Lesson Plan 2.5 - Setting and Point-of-View
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Overall Expectations |
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1. Reading for Meaning: students read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 5. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; |
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Specific Expectations |
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READING: 1.3 identify the most important ideas and supporting details in texts; 1.5 extend understanding of texts by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; AUDIO-VISUAL AIDS: 2.7 use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience |
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Learning Skills (Where applicable): |
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In-depth reading and systematic annotating will assist students as the texts read become more complex. |
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Learning Goals |
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You will learn to give serious thought to the setting of stories and the various ways that writers choose to reveal their characters; demonstrate insight into the way writers communicate meaning as well as identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts. Update: Oral Sharing of Freytag's Pyramid Assignment from yesterday Update: Brainstorming and Planning of Assignment 3 The Swimmer |
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By the end of this you will be able to identify a variety of text features especially about setting and the internal and external rendering of characters. |
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Materials and Resources |
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Araby by James Joyce Dead Men's Path by Nigerian writer Chinua Achebe Quite Early One Morning by Dylan Thomas Short Story Analysis PPTX |
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Timing (min) |
Lesson |
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5 |
TODAY'S ICEBREAKER Done How would your friends describe you? Update: Favourite Fast Food |
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5 |
INTRODUCTION VIDEO Done Students read X by Lois Gould. So, we now have an additional character trait. The non- binary character. Binary means two and when referring to human beings and their gender we have traditionally discussed two male +female. Trans-gender meaning. We are beginning to see non-binary and transgender people appearing in literature. Can we consider them Archetypes? Yes, but remember individual human contain many archetypes – we are not Flat but Round. Consider the use of conflict in the story. With Society. The story is filled with paradox. (contradictions). Also Situational Irony (the children come to accept the non-binary X character. There’s a Utopian premise in the fact that the story is presented as a government experiment, but actually nobody is forced to declare the gender of their baby. It’s a social construct. We raise boys and girls differently. The story examines exactly why and the end result. |
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15 |
Short Quiz: (AS LEARNING) 5 points per answer) Done 5 short answer questions |
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10 |
Video Lecture #1 Done Read aloud Quite Early One Morning by the Welsh poet Dylan Thomas. Who died young at age 39. (1914–53) In 1953 he narrated on radio Under Milk Wood, a portrait of a small Welsh town, interspersing poetic alliterative prose with songs and ballads. AVOID too many references to Sound Imagery. There is a version online of him reading. |
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30 |
Activity #1 Re-read Quite Early One Morning by Dylan Thomas aloud into your Moodle Activity and as you read pause on as many examples of sound imagery as you can identify and tell why it is sound imagery. You should be able to read through most of the short story in the time frame given. |
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10 |
Video Lecture #2 Done
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35 |
Activity #2 Read Araby by James Joyce (1882-1941. Joyce is Ireland's most famous novelist. He also wrote a number of excellent short stories. This story is set in Dublin, Ireland and contains many cultural and social references. In preparation for the Discussion Forum to follow, consider the dynamics of the Irish family, the community etc How is the First Person narrator's character revealed? Is he intuitive? Rational? Emotional? Are there any instances of Irony in this short story? What about Understatement? Impressionism? Is the boy Flat or Round? Dynamic or Static? |
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20 |
Video Lecture #3 Done
Transition: Introduction to Araby and teacher begins reading |
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30 |
Activity #3: Return to your reading of The Swimmer by John Cheever. This is the longest story in the unit. Create a chart that plots the shifts in setting from pool to pool. In your chart indicate who Neddy meets at each new pool and neighbor’s area he enters. Briefly describe what happens they that reveals something about his character. In another part of your chart indicate if the revelation of the particular character trait comes from the narrator, some behavior, a conversation with someone else or an interaction etc. |
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20 |
Araby by James Joyce: How is the First Person narrator's character revealed? Is he intuitive? Rational? Emotional? Are there any instances of Irony in this short story? What about Understatement? Impressionism? Is the boy Flat or Round? Dynamic or Static? |
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Assignment AS Learning / Homework |
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Please answer a few short reflection questions based on Lesson #3 on the Exit Card on the Moodle Course Page |
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Assessment Strategies Check all that apply (Teacher may modify the list) |
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For Learning |
As Learning |
Of Learning |
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Student product:
Observation:
Conversation: X Student teacher conferences X Small group discussions |
Student product:
X Homework □ Self-analysis sheet □ Peer-analysis sheet Observation: Whole class discussions Group discussions Conversation: X Student teacher conferences X Small group discussions
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Student product:
Observation: □ Student-led discussion/debate
Conversation: □ Student teacher conferences □ Question and answer session |
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Lesson Tools Check all that apply (Teacher may modify the list) |
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Direct Instruction □ Structured overview □Lecture □ Compare & contrast □ Socratic method □ Demonstrations |
Indirect Instruction □ Problem solving □ Case studies (short stories) □ Reading for meaning □ Inquiry □ Reflective discussion □ Writing to inform □ Concept formation □ Concept mapping □ Concept attainment |
Instructional Skills □Explaining □Demonstrating □Questioning |
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Interactive Instruction □ PowerPoint □Video clip □ Debates □ Role playing □Brainstorming □ Peer partner □ Learning/analysis □ Discussion □ Laboratory groups □ Cooperative learning □ Groups □ Jigsaw □ Problem solving □ Conferencing |
Independent Study □Essays □ Computer assisted □ instruction □ Journals □ Learning logs □ Reports □ Learning activity packages □ Correspondence lessons □ Learning contracts □ Homework □ Research projects □ Assigned questions □ Learning centers |
Experiential Learning □ Field trips □ Conducting □ Experiments □ Simulations □ Games □ Story telling □ Focused imaging □ Field observations □ Role-playing □ Model building □ Surveys □ Case studies |
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