as opposed to just a couple clips?
Once students have answered the questions on a sheet of paper, they will hand them in.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Homework: Continue on your work from class. Remember to pick one side for your
argumentative paper.
Materials: (items, technology, etc.)
Youtube Video, Laptop/ Desktop, Projector and Screen or Smartboard, Character explanation
chart, Fences Play Digital Copy, Concept Map Graphic Organizer, Semantic Map Graphic
Organizer

240 Eec 74 B 83 BCBF 22086

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

240 Eec 74 B 83 BCBF 22086

Uploaded by

Copyright:

Available Formats

DAY 1

Subject: English Language Arts

1. What is an adaptation of a source text?

In using this resource and through the

They will also be provided with different

This will particularly help ELLs, who will be able

The students will share what they have learned

Students with Special Needs will receive

Students will use their semantic maps as a

Content Differentiation Provide Students with Vocabulary and

Powerpoint summarizing the lesson can

Examples of how to complete the graphic

Allow auditory learners

Visual learners create a

Auditory learners give an

Initial Phase Direct Instruction

Direct (Academic Vocabulary)

This direct instruction should take approximately 15-20 min.

Differentiation Consideration: If the skill of annotation is new or challenging to students,

Subject: English Language Arts

Initial Phase Direct Instruction

3. Students will be placed in four groups of 4

1. Who is your favorite character in Fences so far? Who is least favorite?

Initial Phase Direct Instruction

The direct instruction should take approximately 15-20 minutes.

Initial Phase Direct Instruction

Students will get 3 minutes to discuss.

Slide 4: Introduction to worksheet - Venn Diagram

Slide 5: Guidelines to consider when working with adaptations

Circle Chat Signature Pedagogy:

3. The 10 students stand in a circle all facing in the same direction.

students; facing the students in the center circle.

with three students).

each student has a new partner to talk to.

the students have worked their way around the circle.

Some Questions Include:

Differentiation Consideration: If the skill of annotation is new or challenging to students,

Materials: (items, technology, etc.)

Introduction: (10 mins)

Initial Phase Direct Instruction

1. Direct Instruction (8 minutes)

Slide 1- Recap of Adaptations and the Different types

Slide 2- Recap of Fences original play script

1. Guided Practice (12 mins)

You might also like