Lesson: War Comes to Willy Freeman - Chapter 3: Plot Elements II

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Lesson Objective

1. Identify elements of the exposition, foreshadowing and imagery in the first two chapters of the novel. 2. Analyze chapter 3 for plot elements.

Lesson Plan

Do Now:

- Students have a reading quiz over the previous night's reading.  They are to answer the questions in complete sentences and then turn in their quiz.  

- Once time is up all students must turn in papers.  Review answers.

 

You Do:

-Before they begin reading, students must review elements of exposition from chapters 1-2.  Using yesterday's notes and working with a partner, they are to complete the chart that asks questions regarding characters, setting, conflict, and point of view.

- After 8 minutes, review answers with students giving positive feedback to groups who worked well and answered correctly.

We Do/You Do:

-Before students begin reading, review the Active Reading Strategy:

1. Know the question you will be asked to answer

2.  Circle key terms

3. Underline important phrases

4. Bracket significan paragraphs

By using this strategy, students will be able to identify answers to question and identify plot elements in the future.  This information will be readily available for them when they need to come back to this chapter later.

- Students begin reading the chapter and answer the questions.  Questions vary from lower-level comprehension to higher-level analysis.  It is important to have the students identify their answer first and then review as a class.  

 

HMK:


Students will not be reading a new chapter for homework.  Instead, they will be answering questions based on chapters 1-3.  This is in preparation for a skill check in three days over plot elements and chapters 1-5.  If time allows, let them begin in class.

 

 

What went well?

Again, in this chapter there is constant action and a major character (thus far) dies.  Students really get captured by the action and are engaged.

 

What would you change?

To help students remember the literary element vocabulary, like protagonist and antagonist, employing Whole Brain Teaching strategies to memorize definitions would help.  This strategy includes attaching hand and body gestures to represent words in the definition and ultimately creating a more "complete" learning experiences that engages the sense of touch, sight, and sound.

 

What needs explanation?

Students need examples of what constitutes major versus minor characters and 1st, 3rd limited, and 3rd omniscient point of view. 

Lesson Resources

LL7_WCWFCh3&PlotElementsII.doc  
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LL7_WCWFCh3&PlotElementsII_KEY.doc  
375
LL7_WCWFCh3&PlotElementsIIA.doc  
327

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