Short Story Discussion for Poison
--Show the video, and ask students to openly share ideas on why we may be watching this short clip.
--Think about the video and what its contents might connect to in our story. Analyze with each other before responding in an all-class discussion.
2 Direct Instruction
Along with the students--as a class--read the short story, stopping along the way to ask questions on comprehension and what students think will happen next.
3 Group Activity
Teacher will show an example of a Popplet on the SMART Board (each character in the story has their own section, we can add character traits in the "comments" section as a class); the Popplet example serves as a "reminder" of using the Popplet from an earlier short story lesson.
Teacher will give students time to work on their Popplets in small groups, their focus being on the "poisonous" elements in the story.
The teacher will circulate through the groups to ensure ease of use and proper management of the group's iPad/mobile devices.
The Popplet's center should be "Poison" and the students should work in small groups to come up with direct examples from the text of "poisonous" items; be creative, but also add commentary. For example, don't just list what is poisonous but in the "comments" section of your Popplet, tell us WHY. Include photos for visual complements, too!
Students will be given TWO iPads per their small groups and a handout on the "quick tips" for using Popplet as they have used it earlier in a previous short story lesson as part of a class discussion.
4 Individual Student Activity
Students should be writing down their ideas on what is "poisonous" in their notebooks to save for future use in upcoming lessons (to be done simultaneously with the above Student Activity).
Even if students are not finished with their Popplets, they should receive the "exit ticket assignment" to complete for homework. (Note: This will represent their assessment of the lesson, as well.)
Teacher will remind students about Telegami's instructions on the classroom website (used in the beginning of the year as an introduction activity).
Using your discussion of the short story--both while reading and working on your group's Popplet--use your Telegami to explain which "poisonous" items is the most "deadly" in your own opinion. Explain why, of course! Place a picture behind your Telegami to highlight your answer, too! We will open up tomorrow's lesson with these to jumpstart our discussion! Students will complete their Telegami using their own iPad/mobile device (all students have one according to our BYOT policy.)
Key Standards Supported
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking & Listening
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.