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b. Materials from previous day’s class
c. Pencil and paper
d. Prewriting handout (see at bottom)
H. Assessment
a. There will be summative assessment based on the final draft of their point of view narratives (which will be submitted in later lessons and worth around a quiz grade), and formative assessment based on their conscientious work on it during the time given (and on their future peer editing which will also occur in future lessons) which would both count toward class participation.
After those concluding focus lessons, the unit would end with the peer editing and revision of the point of view narrative, and with the final work on and presentation of the class wiki projects. The wiki projects would be presented in class to their fellow students, and possibly to their parents if an event could be arranged. Students will have the opportunity to work together for several periods finalizing their projects and posting them up to the class wiki before these presentations took place. Students will also be given the opportunity to post their narratives up on the class wiki of The Hobbit.
My lessons fit in well with the overall unit because they serve to help synthesize long running assignments and themes from the unit (character development chart and hero’s journey) and also encourage perspective taking, one of the big ideas we wanted to encourage. “Up” is appropriate because it offers a welcome change of pace to students while still being academically rigorous by requiring them to use developed tools in an alternate context. It also provides an opportunity for individual assessment, something hard to gather when there is a lot of group work going on.
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Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
Top of Form
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 1 day lesson
Sunshine State Standards: (www.floridastandards.org/)
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); “
Esol Standards:
13, 16, & 22
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to accurately complete their hero’s journey charts based on their evolving understanding of the hero’s journey.
Students will be able to recognize and discuss the similarities and differences between the rules of their world and the world of the story.
Students will be able synthesize and make conclusions about the character changes Bilbo has experienced.
Students will be able to consider the situation (Bilbo’s homecoming: standards and expectations) from multiple perspectives.
Process/Procedures for Students
Students will have read chapter 19 for homework and will have attempted to complete their hero’s journey charts.
Students will get together in pairs to review their work on hero’s journey charts.
Students will discuss: Standards and expectations of community:
i. Was Bilbo’s homecoming what you were expecting? Why or why not?
ii. Bilbo is being treated differently now by his community – he is practically a pariah – what has changed: the standards of his community, or Bilbo himself?
iii. Based on how the community is reacting to Bilbo’s changes, what would you say their expectations for behavior are?
iv. Do you think Bilbo should try to meet these expectations? Why or why not?
v. Show of hands – how many of you have parents or guardians who have specific expectations and standards you are expected to follow? What about your social groups, do you have to meet certain standards or match certain expectations to be a apart of them?
vi. Brainstorm – what are some kinds of expectations you are exposed to routinely? (Students will be given 5 minutes to think and jot down notes in journal before sharing with class)
vii. Show of hands – how many of you agree with all of the standards and expectations you are placed under?
viii. Do you ever rebel against them? Would you recommend rebelling against standards and expectations? What kinds of consequences do you face for doing so? Do you think some expectations and standards are necessary?
ix. Homework: students will go home and discuss briefly with parents what expectations they have of their children. Students will reflect briefly in their journals about any similarities and differences between those expressed expectations and the expectations that they came up with in class.
Students will discuss: Bilbo’s character development
i. Students will meet in pairs to compare/contrast their character development charts. Special attention should be paid to areas that they disagree on, and students should glance over the progression of the entire chart. In their journals, students will take down notes on parts they do not agree on and will include a possible explanation for the multiple interpretations of the text.
ii. Students will come back together as a class and brainstorm a list of changes that Bilbo has undergone since the beginning.
Process/Procedures for Teachers
Introduction:
i. I will begin by speaking briefly about their hero’s journey charts and the parts they should be finishing up with this chapter – a continuation of what was discussed in the previous class as students discussed chapter 18.
Closing / Summation –
i. I will conclude by summing up some key points that were made in the discussion, and with reminding students to bring their notes on this discussion with them to class tomorrow for a writing exercise we will be doing.
During lesson:
i. I will walk through the class as they work in pairs to complete their hero’s journeys and stop by each group to talk to the members about their progress so far and any difficulties they are having. If a large portion of the class are struggling with their work I will postpone further activities and take some time to go over it some more with the class – it is particularly important that students have a strong understanding of the hero’s journey as they are completing their culminating projects.
ii. I will then lead a class discussion into the standards of the community based on the questions and direction listed above in the student section. As students are working on their brainstorming of the expectations they are held to, I will be writing along with them on the same topic (specific to when I was their age), and will be prepared to share my thoughts as a modeling tool to launch discussion.
iii. As students meet in pairs to compare/contrast character development charts I will again be moving through the room and checking in with individual students on their progress.
iv. As students come up with ideas in the Bilbo brainstorm I will jot notes down about them on the board for everyone to refer to and will specify that students should copy these down as we come up with them to use for future reference.
G. Materials Needed
a. Students will need to bring their:
i. Hero’s journey charts.
ii. Character development charts.
iii. Journals.
iv. Paper and pencil.
H. Assessment
a. There will be formative assessment based on the group work that I observe (are they on topic, are they comprehending the material or struggling, how much do they have left to cover) and on my personal conferences with each group.
b. There will be formative assessment based on the journal entry that is completed for homework regarding alternate perspectives (did they complete, was thought put into it).
c. There will be formative assessment based on the class discussion and brainstorming (are students participating, are they contributing new material to the conversation and not just regurgitating what has already been stated, are they being respectful of their classmates comments and opinions?)
I. Accommodations:
a. I will judge student comfort and proficiency with material during my walkthroughs and group conferences. I will step in with overt instruction to the class if a majority of them are struggling. If a single student or group is having trouble I will work with them to resolve their confusion or to give them suggestions of ideas for further thought (i.e. Have you considered the scene where Bilbo…) and will then return to them a little later after they have had the opportunity to attempt a second negotiation of the material.
b. The use of small groups gives ESOL students a smaller more comfortable audience. Many of these students feel uncomfortable speaking in front of large audiences, so giving them the opportunity to interact on a smaller scale may be the only time that they willingly interact during the entire class period. In some cases, ESOL students, and girls in particular, may have cultural values that are at odds with them speaking out in public, so putting them in smaller groups, of the same gender if necessary, may help them feel more comfortable speaking. Small group work is also valuable because it fosters collaboration. According to Dr. Eisterhold, ESOL students learn the most when they are given the opportunity to communicate and negotiate meaning with other students.
c. Student engagement will be enhanced by connecting their classroom learning to personal experiences and contexts. ESOL students may be better able to connect to the material through their own personal and familial experiences. Having students go home to speak with their families about expectations and standards also allows students the opportunity to draw on outside resources to enhance their understanding, and to incorporate their family into their learning.
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 1-2 days
A. Sunshine State Standards: (www.floridastandards.org/)
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;”
Standard: “Drafting - The student will write a draft appropriate to the topic, audience, and purpose.”
LA.910.4.1.1: “The student will write in a variety of expressive and reflective forms that use a range of appropriate strategies and specific narrative techniques, employ literary devices, and sensory description;”
Esol Standards:
13, 16
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to describe a situation from an alternate point of view.
Students will be able to use sensory detail effectively in writing.
Process/Procedures for Students
Students will copy down the writing prompt into their journals, and then review notes from yesterday’s class discussion, homework journal entry etc during normal journaling time. Students will also be asked to take out their “rules of notice” worksheet from earlier in the year.
Students listen to an explanation of their writing assignment prompt (it will also be posted up on the board) – to write a short first person point of view piece about Bilbo’s return home, specifically from the p.o.v. of one of his relatives or the other residents of the Shire. Students should include characterization (and may refer to the “rules of notice” as they write) and will also be evaluated on how true they are to the p.o.v. of the character they are writing. The focus of this narrative should be on how Bilbo has changed, but depicted through the observations that the chosen character makes of Bilbo, and perhaps their reflections on what he was like before. What external factors could “give Bilbo away” so to speak? Is it something obvious, or something more subtle?
i. Note: students have already started writing narrative as part of their coming of age unit and should be familiar with the conventions. Students have practiced peer editing prior to this point.
ii. Now remember – you are writing from the point of view of a character observing Bilbo, that means there should be sensory descriptions – what does he look like, how does he move, what is different about the facial expressions that he makes? Tell students to refer to any character drawings they have done of Bilbo as part of their envisionment processes.
Students will be given a prewriting worksheet to fill out as they start to think about they ways they could write this. (see materials) – image is also posted at the bottom of this page.
Students will listen to brief overt instruction reminding them of the essentials of sensory details.
Students will be allowed to work in pairs to bounce ideas off of each other for their prewriting exercises.
Once students have completed their prewriting exercises, students should bring their prewriting up to me so I can see where they are going with it (and give them advice if needed) before they begin writing on their own.
Students will use the rest of their time to work on writing their drafts (they should be apx. 1 pg).
Once students have finished their drafts they are to go through them and count the number of sensory details – if there are less than 3, students should consider adding more.
Process/Procedures for Teachers
Introduction: I will begin by introducing the writing prompt, and by explicitly connecting it to the writing and thinking they were doing in class yesterday on perspective taking and on Biblo’s characterization. I will also remind them that we have covered narrative writing before, so they should be familiar with it (and will ask if anyone can tell me what narrative writing is)
Closing / Summation – If students are finishing early, I will close by telling students to go through their work looking for places they could add more sensory details (if necessary), and by reminding them that they need to remain true to their character’s point of view and narrative bias. If students look like they are far from complete, or if they are struggling with it, I will offer them more time to work on them the next day and will use that day to allow students to bring their work up to me to look at how they are doing.
During lesson:
I will remind students of the importance of visual and sensory detail as these characters have no prior knowledge of the circumstances of Bilbo’s change. Also that if they are using a specific character they need to keep in mind bias. I will put forward a sample sentence using sensory detail to get students thinking along the right lines. i.e. “The sword, sting, gleamed brightly in the light of the noon-day sun – so brightly, that I had to squint as the light stung my eyes.”
I will walk around to ensure students are remaining on task as they bounce ideas off each other and to step in if it looks as though they are confused about the assignment and what I am looking for.
I will look through their prewriting sheets and give them praise for the sections they do well, while suggesting areas that they may wish to elaborate on.
I will remain available throughout the class period to anyone who wants me to look at their work or otherwise offer advice based on what they have come up with.
G. Materials Needed
a. “rules of notice” reference – covered earlier in the unit
b. Materials from previous day’s class
c. Pencil and paper
H. Assessment
a. There will be summative assessment based on the final draft of their point of view narratives (which will be submitted in later lessons and worth around a quiz grade), and formative assessment based on their conscientious work on it during the time given (and on their future peer editing which will also occur in future lessons) which would both count toward class participation.
I. Accommodations:
a. Students are allowed to work in groups to bounce ideas off of. Writing is very personal, so even starting from a similar place in brainstorming should not hurt students, and may allow those struggling to get their thoughts together more clearly. This will also give ESOL students the opportunity to collaborate with their classmates and will hopefully help them in negotiating meaning from the assignment.
b. Using a graphic organizer should help break down some of the required processes for ESOL students who may have difficulty with long written prompts, and may also help students who are more visual learners.
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 3 days
J. Sunshine State Standards: (www.floridastandards.org/)
a. LA.910.2.1.4: “The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance;”
b. LA.910.1.7.7: “The student will compare and contrast elements in multiple texts;”
Esol Standards:
13, 16
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to apply the hero’s journey to an unfamiliar text, the movie “Up” (2009).
Students will be able to compare and contrast the execution of the hero’s journey in different contexts and in texts from different times.
Process/Procedures for Students
Students will complete journal entry (5 minutes of writing): “If you had to look, where would you search for modern examples of the hero’s journey? Can you think of any examples of a modern day hero’s journey? Do you think there is more or less of a focus on journeys now that people have the ability to travel across the world with ease?
Students will watch the movie “Up.”
Students will work in pairs to create a Venn Diagram comparing and contrasting the characters of Carl and Bilbo.
Students will work individually to complete their blank hero’s journey charts. Students will provide a brief explanation of their reasoning beside each stage (some stages could be argued multiple ways – This isn’t a true false test and I am open to being convinced as long as it is logical)
Students will discuss and take notes on the following questions in groups of 2-3: How did seeing the hero’s journey through a film rather than a book change things? Did it make things more clear? More confusing? Were the stages very similar or different? Were there any stages that weren’t present, and if so, why do you think they were excluded? Now that you have seen a modern example of the hero’s journey, can you think of any that didn’t initially occur to you in your journal entry? Do you think knowing about the hero’s journey changed how you viewed “Up?” If so, how?
Students from each group will share their most important point with the class.
Process/Procedures for Teachers
Introduction: Will reference journal entry (students should begin immediately on entering room/bell ringing. Will begin by asking students what some of their ideas were about modern hero’s journeys and will segue into description of assignment: to watch “Up” with the goal of filling out a hero’s journey worksheet on it (for a quiz grade) and then that we will go on to discuss the ways that its hero’s journey is similar and different to The Hobbit’s, as well as using the opportunity to compare the two different Heroes.
Closing / Summation – I will end class by having each group share some of their thoughts on their discussion with the rest of the class, and by discussing any large discrepancies that crop up between groups.
During lesson:
i. I will monitor students to make sure that they are watching the movie (or writing information on their charts) attentively.
ii. After the movie I will tell them to make Venn diagrams in small groups to compare and discuss the two heroes. As they do this I will be wandering around the room checking on their progress.
iii. If students are having trouble I will step in and illustrate one of the initial similarities or differences in the movie to get them started.
iv. I will then have students complete their hero’s chart (I did the other activity first because there are some definite differences and it can be difficult if you don’t stop to think carefully of them and get into the mindset of the different character – if they are constantly looking for Bilbo in him without considering the differences it would be hard to complete).
v. After the quiz I will have students get back into small groups and will move from group to group as they discuss the questions.
vi. I will end by calling on groups to share their most important thought from the discussion.
P. Materials Needed
a. “Up” (2009)
b. T.V. and DVD Player
c. Clean copy of the hero’s journey worksheet {herojourneygraphicorganizer.pdf}
d. Paper & pencil (students will be handed slips of paper with the discussion prompts)
e. Journals
Q. Assessment
a. There will be a summative assessment on completion of the hero’s journey worksheet at the end of the movie (worth a quiz grade).
b. There will be formative assessment based on class discussion (are students participating, are they contributing new material to the conversation and not just regurgitating what has already been stated, are they being respectful of their classmates comments and opinions?).
c. There will be formative assessment based on work completed in journal entries (are students writing when they should be and on the topics assigned? Completion grade only but journal entries are read so that I may evaluate student understanding and adapt lessons accordingly).
R. Accommodations:
a. Using a movie as an alternate text allows students who have difficulty reading the opportunity to connect the hero’s journey to a less difficult medium. It may help more visual learners (as will using a chart to fill out rather than writing an essay). The use of a highly visual and auditory text to focus coursework on may be extremely helpful to ESOL students who are struggling.
b. Using small groups for discussion fosters communication and collaboration while having them sum up their ideas for the class allows the students to all get a feel for what their classmates are thinking (and allows them to hear different perspectives)
c. Using a movie also continues furthering their understanding of the hero’s journey while providing a low stress/low homework activity while students are working on completing their culminating projects at home.
After those concluding focus lessons, the unit would end with the peer editing and revision of the point of view narrative, and with the final work on and presentation of the class wiki projects. The wiki projects would be presented in class to their fellow students, and possibly to their parents if an event could be arranged. Students will have the opportunity to work together for several periods finalizing their projects and posting them up to the class wiki before these presentations took place. Students will also be given the opportunity to post their narratives up on the class wiki of The Hobbit.
My lessons fit in well with the overall unit because they serve to help synthesize long running assignments and themes from the unit (character development chart and hero’s journey) and also encourage perspective taking, one of the big ideas we wanted to encourage. “Up” is appropriate because it offers a welcome change of pace to students while still being academically rigorous by requiring them to use developed tools in an alternate context. It also provides an opportunity for individual assessment, something hard to gather when there is a lot of group work going on.
Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
Top of Form
Lesson Planning in English Proteach
Unit – 31 day lesson, though length may vary depending on depth of conversation, quality of group work, and progress in p.o.v. narratives. If students are becoming deeply involved in productive (relevant, thoughtful, insightful) group discussion I won’t curtail it just to finish the lesson on time.
Sunshine State Standards: (www.floridastandards.org/)
LA.910.4.1.1:LA.910.2.1.5: “The student will write inanalyze and develop an interpretation of a variety of expressive and reflective forms thatliterary work by describing an authors use a range of appropriate strategies and specific narrative techniques, employ literary devices, and sensory description;”
LA.910.3.1.1: “The student will prewrite by generating ideas from multiple sourceselements (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topicstheme, point of view, characterization, setting, plot), and personal interests;”
LA.910.2.1.4: “The student will identifyexplain and analyze universal themes and symbols across genres and historical periods, and explain their significance;”different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery); “
Esol Standards:
13, 16, & 22
Students will be able to recognize and discuss the similarities and differences between the rules of their world and the world of the story.
Students will be able synthesize and make conclusions about the character changes Bilbo has experienced.
the situation (Bilbo’s homecoming: standards and expectations) from multiple
Process/Procedures for Students
Students will have read chapter 19 for homework and will have attempted to complete their hero’s journey charts.
vi. Brainstorm – what are some kinds of expectations you are exposed to routinely? (Students will be given 5 minutes to think and jot down notes in journal before sharing with class)
vii. Show of hands – how many of you agree with all of the standards and expectations you are placed under?
doing so? Do you think some expectations and standards are necessary?
ix. Homework: students will go home and discuss briefly with parents what expectations they have of their children. Students will reflect briefly in their journals about any similarities and differences between those expressed expectations and the expectations that they came up with in class.
Students will discuss: Bilbo’s character development
i. Students will meet in pairs to compare/contrast their character development charts. Special attention should be paid to areas that they disagree on, and students should glance over the progression of the entire chart. In their journals, students will take down notes on parts they do not agree on and will include a possible explanation for the multiple interpretations of the text.
ii. Students will come back together as a class and brainstorm a list of changes that Bilbo has undergone since the beginning.
Students will begin writing short narratives about Bilbo’s return home, specifically from the p.o.v. of one of his relatives or the other residents of the Shire. Students should include characterization (and may refer to the “rules of notice” as they write) and will also be evaluated on how true they are to the p.o.v. of the character they are writing. The focus of this narrative should be on how Bilbo has changed, but depicted through the observations that the chosen character makes of Bilbo, and perhaps their reflections on what he was like before. What external factors could “give Bilbo away” so to speak? Is it something obvious, or something more subtle?
i. Note: students have already started writing narrative as part of their coming of age unit and should be familiar with the conventions.
Process/Procedures for Teachers
Introduction:
i. I will begin by speaking briefly about their hero’s journey charts and the parts they should be finishing up with this chapter – a continuation of what was discussed in the previous class as students discussed chapter 18.
Closing / Summation –
conclude by getting a feel for how far alongsumming up some key points that were made in the discussion, and with reminding students are into bring their narratives and deciding how much more time, inside ofnotes on this discussion with them to class and outside that they will need. I will modify my instructions to students accordingly (finishtomorrow for homework in the next week and a half vs.writing exercise we will review some aspects of narrative writing tomorrow and you will be given more time to work on your writing)doing.
During lesson:
i. I will walk through the class as they work in pairs to complete their hero’s journeys and stop by each group to talk to the members about their progress so far and any difficulties they are having. If a large portion of the class are struggling with their work I will postpone further activities and take some time to go over it some more with the class – it is particularly important that students have a strong understanding of the hero’s journey as they are completing their culminating projects.
ii. I will then lead a class discussion into the standards of the community based on the questions and direction listed above in the student section. As students are working on their brainstorming of the expectations they are held to, I will be writing along with them on the same topic (specific to when I was their age), and will be prepared to share my thoughts as a modeling tool to launch discussion.
iii. As students meet in pairs to compare/contrast character development charts I will again be moving through the room and checking in with individual students on their progress.
with ideas in the Bilbo brainstorm I will to refer to.
v. I will preface the work with p.o.v. narrative with a reminder that they have written personal narratives before, but that this should be from the point of view of another character. Even though they are using the first tense, they should be careful that they are writing from their character’s frame of referenceto and not their own. I will also indicatespecify that students should review their “rules of notice” reference sheet and may briefly question students on the aspects of characterization that they recall from our previous work.
vi. As students are working I will make myself available to any who look stuck, or whocopy these down as we come up with them to meuse for help.future reference.
G. Materials Needed
a. Students will need to bring their:
Hero’s journey chartscharts.
ii. Character development charts (see top image in into lesson handout)charts.
iii. “rules of notice” reference – covered earlier in the unit
iv. Journals.
v.
iv. Paper and
H. Assessment
a. There will be formative assessment based on the group work that I observe (are they on topic, are they comprehending the material or struggling, how much do they have left to cover) and on my personal conferences with each group.
b. There will be formative assessment based on the journal entry that is completed for homework regarding alternate perspectives (did they complete, was thought put into it).
c. There will and opinions?)
c. There will be summative assessment based on the final draft of their point of view narratives (which will be submitted in later lessons), and formative assessment based on their conscientious work on it during the time given (and on their future peer editing which will also occur in future lessons).
I. Accommodations:
a. I will judge student comfort and proficiency with material during my walkthroughs and group conferences. I will step in with overt instruction to the class if a majority of them are struggling. If a single student or group is having trouble I will work with them to resolve their confusion or to give them suggestions of ideas for further thought (i.e. Have you considered the scene where Bilbo…) and will then return to them a little later after they have had the opportunity to attempt a second negotiation of the material.
b. The use of small groups gives ESOL students a smaller more comfortable audience. Many of these students feel uncomfortable speaking in front of large audiences, so giving them the opportunity to interact on a smaller scale may be the only time that they willingly interact during the entire class period. In some cases, ESOL students, and girls in particular, may have cultural values that are at odds with them speaking out in public, so putting them in smaller groups, of the same gender if necessary, may help them feel more comfortable speaking. Small group work is also valuable because it fosters collaboration. According to Dr. Eisterhold, ESOL students learn the most when they are given the opportunity to communicate and negotiate meaning with other students.
c. Student engagement will be enhanced by connecting their classroom learning to personal experiences and contexts. ESOL students may be better able to connect to the material through their own personal and familial experiences. Having students go home to speak with their families about expectations and standards also allows students the opportunity to draw on outside resources to enhance their understanding, and to incorporate their family into their learning.
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 1-2 days
A. Sunshine State Standards: (www.floridastandards.org/)
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;”
Standard: “Drafting - The student will write a draft appropriate to the topic, audience, and purpose.”
LA.910.4.1.1: “The student will write in a variety of expressive and reflective forms that use a range of appropriate strategies and specific narrative techniques, employ literary devices, and sensory description;”
Esol Standards:
13, 16
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to describe a situation from an alternate point of view.
Students will be able to use sensory detail effectively in writing.
Process/Procedures for Students
Students will copy down the writing prompt into their journals, and then review notes from yesterday’s class discussion, homework journal entry etc during normal journaling time. Students will also be asked to take out their “rules of notice” worksheet from earlier in the year.
Students listen to an explanation of their writing assignment prompt (it will also be posted up on the board) – to write a short first person point of view piece about Bilbo’s return home, specifically from the p.o.v. of one of his relatives or the other residents of the Shire. Students should include characterization (and may refer to the “rules of notice” as they write) and will also be evaluated on how true they are to the p.o.v. of the character they are writing. The focus of this narrative should be on how Bilbo has changed, but depicted through the observations that the chosen character makes of Bilbo, and perhaps their reflections on what he was like before. What external factors could “give Bilbo away” so to speak? Is it something obvious, or something more subtle?
i. Note: students have already started writing narrative as part of their coming of age unit and should be familiar with the conventions. Students have practiced peer editing prior to this point.
ii. Now remember – you are writing from the point of view of a character observing Bilbo, that means there should be sensory descriptions – what does he look like, how does he move, what is different about the facial expressions that he makes? Tell students to refer to any character drawings they have done of Bilbo as part of their envisionment processes.
Students will be given a prewriting worksheet to fill out as they start to think about they ways they could write this. (see materials) – image is also posted at the bottom of this page.
Students will listen to brief overt instruction reminding them of the essentials of sensory details.
Students will be allowed to work in pairs to bounce ideas off of each other for their prewriting exercises.
Once students have completed their prewriting exercises, students should bring their prewriting up to me so I can see where they are going with it (and give them advice if needed) before they begin writing on their own.
Students will use the rest of their time to work on writing their drafts (they should be apx. 1 pg).
Once students have finished their drafts they are to go through them and count the number of sensory details – if there are less than 3, students should consider adding more.
Process/Procedures for Teachers
Introduction: I will begin by introducing the writing prompt, and by explicitly connecting it to the writing and thinking they were doing in class yesterday on perspective taking and on Biblo’s characterization. I will also remind them that we have covered narrative writing before, so they should be familiar with it (and will ask if anyone can tell me what narrative writing is)
Closing / Summation – If students are finishing early, I will close by telling students to go through their work looking for places they could add more sensory details (if necessary), and by reminding them that they need to remain true to their character’s point of view and narrative bias. If students look like they are far from complete, or if they are struggling with it, I will offer them more time to work on them the next day and will use that day to allow students to bring their work up to me to look at how they are doing.
During lesson:
I will remind students of the importance of visual and sensory detail as these characters have no prior knowledge of the circumstances of Bilbo’s change. Also that if they are using a specific character they need to keep in mind bias. I will put forward a sample sentence using sensory detail to get students thinking along the right lines. i.e. “The sword, sting, gleamed brightly in the light of the noon-day sun – so brightly, that I had to squint as the light stung my eyes.”
I will walk around to ensure students are remaining on task as they bounce ideas off each other and to step in if it looks as though they are confused about the assignment and what I am looking for.
I will look through their prewriting sheets and give them praise for the sections they do well, while suggesting areas that they may wish to elaborate on.
I will remain available throughout the class period to anyone who wants me to look at their work or otherwise offer advice based on what they have come up with.
G. Materials Needed
a. “rules of notice” reference – covered earlier in the unit
b. Materials from previous day’s class
c. Pencil and paper
H. Assessment
a. There will be summative assessment based on the final draft of their point of view narratives (which will be submitted in later lessons and worth around a quiz grade), and formative assessment based on their conscientious work on it during the time given (and on their future peer editing which will also occur in future lessons) which would both count toward class participation.
I. Accommodations:
a. Students are allowed to work in groups to bounce ideas off of. Writing is very personal, so even starting from a similar place in brainstorming should not hurt students, and may allow those struggling to get their thoughts together more clearly. This will also give ESOL students the opportunity to collaborate with their classmates and will hopefully help them in negotiating meaning from the assignment.
b. Using a graphic organizer should help break down some of the required processes for ESOL students who may have difficulty with long written prompts, and may also help students who are more visual learners.
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 3 days
J. Sunshine State Standards: (www.floridastandards.org/)
a. LA.910.2.1.4: “The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance;”
b. LA.910.1.7.7: “The student will compare and contrast elements in multiple texts;”
Esol Standards:
13, 16
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to apply the hero’s journey to an unfamiliar text, the movie “Up” (2009).
Students will be able to compare and contrast the execution of the hero’s journey in different contexts and in texts from different times.
Process/Procedures for Students
Students will complete journal entry (5 minutes of writing): “If you had to look, where would you search for modern examples of the hero’s journey? Can you think of any examples of a modern day hero’s journey? Do you think there is more or less of a focus on journeys now that people have the ability to travel across the world with ease?
Students will watch the movie “Up.”
Students will work in pairs to create a Venn Diagram comparing and contrasting the characters of Carl and Bilbo.
Students will work individually to complete their blank hero’s journey charts. Students will provide a brief explanation of their reasoning beside each stage (some stages could be argued multiple ways – This isn’t a true false test and I am open to being convinced as long as it is logical)
Students will discuss and take notes on the following questions in groups of 2-3: How did seeing the hero’s journey through a film rather than a book change things? Did it make things more clear? More confusing? Were the stages very similar or different? Were there any stages that weren’t present, and if so, why do you think they were excluded? Now that you have seen a modern example of the hero’s journey, can you think of any that didn’t initially occur to you in your journal entry? Do you think knowing about the hero’s journey changed how you viewed “Up?” If so, how?
Students from each group will share their most important point with the class.
Process/Procedures for Teachers
Introduction: Will reference journal entry (students should begin immediately on entering room/bell ringing. Will begin by asking students what some of their ideas were about modern hero’s journeys and will segue into description of assignment: to watch “Up” with the goal of filling out a hero’s journey worksheet on it (for a quiz grade) and then that we will go on to discuss the ways that its hero’s journey is similar and different to The Hobbit’s, as well as using the opportunity to compare the two different Heroes.
Closing / Summation – I will end class by having each group share some of their thoughts on their discussion with the rest of the class, and by discussing any large discrepancies that crop up between groups.
During lesson:
i. I will monitor students to make sure that they are watching the movie (or writing information on their charts) attentively.
ii. After the movie I will tell them to make Venn diagrams in small groups to compare and discuss the two heroes. As they do this I will be wandering around the room checking on their progress.
iii. If students are having trouble I will step in and illustrate one of the initial similarities or differences in the movie to get them started.
iv. I will then have students complete their hero’s chart (I did the other activity first because there are some definite differences and it can be difficult if you don’t stop to think carefully of them and get into the mindset of the different character – if they are constantly looking for Bilbo in him without considering the differences it would be hard to complete).
v. After the quiz I will have students get back into small groups and will move from group to group as they discuss the questions.
vi. I will end by calling on groups to share their most important thought from the discussion.
P. Materials Needed
a. “Up” (2009)
b. T.V. and DVD Player
c. Clean copy of the hero’s journey worksheet {herojourneygraphicorganizer.pdf}
d. Paper & pencil (students will be handed slips of paper with the discussion prompts)
e. Journals
Q. Assessment
a. There will be a summative assessment on completion of the hero’s journey worksheet at the end of the movie (worth a quiz grade).
b. There will be formative assessment based on class discussion (are students participating, are they contributing new material to the conversation and not just regurgitating what has already been stated, are they being respectful of their classmates comments and opinions?).
c. There will be formative assessment based on work completed in journal entries (are students writing when they should be and on the topics assigned? Completion grade only but journal entries are read so that I may evaluate student understanding and adapt lessons accordingly).
R. Accommodations:
a. Using a movie as an alternate text allows students who have difficulty reading the opportunity to connect the hero’s journey to a less difficult medium. It may help more visual learners (as will using a chart to fill out rather than writing an essay). The use of a highly visual and auditory text to focus coursework on may be extremely helpful to ESOL students who are struggling.
b. Using small groups for discussion fosters communication and collaboration while having them sum up their ideas for the class allows the students to all get a feel for what their classmates are thinking (and allows them to hear different perspectives)
c. Using a movie also continues furthering their understanding of the hero’s journey while providing a low stress/low homework activity while students are working on completing their culminating projects at home.
After those concluding focus lessons, the unit would end with the peer editing and revision of the point of view narrative, and with the final work on and presentation of the class wiki projects. The wiki projects would be presented in class to their fellow students, and possibly to their parents if an event could be arranged. Students will have the opportunity to work together for several periods finalizing their projects and posting them up to the class wiki before these presentations took place. Students will also be given the opportunity to post their narratives up on the class wiki of The Hobbit.
My lessons fit in well with the overall unit because they serve to help synthesize long running assignments and themes from the unit (character development chart and hero’s journey) and also encourage perspective taking, one of the big ideas we wanted to encourage. “Up” is appropriate because it offers a welcome change of pace to students while still being academically rigorous by requiring them to use developed tools in an alternate context. It also provides an opportunity for individual assessment, something hard to gather when there is a lot of group work going on.

Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
Top of Form
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 1 day lesson
Sunshine State Standards: (www.floridastandards.org/)
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); “
Esol Standards:
13, 16, & 22
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to accurately complete their hero’s journey charts based on their evolving understanding of the hero’s journey.
Students will be able to recognize and discuss the similarities and differences between the rules of their world and the world of the story.
Students will be able synthesize and make conclusions about the character changes Bilbo has experienced.
Students will be able to consider the situation (Bilbo’s homecoming: standards and expectations) from multiple perspectives.
Process/Procedures for Students
Students will have read chapter 19 for homework and will have attempted to complete their hero’s journey charts.
Students will get together in pairs to review their work on hero’s journey charts.
Students will discuss: Standards and expectations of community:
i. Was Bilbo’s homecoming what you were expecting? Why or why not?
ii. Bilbo is being treated differently now by his community – he is practically a pariah – what has changed: the standards of his community, or Bilbo himself?
iii. Based on how the community is reacting to Bilbo’s changes, what would you say their expectations for behavior are?
iv. Do you think Bilbo should try to meet these expectations? Why or why not?
v. Show of hands – how many of you have parents or guardians who have specific expectations and standards you are expected to follow? What about your social groups, do you have to meet certain standards or match certain expectations to be a apart of them?
vi. Brainstorm – what are some kinds of expectations you are exposed to routinely? (Students will be given 5 minutes to think and jot down notes in journal before sharing with class)
vii. Show of hands – how many of you agree with all of the standards and expectations you are placed under?
viii. Do you ever rebel against them? Would you recommend rebelling against standards and expectations? What kinds of consequences do you face for doing so? Do you think some expectations and standards are necessary?
ix. Homework: students will go home and discuss briefly with parents what expectations they have of their children. Students will reflect briefly in their journals about any similarities and differences between those expressed expectations and the expectations that they came up with in class.
Students will discuss: Bilbo’s character development
i. Students will meet in pairs to compare/contrast their character development charts. Special attention should be paid to areas that they disagree on, and students should glance over the progression of the entire chart. In their journals, students will take down notes on parts they do not agree on and will include a possible explanation for the multiple interpretations of the text.
ii. Students will come back together as a class and brainstorm a list of changes that Bilbo has undergone since the beginning.
Process/Procedures for Teachers
Introduction:
i. I will begin by speaking briefly about their hero’s journey charts and the parts they should be finishing up with this chapter – a continuation of what was discussed in the previous class as students discussed chapter 18.
Closing / Summation –
i. I will conclude by summing up some key points that were made in the discussion, and with reminding students to bring their notes on this discussion with them to class tomorrow for a writing exercise we will be doing.
During lesson:
i. I will walk through the class as they work in pairs to complete their hero’s journeys and stop by each group to talk to the members about their progress so far and any difficulties they are having. If a large portion of the class are struggling with their work I will postpone further activities and take some time to go over it some more with the class – it is particularly important that students have a strong understanding of the hero’s journey as they are completing their culminating projects.
ii. I will then lead a class discussion into the standards of the community based on the questions and direction listed above in the student section. As students are working on their brainstorming of the expectations they are held to, I will be writing along with them on the same topic (specific to when I was their age), and will be prepared to share my thoughts as a modeling tool to launch discussion.
iii. As students meet in pairs to compare/contrast character development charts I will again be moving through the room and checking in with individual students on their progress.
iv. As students come up with ideas in the Bilbo brainstorm I will jot notes down about them on the board for everyone to refer to and will specify that students should copy these down as we come up with them to use for future reference.
G. Materials Needed
a. Students will need to bring their:
i. Hero’s journey charts.
ii. Character development charts.
iii. Journals.
iv. Paper and pencil.
H. Assessment
a. There will be formative assessment based on the group work that I observe (are they on topic, are they comprehending the material or struggling, how much do they have left to cover) and on my personal conferences with each group.
b. There will be formative assessment based on the journal entry that is completed for homework regarding alternate perspectives (did they complete, was thought put into it).
c. There will be formative assessment based on the class discussion and brainstorming (are students participating, are they contributing new material to the conversation and not just regurgitating what has already been stated, are they being respectful of their classmates comments and opinions?)
I. Accommodations:
a. I will judge student comfort and proficiency with material during my walkthroughs and group conferences. I will step in with overt instruction to the class if a majority of them are struggling. If a single student or group is having trouble I will work with them to resolve their confusion or to give them suggestions of ideas for further thought (i.e. Have you considered the scene where Bilbo…) and will then return to them a little later after they have had the opportunity to attempt a second negotiation of the material.
b. The use of small groups gives ESOL students a smaller more comfortable audience. Many of these students feel uncomfortable speaking in front of large audiences, so giving them the opportunity to interact on a smaller scale may be the only time that they willingly interact during the entire class period. In some cases, ESOL students, and girls in particular, may have cultural values that are at odds with them speaking out in public, so putting them in smaller groups, of the same gender if necessary, may help them feel more comfortable speaking. Small group work is also valuable because it fosters collaboration. According to Dr. Eisterhold, ESOL students learn the most when they are given the opportunity to communicate and negotiate meaning with other students.
c. Student engagement will be enhanced by connecting their classroom learning to personal experiences and contexts. ESOL students may be better able to connect to the material through their own personal and familial experiences. Having students go home to speak with their families about expectations and standards also allows students the opportunity to draw on outside resources to enhance their understanding, and to incorporate their family into their learning.
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 1-2 days
A. Sunshine State Standards: (www.floridastandards.org/)
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;”
Standard: “Drafting - The student will write a draft appropriate to the topic, audience, and purpose.”
LA.910.4.1.1: “The student will write in a variety of expressive and reflective forms that use a range of appropriate strategies and specific narrative techniques, employ literary devices, and sensory description;”
Esol Standards:
13, 16
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to describe a situation from an alternate point of view.
Students will be able to use sensory detail effectively in writing.
Process/Procedures for Students
Students will copy down the writing prompt into their journals, and then review notes from yesterday’s class discussion, homework journal entry etc during normal journaling time. Students will also be asked to take out their “rules of notice” worksheet from earlier in the year.
Students listen to an explanation of their writing assignment prompt (it will also be posted up on the board) – to write a short first person point of view piece about Bilbo’s return home, specifically from the p.o.v. of one of his relatives or the other residents of the Shire. Students should include characterization (and may refer to the “rules of notice” as they write) and will also be evaluated on how true they are to the p.o.v. of the character they are writing. The focus of this narrative should be on how Bilbo has changed, but depicted through the observations that the chosen character makes of Bilbo, and perhaps their reflections on what he was like before. What external factors could “give Bilbo away” so to speak? Is it something obvious, or something more subtle?
i. Note: students have already started writing narrative as part of their coming of age unit and should be familiar with the conventions. Students have practiced peer editing prior to this point.
ii. Now remember – you are writing from the point of view of a character observing Bilbo, that means there should be sensory descriptions – what does he look like, how does he move, what is different about the facial expressions that he makes? Tell students to refer to any character drawings they have done of Bilbo as part of their envisionment processes.
Students will be given a prewriting worksheet to fill out as they start to think about they ways they could write this. (see materials) – image is also posted at the bottom of this page.
Students will listen to brief overt instruction reminding them of the essentials of sensory details.
Students will be allowed to work in pairs to bounce ideas off of each other for their prewriting exercises.
Once students have completed their prewriting exercises, students should bring their prewriting up to me so I can see where they are going with it (and give them advice if needed) before they begin writing on their own.
Students will use the rest of their time to work on writing their drafts (they should be apx. 1 pg).
Once students have finished their drafts they are to go through them and count the number of sensory details – if there are less than 3, students should consider adding more.
Process/Procedures for Teachers
Introduction: I will begin by introducing the writing prompt, and by explicitly connecting it to the writing and thinking they were doing in class yesterday on perspective taking and on Biblo’s characterization. I will also remind them that we have covered narrative writing before, so they should be familiar with it (and will ask if anyone can tell me what narrative writing is)
Closing / Summation – If students are finishing early, I will close by telling students to go through their work looking for places they could add more sensory details (if necessary), and by reminding them that they need to remain true to their character’s point of view and narrative bias. If students look like they are far from complete, or if they are struggling with it, I will offer them more time to work on them the next day and will use that day to allow students to bring their work up to me to look at how they are doing.
During lesson:
I will remind students of the importance of visual and sensory detail as these characters have no prior knowledge of the circumstances of Bilbo’s change. Also that if they are using a specific character they need to keep in mind bias. I will put forward a sample sentence using sensory detail to get students thinking along the right lines. i.e. “The sword, sting, gleamed brightly in the light of the noon-day sun – so brightly, that I had to squint as the light stung my eyes.”
I will walk around to ensure students are remaining on task as they bounce ideas off each other and to step in if it looks as though they are confused about the assignment and what I am looking for.
I will look through their prewriting sheets and give them praise for the sections they do well, while suggesting areas that they may wish to elaborate on.
I will remain available throughout the class period to anyone who wants me to look at their work or otherwise offer advice based on what they have come up with.
G. Materials Needed
a. “rules of notice” reference – covered earlier in the unit
b. Materials from previous day’s class
c. Pencil and paper
H. Assessment
a. There will be summative assessment based on the final draft of their point of view narratives (which will be submitted in later lessons and worth around a quiz grade), and formative assessment based on their conscientious work on it during the time given (and on their future peer editing which will also occur in future lessons) which would both count toward class participation.
I. Accommodations:
a. Students are allowed to work in groups to bounce ideas off of. Writing is very personal, so even starting from a similar place in brainstorming should not hurt students, and may allow those struggling to get their thoughts together more clearly. This will also give ESOL students the opportunity to collaborate with their classmates and will hopefully help them in negotiating meaning from the assignment.
b. Using a graphic organizer should help break down some of the required processes for ESOL students who may have difficulty with long written prompts, and may also help students who are more visual learners.
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 3 days
J. Sunshine State Standards: (www.floridastandards.org/)
a. LA.910.2.1.4: “The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance;”
b. LA.910.1.7.7: “The student will compare and contrast elements in multiple texts;”
Esol Standards:
13, 16
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider and express events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to apply the hero’s journey to an unfamiliar text, the movie “Up” (2009).
Students will be able to compare and contrast the execution of the hero’s journey in different contexts and in texts from different times.
Process/Procedures for Students
Students will complete journal entry (5 minutes of writing): “If you had to look, where would you search for modern examples of the hero’s journey? Can you think of any examples of a modern day hero’s journey? Do you think there is more or less of a focus on journeys now that people have the ability to travel across the world with ease?
Students will watch the movie “Up.”
Students will work in pairs to create a Venn Diagram comparing and contrasting the characters of Carl and Bilbo.
Students will work individually to complete their blank hero’s journey charts. Students will provide a brief explanation of their reasoning beside each stage (some stages could be argued multiple ways – This isn’t a true false test and I am open to being convinced as long as it is logical)
Students will discuss and take notes on the following questions in groups of 2-3: How did seeing the hero’s journey through a film rather than a book change things? Did it make things more clear? More confusing? Were the stages very similar or different? Were there any stages that weren’t present, and if so, why do you think they were excluded? Now that you have seen a modern example of the hero’s journey, can you think of any that didn’t initially occur to you in your journal entry? Do you think knowing about the hero’s journey changed how you viewed “Up?” If so, how?
Students from each group will share their most important point with the class.
Process/Procedures for Teachers
Introduction: Will reference journal entry (students should begin immediately on entering room/bell ringing. Will begin by asking students what some of their ideas were about modern hero’s journeys and will segue into description of assignment: to watch “Up” with the goal of filling out a hero’s journey worksheet on it (for a quiz grade) and then that we will go on to discuss the ways that its hero’s journey is similar and different to The Hobbit’s, as well as using the opportunity to compare the two different Heroes.
Closing / Summation – I will end class by having each group share some of their thoughts on their discussion with the rest of the class, and by discussing any large discrepancies that crop up between groups.
During lesson:
i. I will monitor students to make sure that they are watching the movie (or writing information on their charts) attentively.
ii. After the movie I will tell them to make Venn diagrams in small groups to compare and discuss the two heroes. As they do this I will be wandering around the room checking on their progress.
iii. If students are having trouble I will step in and illustrate one of the initial similarities or differences in the movie to get them started.
iv. I will then have students complete their hero’s chart (I did the other activity first because there are some definite differences and it can be difficult if you don’t stop to think carefully of them and get into the mindset of the different character – if they are constantly looking for Bilbo in him without considering the differences it would be hard to complete).
v. After the quiz I will have students get back into small groups and will move from group to group as they discuss the questions.
vi. I will end by calling on groups to share their most important thought from the discussion.
P. Materials Needed
a. “Up” (2009)
b. T.V. and DVD Player
c. Clean copy of the hero’s journey worksheet {herojourneygraphicorganizer.pdf}
d. Paper & pencil (students will be handed slips of paper with the discussion prompts)
e. Journals
Q. Assessment
a. There will be a summative assessment on completion of the hero’s journey worksheet at the end of the movie (worth a quiz grade).
b. There will be formative assessment based on class discussion (are students participating, are they contributing new material to the conversation and not just regurgitating what has already been stated, are they being respectful of their classmates comments and opinions?).
c. There will be formative assessment based on work completed in journal entries (are students writing when they should be and on the topics assigned? Completion grade only but journal entries are read so that I may evaluate student understanding and adapt lessons accordingly).
R. Accommodations:
a. Using a movie as an alternate text allows students who have difficulty reading the opportunity to connect the hero’s journey to a less difficult medium. It may help more visual learners (as will using a chart to fill out rather than writing an essay). The use of a highly visual and auditory text to focus coursework on may be extremely helpful to ESOL students who are struggling.
b. Using small groups for discussion fosters communication and collaboration while having them sum up their ideas for the class allows the students to all get a feel for what their classmates are thinking (and allows them to hear different perspectives)
c. Using a movie also continues furthering their understanding of the hero’s journey while providing a low stress/low homework activity while students are working on completing their culminating projects at home.
After those concluding focus lessons, the unit would end with the peer editing and revision of the point of view narrative, and with the final work on and presentation of the class wiki projects. The wiki projects would be presented in class to their fellow students, and possibly to their parents if an event could be arranged. Students will have the opportunity to work together for several periods finalizing their projects and posting them up to the class wiki before these presentations took place. Students will also be given the opportunity to post their narratives up on the class wiki of The Hobbit.
My lessons fit in well with the overall unit because they serve to help synthesize long running assignments and themes from the unit (character development chart and hero’s journey) and also encourage perspective taking, one of the big ideas we wanted to encourage. “Up” is appropriate because it offers a welcome change of pace to students while still being academically rigorous by requiring them to use developed tools in an alternate context. It also provides an opportunity for individual assessment, something hard to gather when there is a lot of group work going on.
Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
Top of Form
G. Materials Needed
a. Students will need to bring their:
journey charts {herojourneygraphicorganizer.pdf}
ii. Character development charts (see top image in into lesson handout)
iii. “rules of notice” reference – covered earlier in the unit

ii. Students will come back together as a class and brainstorm a list of changes that Bilbo has undergone since the beginning.
Students will begin writing short narratives about Bilbo’s return home, specifically from the p.o.v. of one of his relatives or the other residents of the Shire. Students should include characterization (and may refer to the “rules of notice” as they write) and will also be evaluated on how true they are to the p.o.v. of the character they are writing. The focus of this narrative should be on how Bilbo has changed, but depicted through the observations that the chosen character makes of Bilbo, and perhaps their reflections on what he was like before. What external factors could “give Bilbo away” so to speak? Is it something obvious, or something more subtle?
of their Alice in Wonderlandcoming of age unit and
Process/Procedures for Teachers
Introduction:

{herojourneygraphicorganizer.pdf}
Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
Top of Form
English Proteach
9th
9th Grade Hobbit on time.
Sunshine
Sunshine State Standards: (www.floridastandards.org/)
LA.910.4.1.1:
LA.910.4.1.1: “The student sensory description;”
LA.910.3.1.1:
LA.910.3.1.1: “The student personal interests;”
LA.910.2.1.4:
LA.910.2.1.4: “The student their significance;”
Esol
Esol Standards:
13,
13, 16, & 22
Purpose
Purpose of the term goals)
Students
Students will be of texts.
Students
Students will be text analytically.
Students
Students will be with text.
Students
Students will be of view.
Objective
Objective for this term goals)
Students
Students will be hero’s journey.
Students
Students will be the story.
Students
Students will be has experienced.
Students
Students will be multiple perspectives.
Process/Procedures
Process/Procedures for Students
Students
Students will have journey charts.
Students
Students will get journey charts.
Students
Students will discuss: of community:
i.
i. Was Bilbo’s why not?
ii.
ii. Bilbo is Bilbo himself?
iii.
iii. Based on behavior are?
iv.
iv. Do you why not?
v.
v. Show of of them?
vi.
vi. Brainstorm – with class)
vii.
vii. Show of placed under?
viii.
viii. Do you doing so?
ix.
ix. Homework: students in class.
Students
Students will discuss: character development
i.
i. Students will the text.
ii.
ii. Students will the beginning.
Students
Students will begin more subtle?
i.
i. Note: students the conventions.
Process/Procedures
Process/Procedures for Teachers
Introduction:
i.
Introduction:
i. I will chapter 18.
Closing
Closing / Summation –
i.
i. I will your writing)
During
During lesson:
i.
i. I will culminating projects.
ii.
ii. I will launch discussion.
iii.
iii. As students their progress.
iv.
iv. As students refer to.
v.
v. I will previous work.
vi.
vi. As students for help.
G.
G. Materials Needed
a.
a. Students will bring their:
i.
i. Hero’s journey charts.charts {herojourneygraphicorganizer.pdf}
ii. Character development charts.
iii.charts (see top image in into lesson handout)
iii. “rules of the unit
iv.
iv. Journals.
v.
v. Paper and pencil.
H.
H. Assessment
a.
a. There will each group.
b.
b. There will and opinions?)
c.
c. There will future lessons).
I.
I. Accommodations:
a.
a. I will the material.
b.
b. The use other students.
c.
c. Student engagement their learning.

{herojourneygraphicorganizer.pdf}
Students will be able to analyze the progression and maturation of characters
Students will be able to determine actions and motivations of characters
Students will be able to discuss the construction and rules of various worlds (The Hobbit, their home, their social groups, etc)
Students will be able to examine The Hobbit through the framework of the hero’s journey and apply that framework in multiple ways and across multiple texts.
Students will be able to examine events and issues from alternate perspectives
Students will be able to make connections between their personal lives and the story they are reading.
Students will be able to use tools such as art as an entryway into a specific focus on and understanding of the text.
Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
Top of Form
Lesson Planning in English Proteach
Unit – 23 day lesson. lesson, though length may vary depending on depth of conversation, quality of group work, and progress in p.o.v. narratives. If students are becoming deeply involved in productive (relevant, thoughtful, insightful) group discussion I won’t curtail it just to finish the lesson on time.
Sunshine State Standards: (www.floridastandards.org/)
LA.910.4.1.1: “The student will write in a variety of expressive and reflective forms that use a range of appropriate strategies and specific narrative techniques, employ literary devices, and sensory description;”
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.910.2.1.4: “The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance;”
Esol Standards:
13, 16, & 22
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
to consider and express events from
Objective for this lesson (short term goals)
Students will be able to accurately complete their hero’s journey charts based on their evolving understanding of the hero’s journey.
Students will be able to recognize and discuss the similarities and differences between the rules of their world and the world of the story.
i. Students will be able to compare the standards and expectations of their personal communities/families/or cliques to the standards Bilbo is being judged by.
Students will be able synthesize and make conclusions about the character changes Bilbo has experienced.
Students will be able to consider the situation from multiple perspectives.
iv. Do you think Bilbo should try to meet these expectations? Why or why not?
v. Show of hands – how many of you have parents or guardians who have specific expectations and standards you are expected to follow? What about your social groups, do you have to meet certain standards or match certain expectations to be a apart of them?
down notes in journal before sharing
vii. Show of hands – how many of you agree with all of the standards and expectations you are placed under?
viii. Do you ever rebel against them? Would you recommend rebelling against standards and expectations? What kinds of consequences do you face for doing so?
ix. Homework: students will go home and discuss briefly with parents what expectations they have of their children. Students will reflect briefly in their journals about any similarities and differences between those expressed expectations and the expectations that they came up with in class.
Students will discuss: Bilbo’s character development
i. Students will meet in pairs to compare/contrast their character development charts. Special attention should be paid to areas that they disagree on, and students should glance over the progression of the entire chart. In their journals, students will take down notes on parts they do not agree on and will include a possible explanation for the multiple interpretations of the text.
ii. Students will come back together as a class and brainstorm a list of changes that Bilbo has undergone since the beginning.
of notice” as they write) and will are writing.
In the last series ofThe focus lessons (week 6 of 7), one instance of student assessment wouldthis narrative should be a writing assignment that students do as a reflection/reaction to the final chapter. We will have a class discussion about Bilbo’s return home and the reaction his family has toward him, and will reflect as a class overon how the character development timelines have progressed. Students will brainstorm a list of changes that Bilbo has undergone, and will go on to write a short narrative from the p.o.v. of Bilbo’s relatives, depicting the changes that Bilbo has undergonechanged, but depicted through the altered perceptionobservations that these relatives have of him. They can go back to the ruleschosen character makes of notice for help thinking of details for the relatives to notice. Students will be assessed on how well they include different aspects of characterization (clothing, dialogue, attitude, reactions etc)Bilbo, and perhaps their reflections on staying truewhat he was like before. What external factors could “give Bilbo away” so to the point of view of the relative that they choose to write from. A Took’s p.o.v. would be very different from that of a Sackville-Baggins. Another form of assessment is a chart thatspeak? Is it something obvious, or something more subtle?
i. Note: students will fill out about the hero’s journeyhave already started writing narrative as they watch the movie “Up” (2009). Students will be assessed on their short paragraph justificationspart of their classification ofAlice in Wonderland unit and should be familiar with the parts of the hero’s journey that are contained in “Up.”conventions.
Process/Procedures for Teachers
Introduction --Introduction:
i. I will begin by speaking briefly about their hero’s journey charts and the parts they should be finishing up with this chapter – a continuation of what was discussed in the previous class as students discussed chapter 18.
Closing / Summation --
E.–
i. I will conclude by getting a feel for how far along students are in their narratives and deciding how much more time, inside of class and outside that they will need. I will modify my instructions to students accordingly (finish for homework in the next week and a half vs. we will review some aspects of narrative writing tomorrow and you will be given more time to work on your writing)
During lesson:
i. I will walk through the class as they work in pairs to complete their hero’s journeys and stop by each group to talk to the members about their progress so far and any difficulties they are having. If a large portion of the class are struggling with their work I will postpone further activities and take some time to go over it some more with the class – it is particularly important that students have a strong understanding of the hero’s journey as they are completing their culminating projects.
ii. I will then lead a class discussion into the standards of the community based on the questions and direction listed above in the student section. As students are working on their brainstorming of the expectations they are held to, I will be writing along with them on the same topic (specific to when I was their age), and will be prepared to share my thoughts as a modeling tool to launch discussion.
iii. As students meet in pairs to compare/contrast character development charts I will again be moving through the room and checking in with individual students on their progress.
iv. As students come up with ideas I will jot notes down about them on the board for everyone to refer to.
v. I will preface the work with p.o.v. narrative with a reminder that they have written personal narratives before, but that this should be from the point of view of another character. Even though they are using the first tense, they should be careful that they are writing from their character’s frame of reference and not their own. I will also indicate that students should review their “rules of notice” reference sheet and may briefly question students on the aspects of characterization that they recall from our previous work.
vi. As students are working I will make myself available to any who look stuck, or who come to me for help.
G. Materials Needed
F.
a. Students will need to bring their:
i. Hero’s journey charts.
ii. Character development charts.
iii. “rules of notice” reference – covered earlier in the unit
iv. Journals.
v. Paper and pencil.
H. Assessment
G. Accommodations--
a. There will be formative assessment based on the group work that I observe (are they on topic, are they comprehending the material or struggling, how much do they have left to cover) and on my personal conferences with each group.
b. There will be formative assessment based on the class discussion and brainstorming (are students participating, are they contributing new material to the conversation and not just regurgitating what has already been stated, are they being respectful of their classmates comments and opinions?)
c. There will be summative assessment based on the final draft of their point of view narratives (which will be submitted in later lessons), and formative assessment based on their conscientious work on it during the time given (and on their future peer editing which will also occur in future lessons).
I. Accommodations:
a. I will judge student comfort and proficiency with material during my walkthroughs and group conferences. I will step in with overt instruction to the class if a majority of them are struggling. If a single student or group is having trouble I will work with them to resolve their confusion or to give them suggestions of ideas for further thought (i.e. Have you considered the scene where Bilbo…) and will then return to them a little later after they have had the opportunity to attempt a second negotiation of the material.
b. The use of small groups gives ESOL students a smaller more comfortable audience. Many of these students feel uncomfortable speaking in front of large audiences, so giving them the opportunity to interact on a smaller scale may be the only time that they willingly interact during the entire class period. In some cases, ESOL students, and girls in particular, may have cultural values that are at odds with them speaking out in public, so putting them in smaller groups, of the same gender if necessary, may help them feel more comfortable speaking. Small group work is also valuable because it fosters collaboration. According to Dr. Eisterhold, ESOL students learn the most when they are given the opportunity to communicate and negotiate meaning with other students.
c. Student engagement will be enhanced by connecting their classroom learning to personal experiences and contexts. ESOL students may be better able to connect to the material through their own personal and familial experiences. Having students go home to speak with their families about expectations and standards also allows students the opportunity to draw on outside resources to enhance their understanding, and to incorporate their family into their learning.

One of the largest measures of teacher effectiveness for our unit will be one of the concluding activities – taking the hero’s journey and applying it to another text, or in this case, the movie “Up” (2009). If students can take what they have learned and apply to a completely unfamiliar text, then that is a good sign that they have absorbed the material and are not just parroting the content of class discussion or something they searched for on Google. One specific activity listed as a final project in TLA reflects just this, as it discusses having students “extend approaches and ideas from the unit to create their own interpretations of texts” by taking a form of analysis and applying it to “texts not read in the unit” (TLA 59). We felt that this activity would be a very good test of how students succeed at applying their new skills to an unfamiliar work, but felt that it should not stand alone as a culminating activity as we preferred to use something that better integrated more than just the hero’s journey. The combination of this activity, which will take place in the final week before the culminating project, and of the culminating project, should provide a clear picture of how well students have absorbed the different aspects of our instruction.
Ultimately though, the evaluation of teacher effectiveness is not something that should only occur at the end of the unit, but should instead be an ongoing process consisting of a combination of formative assessment and teacher reflection. “As you engage in immersing, orienting, facilitating, and modeling, you are continually reflecting on your teaching to anticipate subsequent teaching activities and changes in your plan” (TLA 55). It is great to know how a unit succeeded or failed to better improve future units, but it is also important to pay attention to the smaller lessons that take up the majority of the students’ time.
Assessment:Assessment and the Progression of our Unit:
Before this unit, students had already received instruction on creating wikis. They had successfully demonstrated their knowledge on wikis through their past individual wiki assignments which they were assessed on. In their first weeks, they were taught characterization using short stories and their summer reading, The Adventures of Alice in Wonderland, where they were also introduced to the genre of fantasy. Students also have experience with quick writes and relevance quotes. They have an ongoing journal in which they keep all of their responses to daily prompts and quotations, as well as select thought assignments they receive for homework.
Their first unit, the coming of age unit, acquainted them with various texts pertaining to individual struggle and maturation. During this unit, students also read personal narrative accounts of coming of age, and practiced writing their own personal narratives. As Bilbo's story is in many ways a story of coming into oneself, and as heroes are often a vital part of personal development and maturation, we thought that this was an appropriate point to segue into our unit on the hero's journey.
During the first three lesson plans, an instance of student assessment would be during their group work. Students will be provided with graphic organizers that require them to put in their own information as well as their group’s information. Students’ understandings will be assessed based on their individual responses on their sheets. Students’ understandings will also be assessed based on their quick writes and responses to relevance quotes, if their answers provide adequate detail and supportive facts.
After my lessons, students will continue with their character development time line, where they choose two to three major events per chapter and discuss how they are related to Bilbo's development. They will also continue their quick writes to spark creative thinking before the day's lesson. These prompts will be relevant to the unit and will require students to pull from their understanding of the material and their background knowledge to discuss the topics.
Starting the week after my lesson, students will be reintroduced to relevance quotes, which will be given to them once or twice a week. Students will be asked thought-provoking questions about a specific quote to "stretch their understanding" (Jago 101). Students will not be notified in advance because this will determine if the student is keeping up with his or her readings. Ongoing lessons will be conducted to engage students and ensure their understanding of the text and overarching unit.
Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
character development timelinestime lines have progressed.
After those concluding focus lessons, the unit would end with the presentation of the class wiki projects. They would be presented in class to their fellow students, and possibly to their parents if an event could be arranged. Students will have the opportunity to work together for several periods finalizing their projects and posting them up to the class wiki before these presentations took place.

Students will be able to make connections between their personal lives and the story they are reading.
Students will be able to use tools such as art as an entryway into a specific focus on and understanding of the text.
Throughout the middle of the unit, students will be assessed on a variety of activities including but not limited to the ongoing character development timeline, relevance quotes, their ongoing journaling efforts, participating in class discussion (as more than just agreeing with someone, but rather in a way that furthers the discussion). These will not all be formally graded, but will rather receive completion grades such as check, check minus, check plus, with teacher intervention if students seem to be losing the point of the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
Top of Form
Lesson Planning in English Proteach
9th Grade Hobbit Unit – 2 day lesson.
Purpose of the Unit/Concept (long term goals)
Students will be able to make connections between the structure and meaning of texts.
Students will be able to read a text analytically.
Students will be able to use envisionment tools to engage more closely with text.
Students will be able to consider events from multiple points of view.
Objective for this lesson (short term goals)
Students will be able to accurately complete their hero’s journey charts based on their evolving understanding of the hero’s journey.
Students will be able to recognize and discuss the similarities and differences between the rules of their world and the world of the story.
i. Students will be able to compare the standards and expectations of their personal communities/families/or cliques to the standards Bilbo is being judged by.
Students will be able synthesize and make conclusions about the character changes Bilbo has experienced.
Students will be able to consider the situation from multiple perspectives.
Process/Procedures for Students
Students will have read chapter 19 for homework and will have attempted to complete their hero’s journey charts.
Students will get together in pairs to review their work on hero’s journey charts.
Students will discuss: Standards and expectations of community:
i. Was Bilbo’s homecoming what you were expecting? Why or why not?
ii. Bilbo is being treated differently now by his community – he is practically a pariah – what has changed: the standards of his community, or Bilbo himself?
iii. Based on how the community is reacting to Bilbo’s changes, what would you say their expectations for behavior are?
iv. Do you think Bilbo should try to meet these expectations? Why or why not?
v. Show of hands – how many of you have parents or guardians who have specific expectations and standards you are expected to follow? What about your social groups, do you have to meet certain standards or match certain expectations to be a apart of them?
vi. Brainstorm – what are some kinds of expectations you are exposed to routinely? (Students will be given 5 minutes to think and jot down notes before sharing with class)
vii. Show of hands – how many of you agree with all of the standards and expectations you are placed under?
viii. Do you ever rebel against them? Would you recommend rebelling against standards and expectations? What kinds of consequences do you face for doing so?
Students will discuss: Bilbo’s character development
i. Students will meet in pairs to compare/contrast their character development charts. Special attention should be paid to areas that they disagree on, and students should glance over the progression of the entire chart. In their journals, students will take down notes on parts they do not agree on and will include a possible explanation for the multiple interpretations of the text.
ii. Students will come back together as a class and brainstorm a list of changes that Bilbo has undergone since the beginning.
Students will begin writing short narratives about Bilbo’s return home, specifically from the p.o.v. of one of his relatives or the other residents of the Shire. Students should include characterization (and may refer to the “rules of notice” and will also be evaluated on how true they are to the p.o.v. of the character they are writing.
In the last series of focus lessons (week 6 of 7), one instance of student assessment would be a writing assignment that students do as a reflection/reaction to the final chapter. We will have a class discussion about Bilbo’s return home and the reaction his family has toward him, and will reflect as a class over how the character development timelines have progressed. Students will brainstorm a list of changes that Bilbo has undergone, and will go on to write a short narrative from the p.o.v. of Bilbo’s relatives, depicting the changes that Bilbo has undergone through the altered perception that these relatives have of him. They can go back to the rules of notice for help thinking of details for the relatives to notice. Students will be assessed on how well they include different aspects of characterization (clothing, dialogue, attitude, reactions etc) and on staying true to the point of view of the relative that they choose to write from. A Took’s p.o.v. would be very different from that of a Sackville-Baggins. Another form of assessment is a chart that students will fill out about the hero’s journey as they watch the movie “Up” (2009). Students will be assessed on their short paragraph justifications of their classification of the parts of the hero’s journey that are contained in “Up.”
Process/Procedures for Teachers
Introduction --
Closing / Summation --
E. Materials Needed
F. Assessment
G. Accommodations--

Assessment:
During the first three lesson plans, an instance of student assessment would be during their group work. Students will be provided with graphic organizers that require them to put in their own information as well as their group’s information. Students’ understandings will be assessed based on their individual responses on their sheets. Students’ understandings will also be assessed based on their quick writes and responses to relevance quotes, if their answers provide adequate detail and supportive facts.
the lessons. Their most recent assignment was to go through the book and collect data on the attitudes and natures of the different races (i.e. Dwarfs are good as long as you don’t expect too much from them). Moving into the second focus section, students will be expected to have completed their character development charts with their reading of chapter 19 that they had for homework. Students should have also attempted to complete their hero’s journey charts and should have a rationale in mind for the upcoming discussion of them.
In the last series of focus lessons (week 6 of 7), one instance of student assessment would be a writing assignment that students do as a reflection/reaction to the final chapter. We will have a class discussion about Bilbo’s return home and the reaction his family has toward him, and will reflect as a class over how the character development timelines have progressed. Students will brainstorm a list of changes that Bilbo has undergone, and will go on to write a short narrative from the p.o.v. of Bilbo’s relatives, depicting the changes that Bilbo has undergone through the altered perception that these relatives have of him. They can go back to the rules of notice for help thinking of details for the relatives to notice. Students will be assessed on how well they include different aspects of characterization (clothing, dialogue, attitude, reactions etc) and on staying true to the point of view of the relative that they choose to write from. A Took’s p.o.v. would be very different from that of a Sackville-Baggins. Another form of assessment is a chart that students will fill out about the hero’s journey as they watch the movie “Up” (2009). Students will be assessed on their short paragraph justifications of their classification of the parts of the hero’s journey that are contained in “Up.”
After those concluding focus lessons, the unit would end with the presentation of the class wiki projects. They would be presented in class to their fellow students, and possibly to their parents if an event could be arranged. Students will have the opportunity to work together for several periods finalizing their projects and posting them up to the class wiki before these presentations took place.