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Author: Erica
Lesson Plan:
Audience: 7-10 grade
Aim:
Do you learn more after discussion with peers as opposed to reading on your own?
Objective:
1.The students will be able to make connections between the story and the outside world
3. The students will be able to identify their visualization of a section the piece and describe what it
NYS Standards:
Standard 1- Students will read, write, listen, and speak for information and understanding.
Standard 2- Students will read, write, listen, and speak for literary response and expression.
Standard 4- Students will read, write, listen and speak for social interaction.
Materials/ Technology:
Index cards with descriptions of the jobs and color and number
Job worksheets
Anticipatory Set:
The teacher will point out that on their tables is a job sheet and a copy of “The Story of an Hour.” The
teacher will briefly describe when and where the story was written and some background information on
Kate Chopin’s life and writing. The teacher will say, “We all have secret lives,” and discuss some of the
different lives the students might lead out of school and in school. To give the students a purpose for
reading she will ask the students if they can infer what Mrs. Mallard’s secret life is.
Differentiation / Modifications: The students will be working in random groups to discuss the job that the
group was assigned. The students will switch groups and, acting as a representative for their prior group,
Procedure:
1. (1 min) As students enter the room they will receive a colored coated and numbered index card with a
job and description on the back. They are to sit at the table that matches their color on the card.
2. (2 mins) The teacher will review what is due on Monday, hand back and collect any homework.
4. (5 mins) The teacher will focus the students attention to the job sheet at their tables. She will explain
each of the jobs: Artful Artist, Captain Connecter, Discussion Director, Vocabulary Enricher and the POV
Converser. The teacher will tell the students to keep their jobs in the back of their head while we read the
story.
5. (10-12 mins) The teacher will conduct a read along of “The Story of an Hour.” The students are
6. (10 mins) Guided Practice- Students will begin cooperatively working in their job groups. They should
7. (10 mins) Checking for Understanding- The teacher will walk around the room asking groups critical
2. Why do you think Kate Chopin had Louise die at the end?
3. Can you list some of the new vocabulary words you learned from this story?
4. What was the relationship like between Brently and Louise?
5. Evidence an understanding of the relationship between the historical period of the story and the
construction of gender.
8. (1 min) The teacher will ask the students to put their pens and pencils down. They are to turn their index
card over and look at the number on the back. The students will now switch to the table with the matching
9. (5mins) Closure: The teacher will redirect the classes attention as a whole group. She will ask questions
4. 2. What did you learn from the discussion that you didn’t notice when reading the text?
Assessment: The teacher will collect the sheets at the end class for a homework grade.
Discussion Director/Facilitator
You are responsible for writing down thought-provoking questions that will create a good group discussion
on the story/play/poem you are reading. You are the leader of the group. It is your job to keep the
Your job is to choose parts of the story/play/poem to read aloud to the group. The idea is to help students
remember some interesting, powerful, puzzling, or important sections of the story. The Literary Luminary
must decide which passages or paragraphs are worth reading aloud, and justify the reason for selecting
them.
If the Discussion Director is out, you are responsible for keeping your groups discussion going.
Captain Connector
You are responsible for finding connections between the story/poem/play and the outside world. Your job is
to connect this material to any of the following: your own life, happenings at school or in the community,
similar events at other times and places, other books or stories, other writings on a similar topic, or other
Point of View
Your job is to retell the story/poem/play in the point of view of another character in the story/poem/play.
Discuss in your group what some of the other characters saw, heard, his or her actions and what they might
have said in the story to establish their point of view. Use your imagination.
Artful Adventurer
Your job is to create an artistic representation on a particular part in the story/poem/play that created a
vivid image in your minds as you were reading. You may use any artistic method you choose. You must be
Vocabulary Enricher
You are responsible for finding important vocabulary in the story/poem/play. Vocabulary selected should
focus on words that are unfamiliar, interesting, important, repetitive, funny, puzzling, descriptive, vivid or
Discussion Director
As the Discussion Director, it is your job to write down some good questions that you want to talk about in
your group. List a minimum of five thought provoking questions below. (Think of these starters: Why...,
1.
2.
3.
4.
5.
Literary Luminary
As the Literary Luminary, it is your job to read aloud parts of the story/play/poem to your group in order to
help your group members remember some interesting, powerful, puzzling, or important sections of the text.
You decide which passages or paragraphs are worth reading aloud. You must justify your reasons for
selecting them.
* Personally meaningful*
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Captain Connector
As the Connector, it is your job to find connections between the story/play/poem your group is reading and
Think about a minimum of three connections today's reading reminded you of. List the connection and
1.)
2.)
3.)
Artistic Adventurer
As the Artistic Adventurer it is your responsibility for sharing an artistic representation of the material you
read for today’s literature circle. Some ideas for sharing may include: a character, the setting, a problem, an
On the lines below please provide a written description of what you shared and explain how it represents a
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In the space below please draw or explain or provide your artistic vision.
Vocabulary Enricher
As the Vocabulary Enricher, it is your job to look for especially important vocabulary words within the
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
When your group members meet, help them find and discuss the words you have chosen. You might discuss
the following:
POV Converser
As the Point of View Converser it is your job to retell the story/play/poem from another characters point of
view. Discuss in your group what some of the other characters saw, heard, his or her actions and what they
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