Lesson #19
RATIONALE Students began working to analyze the story and apply the feminist perspective in their lit circles the day before and were so engaged in this work that they will be given time this period to complete this work in their groups before I introduce their essay assignment. Hopefully this will give greater understanding of the story's structure and the author's intentionality and will allow them to enter the essay assignment with confidence and purpose.
PROCEDURES
OPENER Students will be directed to sit with their LC groups as they come in; groups will be shown on the PB. I will ask students to open the story and I will engage them in a discussion of the story, asking them to identify what tense(s) it is written in, who the narrator(s) is/are, and how it relates to the Little Red Riding Hood story. I will ask open ended questions and document student's answers on the board with a market to show connections between ideas.
BODY OF THE LESSON I will then review the agenda for the group work, which is to finish the work they began the day before and to revise and edit their work before turning it in (critic). I will mark group participation points as they work on a rubric and answer questions as needed while directing groups to work through the story on their own as much as possible.
CLOSURE Students will be reminded to complete these assignments and turn them in.
ACCOMODATIONS Students will work in groups and individually. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION Their question assignment will receive a group grade, and they will get participation points for their group work.
PERSONAL REFLECTIONS / NOTES
PROCEDURES
OPENER Students will be directed to sit with their LC groups as they come in; groups will be shown on the PB. I will ask students to open the story and I will engage them in a discussion of the story, asking them to identify what tense(s) it is written in, who the narrator(s) is/are, and how it relates to the Little Red Riding Hood story. I will ask open ended questions and document student's answers on the board with a market to show connections between ideas.
BODY OF THE LESSON I will then review the agenda for the group work, which is to finish the work they began the day before and to revise and edit their work before turning it in (critic). I will mark group participation points as they work on a rubric and answer questions as needed while directing groups to work through the story on their own as much as possible.
CLOSURE Students will be reminded to complete these assignments and turn them in.
ACCOMODATIONS Students will work in groups and individually. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION Their question assignment will receive a group grade, and they will get participation points for their group work.
PERSONAL REFLECTIONS / NOTES