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

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

Lesson Author

Elizabeth Watts Bromery, Ph.D.

Pembroke Pines, FL

Grade Level

Twelfth grade

Subjects

English / Language Arts

British literature

Literature

Victorian Period

Standards

RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

W.11-12.9

Draw evidence form literary or informational texts to support analysis, reflection, and research.

Lesson Overview and Note to Teachers

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.

"The King Is Dead, Long Live the King"

100 minutes

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).