I begin this lesson by passing out my monthly Parent Newsletter. I write a monthly class newsletter informing parents about what we are going to be reading as well as supporting a crucial partnership with my students' parents. We read the newsletter aloud before beginning the activator. As an educator i am always looking for ways to inform parents as well as develop a real partnership for teaching and reaching their children and my students. I recommend you add a newsletter to your parent outreach goals.
I want to make this lesson have real life relevance for my students. For the activator I ask them to write about a time that they needed to be somewhere, and pretended that they were involved but really did not want to be there.
After this quick write of their experience I ask students to report out by sharing with a partner and and then ask for a few volunteers to share their experience with the class. I then explain that being a teenager and having to be in a place that you rather not be but felt pressure to pretend that you wanted to there, is a theme of the memoir we will be reading called Salvation by Langston Hughes.
I increase the time that I usually allot for this part of my lesson because of the information I feel necessary needing to be covered before reading of the text.
Next I ask students to think of words that come to mind when they think of the word Salvation. I pick on a few students to share their thoughts and then ask them to write the word Salvation and its meanings on slide#7. They continue to write the vocabulary words on slide #8 in their journals.
RL.9-10.4 focuses on determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone. The author's use of the literary terms and irony, drives the theme in this essay. I review irony by showing photos illustrating irony, slides #9-13, and ask students to discuss why they portray irony?
I check for understanding by facilitating a discussion on irony and asking students to explain their thinking.
I pass out an adapted version of the essay Salvation and ask students to read at least pages 1-3. Not unlike my past short stories, information is "chunked" making the text more accessible for all students, and especially those who struggle with reading comprehension.
I circulate among the class using guided practice by checking for understanding while students read silently and answer the integrated questions.