Double Jeopardy: Reviewing Gothic Literature through Presentation
Lesson 10 of 11
Objective: SWBAT cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text through a review of works read in the unit.
In this lesson, I want to review for the Gothic Literature test that students will be taking the next day. To change it up a bit, I plan to have students create a book jacket where they will be focusing on central ideas, conflict, themes, and characterization. I have enclosed directions for the book jacket. The book jacket is Common Core aligned as it requires students to find specific text support to support all information. This assignment is a great way to review significant points in a project-based style. It also pairs well with those students who prefer or excel in more kinesthetic-type assignments.
Daily Language Practice
In this section, I will put two sentences on the projector and ask students to look for errors. I ask for volunteers or I pull popsicle sticks to call on students. We review the errors whole class.
In this section of the lesson, I would like to review the works read in this unit. To give a more creative flair to the lesson, I have assigned students to make a book jacket on one of the stories in the unit. Students will use the opportunity to identify major ideas and themes in the work.
I will make sure that each book is covered in the unit. Students will then show and explain their jacket as a review.
To review the unit, the class plays Gothic jeopardy. I usually will give out extra credit points to the winning team. Depending on the class size, I may have two or four teams and just volley back and forth. The questions pertain to information covered in class readings and notes. To align this activity to the CCSS, instead of answering in the form of a question, students must answer the questions with evidence from the text. Accordingly, students will have all works available to them as we play the game.