"The King Is Dead, Long Live the King" - Independent Reading

Unit 9: The Victorians
Lesson 4 of 7

Objective: SWBAT interpret "The King Is Dead, Long Live the King" through reading independently, answering comprehension questions, and writing a reader response to the text.

Big Idea: "It is what a man thinks of himself that really determines his fate." ---Henry David Thoreau

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Standards:

RL.11-12.1 RL.11-12.10 W.11-12.9

Subject(s):

English / Language Arts, British literature, Literature, Victorian Period, King Is Dead, Long Live the King, Common Core Alignment, Culture for Learning

100 minutes

My classes are held in 100-minute block sessions. The lesson below outlines lesson plans for a substitute since I was absent. Students read "The King Is Dead, Long Live the King" independently, answer comprehension questions, and write a one-page response to the story.

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"The King Is Dead, Long Live the King"

100 min

Student Ownership:

Reflection

Students complete the following assignment:

Read "The King Is Dead, Long Live the King."
Answer the comprehension questions (Assignment: Comprehension Questions). The assignment handout includes questions in sequential order. (Note: Student work includes answers to these same questions in order, the numbering is different since I chose select questions from our literature book The Language of Literature (McDougal Littell, 2003).)
Write your one-page response to the story that answers: What do you think of the story? Why? Provide three examples from the text with parenthetical citations to support your response. (Please view the narration video for more insight into the one-page response, an overview of student work Narration: One-Page Reader Response).