1st+Set+of+Focus+Lessons

Strand: Writing Process Standard: Prewriting - The student will use prewriting strategies to generate ideas and formulate a plan.  The purpose of this unit is to help students generate ideas and think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts. Students will be able to: - Define “hero” and “hero’s journey”. - Recognize the genre of hero’s journey in different texts. - Provide evidence from different texts to support their understanding of hero’s journey.  - Students will be overtly instructed on the “hero” and the “hero’s journey”. - Students will be shown a short video about how //The Matrix// is a typical example of “hero’s journey”. This contemporary film will help students sculpt their understanding of the hero’s journey because it will relate to their prior knowledge, assuming that most students would have seen this film. This will help to “lure student to the text” (Jago 10). - Students will be given directions for completing a monomyth (a hero’s journey) chart. - For situated practice, students will be split into groups of four to five and will discuss what they think are contemporary examples of the hero’s journey. This will allow students to use generative thinking because they will have to pull from background knowledge and experiences and direct it for analytical purposes. Here lies the foundation of Langer’s first major stance in the process of understanding, being out and stepping into an envisionment. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- In groups, students will choose one example to share with the class. Each member of the group will assign a specific scene to each different part of the monomyth chart. Each student will write their names next to their specific scene in order to be assessed individually. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- A representative from each group will share with the class the example they chose and explain why their example depicts a hero’s journey. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Preparation: o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To prepare for the lesson, I will need to review monomyth and read //The Hobbit//. I will need to make a hero’s journey handout and print copies for class. I will need to prepare a PowerPoint presentation with a definition and examples of a hero’s journey. I will need to look for a trailer depicting a recent movie that portrays the hero’s journey. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduction: o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To introduce the lesson, I will use overt instruction to explain the hero’s journey and how it will be critical for future texts. I will show students a short trailer that depicts the hero’s journey in //The Matrix//, sparking interest in the unit. I will model a hero’s journey by filling out a monomyth graphic organizer of a contemporary text that relates to students’ prior knowledge. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Closing / Summation **:** o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will split the class into groups of four or five and provide them with their own hero’s journey graphic organizers. They will be given the rest of the class period to discuss examples that they believe feature a hero’s journey, choose one of those examples, fill in the graphic organizer, and present to the class the example they chose. I will notify students how they will be formatively assessed: group effort and individual work. o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">During their group discussions, I will walk between groups to ensure they are reflecting on what they have learned, providing guidance, overt instruction, and answering questions when needed. I will assess how students are performing based on their group discussions. If students appear confused, I will halt the activity and provide overt instruction to guide their situated practice. I will then ask for questions and resume the activity. This will allow me to monitor whether my overt instruction aided in students’ understanding or whether my activity was inappropriate for their grade-level. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Graphic organizer worksheets (2 types), PowerPoint, computer, projector screen, paper, pencil, trailer <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This assignment, the monomyth graphic organizer, will be worth two grades: a group and an individual grade. Because the group will work collectively to decide on a certain text, a grade will be given on the appropriateness of their text. The group grade will be influenced by the group members’ engagement. Engagement will be based on whether all members are interacting and critically discussing the activity, not extraneous material. An individual grade will be assessed on the scene provided by each student. Each student’s name will be written next to the specific scene they contributed. I will provide a grade based on their understanding of the assignment. Students’ individual examples will determine whether or not they have comprehended the purpose of the activity and understood the objectives of the lesson. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I will accommodate ESOL students placing them in small groups to encourage socialization and communication. This smaller group setting’s soul purpose is to make ESOL students feel more comfortable when interacting. This will hopefully encourage the sharing of big ideas. I will modify their group work. I will give them an example of a hero’s journey that directly connects a text to their culture. I anticipate that ESOL students would have difficulty in understanding the elements of hero’s journey. Rather than requiring them to fill out a monomyth chart, ESOL students would focus on the idea of a “hero.” They will be asked to name three heroes, one from their neighborhood, school, and home, and discuss in their group why those people inspire them. In a brief paragraph, they will be asked to reflect on their heroes. I will monitor their group by answering any questions or concerns they have about the lesson. I will assess whether they understand the activity by listening in on their discussions and by asking guiding questions LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information LA.910.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests LA.910.3.1.3 The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Lesson 1 – A Hero’s Journey (1 day) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">A. Purpose of the Unit/Concept (long term goals): **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">B. Objective for this lesson (short term goals): **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">C. Process/Procedures for Students **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">:
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">D. Process/Procedures for Teachers **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">:
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">E. Materials Needed: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">F. Assessment: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">G. Accommodations **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Sunshine State Standards: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strand: Literary Analysis <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard: Fiction - The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The purpose of this unit is to help students think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be able to: -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Analyze character motives by examining character traits in the text. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">List sensory elements from the text that contribute to the setting of the first chapter. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be handed copies of J. R. R. Tolkein’s //The Hobbit//. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will read half of chapter 1 silently along with audiobook to hear the reader’s voice. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be asked questions with regards to what the first few pages are telling them, what is a hobbit home, and what they believe the story is about. This will model a close-reading of the text. It will “examine the text in minute detail, …[helping students to] develop the skills to become powerful readers” (Jago 54). -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will independently write for 10 minutes about the sights, smells, and sounds of a hobbit home. Their topic will suggest, “Envision entering Bilbo’s home. List everything you see, smell, taste, and touch to describe to your reader your experience in his hobbit hole.” -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will form groups to discuss their sensory encounters. They will “be in moving through an envisionment…[Students will be] immersed in their understandings, using their previously-constructed envisionments, prior knowledge and the text itself to further their creation of meaning” (Langer). -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For next class, students will be asked to ask their parent/guardian for a story about a journey he or she had. Students will summarize the story they heard in writing. They will also be asked to read the rest of chapter 1 for next time, jotting down questions and/or concerns they have about the text. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">During the next class, students will be grouped to discuss the stories they found out about their parent’s/guardian’s journey. They will have the option to share their stories with the class. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be reminded of the first half of chapter 1 through overt instruction. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be given the opportunity to raise questions they had about the rest of the chapter. They will also be asked similar questions posed the day before. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">As a class, students will be asked to fill out a graphic organizer of Bilbo’s family traits. They will help me list characteristics that Bilbo got from his Took side or his Baggins side. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In situated practice, students will be asked to create their own family traits organizer, in which they list the characteristics they believe they have received from one parent/guardian or another. They will be asked to determine which of those characteristics they believe could help them transform into a hero. This will interest students because they will be able to see heroic traits in themselves. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be introduced to the idea of hero’s journey in chapter 1. This will scaffold their understanding of hero’s journey for future chapters. They will be asked to read chapter 2 for next class, jotting down questions and concerns. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To prepare for this lesson, I will read //The Hobbit//, paying particular attention to chapter 1. I will prepare materials, such as graphic organizers and audiobooks. I will prepare essay prompts and discussion ideas. I will prepare engaging, open-ended questions to capture my students’ attentions. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduction: <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: yellow none repeat scroll 0% 0%; font-family: "Courier New"; font-size: 12pt;">o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To introduce this lesson, I will use overt instruction to give a brief description of the author and his purpose for writing this story. I will ask students to read along with the audiobook for the first half of the chapter. I will attempt to gather from students what is going on in the text, who are the characters and what are they like, as well as what is a hobbit home. I will get students interested by helping them step into the story. I will ask students to respond to a prompt pertaining to the sensory details of Bilbo’s home. This will help them become “carried along with the text” (Langer). I will group student to discuss their experiences in Bilbo’s home. For the next class, I will ask students to write a story about one of their parent’s or guardian’s journeys.<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: yellow none repeat scroll 0% 0%;"> -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Closing/Summation: o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To conclude chapter 1, I will begin the second class by asking students to share their family member’s journeys with other students in their group. I will provide overt instruction, summarizing the previous day’s lesson. To gather students’ understanding of the rest of chapter 1, I will scaffold questions similar to those I asked the day before. This will allow students to connect to and reflect on what they have learned. o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For a closing activity, I will model a graphic organizer that includes the character traits of Bilbo Baggins. It will demonstrate which traits he received from his Took side of the family, his mother’s, and what he received from his Baggins side, his father’s. I will then ask students to create their own graphic organizer that includes the traits they received from either their parents or guardians. I will then ask them to explain which traits would help them become a hero. o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will use overt instruction to introduce the idea of the hero’s journey as it pertains to chapter 1. I will ask them to read chapter 2 for the following day. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">J. R. R. Tolkein’s //The Hobbit//, graphic organizers <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This lesson will have a total of three assignments that will be assessed. Each assignment will be graded based on whether it has sufficient detail and support. Participation points will be awarded to students who engage in their discussions. Participation points will not be awarded to those who do not contribute ideas to their group. Formative assessment will be used when evaluating discussions. Before I ask open-ended questions to further their knowledge of the text, I will already have an idea about what their answers should be. If students’ answers stray away from the text, I will have to guide my questions even more to place students on the right path. Given the many activities for both days, instruction time might be limited. I will have to keep this in mind when assessing their work. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">During the reading of the first chapter, students will have to focus, using listening composition, on the speaker’s voice on the audiobook to develop pace and tone at which the text should be read. The first chapter of the audiobook might have to be replayed for ESOL students in a separate group. For the first activity, ESOL students will be grouped together. Each student will take on one of the five senses and describe what he or she hears, smells, tastes, sees, or feels in the setting of Bilbo’s house. For a few minutes, they will write about their chosen sense and use as much detail from the story as possible. They will have to reread the text to gather their information. In their group, they will be asked to orally describe their selected sense. I will observe to ensure a successful understanding of the activity and text. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">For their homework assignment, rather than only asking a family member for his or her journey, ESOL students can ask a schoolmate who is not my student, their neighbor, or someone else in their house, such as a sibling for a journey. This will provide them with more opportunities to gather journeys from different resources. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">For the third activity, I would accommodate the lesson by asking ESOL students to list qualities about themselves rather than specific traits from one parent or guardian. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">These accommodations will meet the needs of ESOL students within the context of the regular classroom because they are individualized to help those students understand the text in a more comprehensive way. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> **Sunshine State Standards:** LA.910.1.7.1 - The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection LA.910.1.7.3 - The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details LA.910.2.1.5 - The student will analyze and develop an interpretation of a literary work by describing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery)<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> **<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Lesson 3 – Chapter 2 (1 day) ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strand: Reading Process <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The purpose of this unit is to help students think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be able to: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. Students will list characteristics of the main types of characters listed thus far in the text (i.e. dwarves, wizards, trolls) and foreshadow, in their journals, how the traits of those characters might influence the traits of Bilbo Baggins. This activity will build off of last class’s exercise and the introductory lesson. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2. As a class, students will be asked questions pertaining to their understanding of chapter 2 that assess their understanding of the text. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3. Students will be introduced to the character development timeline, in which they list three or four events per chapter that they believe are significant to Bilbo’s development. In addition to listing the events, they will have to explain their rationale for why they might be significant to Bilbo. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">4. Students will see a model of the character development timeline and work in groups to replicate this model in their own creative way. This will be the only time they work together as a group on this activity. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">5. Students will be asked to share their timelines to assess their understanding of chapter 2. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">6. For next class, students will be asked to complete their character timeline for chapter 3. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To prepare for this lesson, I will have to reread chapter 2 and prepare an example of the character timeline to model to students. I will prepare a set of open-ended, guiding questions that aim to pull out from students their understanding of the material. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduction: o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To introduce the lesson, I will connect Lesson 2’s last activity to Lesson 3’s beginning activity by asking students to list traits of the characters they have encountered thus far and connect how they might influence Bilbo’s demeanor. o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After a discussion of their entries, I will ask students guiding questions that encourage them to answer. Their answers will allow me to formatively assess their level of understanding of the text. o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will overtly explain the components of a character timeline that they will be working on throughout the unit because their timeline will visually represent Bilbo’s development from the beginning of the novel to the end. I will follow this explanation with an example of my own character timeline. -<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Conclusion: o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will group students and allow them to create their own character timelines. o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will ask students to share their timelines with the class and explain their rationale. o<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For next class, I will ask students to create their own timelines for chapter 3. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Paper, pencil, journals, //The Hobbit// <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">A formative assessment will be used in class discussion to determine where the class’ comprehension of the text lies. If students are not responding accurately to the guiding questions, either a different set of questions have to be asked or a clarification of the text has to be made. Students’ journal entries will be assessed based on the completion of their lists and their support for their arguments. Another formative assessment will be used to determine how well their understanding of the character development timeline was. I will stroll around the room listening in on why groups chose these scenes that they did and how they related to Bilbo. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">ESOL students will be grouped together in small groups to encourage group discussion. Rather than connecting characters’ traits to their influence on Bilbo, ESOL students will list traits and their equivalent page numbers to show evidence. Rather than two or three events, these students will only be required to list one event for the character timeline. This will allow for more oral communication on the reasoning for choosing that event. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> LA.910.1.7.5 - The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text; <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Lesson 2 – Chapter 1 (2 days) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">A. Purpose of the Unit/Concept (long term goals): **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">B. Objective for this lesson (short term goals): **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">C. Process/Procedures for Students: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">D. Process/Procedures for Teachers: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">E. Materials Needed: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">F. Assessment: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">G. Accommodations: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">A. Purpose of the Unit/Concept (long term goals): **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">B. Objective for this lesson (short term goals): **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">C. Process/Procedures for Students: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">D. Process/Procedures for Teachers **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">E. Materials Needed: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">F. Assessment: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">G. Accommodations: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Sunshine State Standards: **