TPA Lesson Plan 11-13-2014
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1. Teacher Candidate
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Sarah
Garza
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Date Taught
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10/08/15
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Cooperating Teacher
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Rick
Haverman
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School/District
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On Track
Academy
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2. Subject
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English/Language
Arts
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Field Supervisor
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Stephanie
Boughter
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3. Lesson Title/Focus
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Analyzing Novel
Themes
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5. Length of Lesson
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20 minutes
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4. Grade Level
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10th-12th
grade alternative
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6. Academic & Content Standards (Common Core/National)
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· RL.9-10.2: Determine a theme or central idea of a
text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
· SL.9-10.4: present information, findings, and
supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience and task.
· W.9-10.10: Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and
audiences.
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7. Learning Objective(s)
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· Given a list of novel passages, students will locate the page
numbers, and indicate the correlating theme by working together in
teams.
· Given the sheet with indicated passages, themes, page numbers and the
assigned novel, students will discuss and analyze themes by
indicating relevant passages and presenting real life experiences to the
class.
· Given the information students just discussed in class, students
will demonstrate something they learned during class by completing
a 5-minute free write.
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8. Academic Language
demands
(vocabulary, function, syntax, discourse)
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· Vocabulary: Analyze, theme, correlate, relevant, free
write
· Function: Students will participate in the scavenger
hunt for novel themes, the following discussion and the end with the free
write.
· Syntax: Students will use critical thinking to
find passages, remember their reading, and have examples to talk about during
discussion.
· Discourse: Students will work collaboratively,
discuss as a whole group, and have time to work through personal thoughts and
feelings after the lesson is complete.
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9. Assessment
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Formative: team worksheet
Formative: 5-minute free write exit task
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10. Lesson Connections
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· Research: A. Dingli, C. Bonello,
and G. Farrugia’s
research shows that using more non-traditional styles of teaching in
classrooms yields ultimate learning benefits for students overall. Both students
and teachers see the benefits of using game-like activities to learn in the
classroom.
· Past Lessons: free
writing, book talk
· Further Development: writing
a response paper, citation
· Building on previous knowledge: Students
should have already read the book. Discussing major themes within the novel
can help students better understand it’s deeper meaning, relate with how
other people interacted with the content, as well as how it is relevant to
their lives.
· Why teach this: This
novel deals with very real issues that many high school students deal with on
a daily basis. Talking about these things in relation to a novel, can help
students develop a sense of community, as well as see relevancy in what they
do in school and their personal reality. This will also help students
practice working collectively to complete a common goal, work with others
collaboratively, and discuss opposing/ or hard-hitting opinions in a
respectful and productive way.
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11. Instructional Strategies/Learning Tasks to Support Learning
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Teacher’s role
· I will begin by
dividing the room into two groups by having students count off in 2’s.
· Once divided, I
will explain to students that they will be participating in a competition.
· I will hand them a
sheet of paper with book quotes, and a theme bank.
· I will explain that
whichever team can find the quote, write the page number and correctly
identify the theme it relates to will win a prize. (5min)
· I will answer any
questions students may have, and then initiate the start time.
· (5 min)
· Once a group has
completed the task, we will go over the items as a whole class, if they get
one wrong, the other team will have the chance to steal and take the game. (2min)
· Once the game is
over, I will distribute the prizes (candy) then we will go ahead and begin
analyzing the themes they had just found within the book.
· Students will be
encouraged to find other instances and page numbers that further present the
themes, as well as relate their life experiences to the text. (5min)
· Once students have
exhausted their conversation, I will give students time to free write
something about what they liked about either the game, or the discussion.
They will turn this into me at the end of the class time. (3min)
· Questions:
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Tell me some more about these themes: how they were
portrayed in the book, and how they made you feel while you were reading?
· Considering these
themes, what connections were you able to make to your own life while you
were reading?
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Students’ Role
· Students will be
asked to count off in 2’s and move to the side of the room to sit with their
assigned number.
· They are to listen
to directions, and when they are directed, they will look through their novel
and collectively search for the given quote. They are to indicate which theme
each quote symbolizes.
· Once they feel that
they are finished they are to all raise their hands.
· Students will list
their answers to the class, and if they are all correct, they will win the
candy prize.
· During discussion
about themes, students will be asked to talk about the given themes as they
read them in the novel.
· Students will be
asked to provide the specific page number as evidence and follow along with
whoever is sharing.
· Students should actively
discuss their experiences both with the novel and their experiences in
reality and how they relate.
· For the free write,
students should continuously write about what is on their mind post-lesson
and turn it into me before they leave.
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Student Voice:
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Students will have the opportunity to discuss their
thoughts as a large group about the novel.
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Students will have the opportunity to share their
feelings about the lesson/ what they learned/what they liked about the lesson
in the free write exit task.
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Students will be able to talk about their process in
the group discussion: why did they choose the themes they did, and how those
themes are relatable to their lives?
· Given a list of novel passages, students will locate the page
numbers, and indicate the correlating theme by working together in
teams.
· Given the sheet with indicated passages, themes, page numbers and the
assigned novel, students will discuss and analyze themes by
indicating relevant passages and presenting real life experiences to the
class.
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Given the information students just discussed
in class, students will demonstrate something they learned during
class by completing a 5-minute free write.
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Future: following this
lesson, students will have a better understanding of the novel’s major themes
and ideas. Working through these with classmates helps them gain a more broad
appreciation for how other people experience the world. Students will be
writing a short paper discussing the themes in the book and relating it to
personal events in their own lives as a summative assessment.
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12. Differentiated Instruction
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· If a student were not physically able to
move around in the room, I would allow him/her to stay in their seat and be
with the team closest to them.
· For students who have trouble reading or
writing, they will be in a group where their teammates can help them
accomplish the task.
· For students who don’t thrive in large
groups, they will have the opportunity to work in smaller groups, and have
some personal time during the free write to work through their thoughts about
the lesson.
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13. Resources and Materials
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· Ideas for this lesson came from my students
and brainstorming how they would like to learn the material.
· I
will need: candy, worksheets,
my copy of the novel
· Students
will need: paper,
pencil, their novels, worksheets
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14. Management and Safety Issues
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· Whenever you are having students compete at
something, it can tend to get rowdy. While students are in the team setting,
I will need to be walking around the classroom to make sure all students are
engaging in the task at hand and that they are not getting too rambunctious.
· I will also need to make sure there are no
food allergies before I bring candy into the classroom.
· It is also important that I create a safe
space for students to be able to share hard-hitting life experiences with the
class. Bullying and/or inappropriate remarks towards other students will not
be tolerated during discussion.
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15. Parent & Community Connections
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· In order to incorporate good discussion, I
will be asking students to not only discuss the book’s themes as they are portrayed
in the book, but they will also need to relate any life experiences dealing
with these ideas to the class to enrich discussion and bring in cultural and
community connections.
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The Absolutely True Diary of a
Part-Time Indian
Scavenger Hunt Race
Directions: given
these quotes from Sherman Alexie’s novel, you are to search through your copy
of the book, locate the page number of the quote, as well as indicate the theme
from the theme bank that correlates with it. Whichever team finishes first (and
answers correctly) WINS.
Alcoholism Death Identity Self-Esteem
Sexuality Hopes and Dreams
1. “I’d never guessed I’d be a good
basketball player. I mean, I’d always loved ball, mostly because my father
loved it so much, and because rowdy loved it even more, but I figured I’d
always be one of those players who sat on the bench and cheered his bigger,
faster, more talented teammates to victory and/or defeat.”
Page_______________ Theme____________________________________________
2. “I am a zero on the rez. And if you
subtract zero from zero you still have zero. So what’s the point of subtracting
when the answer is always the same?”
Page_______________ Theme____________________________________________
3. “Arnold,” she said one day after school,
“I hate this little town. It’s so small, too small. Everything about it is
small. The people here have small ideas.”
Page_______________ Theme____________________________________________
4. “Why would I want to be in the world if
I couldn’t touch the world with all of my senses intact?”
Page_______________ Theme____________________________________________
5. “And the thing is, Miss Warren was
hugging me so tight that I was pretty sure she could feel my, er, physical
reaction.”
Page______________ Theme___________________________________________
6. “He looked at me and I swear to you that
he understood what was happening. He knew what dad was going to do. But Oscar
wasn’t scared. He was relieved.”
Page______________ Theme___________________________________________
Answers
1. p. 179 Identity
2. p. 16 Self- esteem
3. p. 111 Hopes and Dreams
4. p. 158 Alcoholism
5. p. 201 Sexuality
6. p. 13 Death
