Short Story Discussion for Poison, Day 3
Instruct students to find adjectives in the dictionary to represent the different characters in the story. Each group gets a different character (two groups will have the same one).
They should look for descriptive words that help "verbally illustrate" their character. Go for bigger words than just "bad" and "good".
Teacher will monitor group's use of app and ensure understanding of assignments.
Using your group's one iPad, use the Dictionary app to look up and write down definitions of character traits of your assigned character. You may want to use a notebook to help you jot down the group's ideas first.
One person will use the iPad, one will jot down the group's ideas, one will write down the definitions of the words chosen by the group, and one will present the words to the rest of the class. Be prepared to tell us WHY these words represent your chosen character!
2 Guided Practice
Teacher will hand out the directions for the "Character to Life" assignment and go over the guidelines and answer any questions.
While the students are working, the teacher will move around the room to be accessible for students for questions and troubleshooting problems.
The directions will remain on the SMART Board throughout class.
Students will use one of three available apps/websites to create a profile for their chosen character.
In TWO of the five posts you create, students must connect their character to another character from another short story in our short story unit. For example, you may connect Harry to General Zaroff; show this in a caption or picture or tweet to explain the connection (character trait, appearance, their outcome, etc.)
Students will be working alone. There are 15 iPads and 10 laptops signed out for class use. Students may also use their own phone as part of the BYOT program.
Students are familiar with the apps as our classroom utilizes each one for reminders for parents, previous assignments, and also from their own personal use.
Students will have the weekend to complete their assignment. Their assignment is due on Monday.
Use the Remind App and social media outlets to "remind" students their assignment is due Monday AND their presentations begin Monday, as well.
The student will post their link of their chosen social media app profile to the classroom blog for the teacher to access and grade. They must post their link before or by the beginning of their class period. (This assignment represents the assessment part of the lesson).
Key Standards Supported
|RL.9-10: Key Ideas and Details|
|RL.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RL.9-10.2||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.|
|RL.9-10.3||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.|
|Craft and Structure|
|RL.9-10.5||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.|
|RL.9-10.6||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.|
|Range of Reading and Level of Text Complexity|
|RL.9-10.10||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
|SL.9-10: Comprehension and Collaboration|
|SL.9-10.1||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.|
|SL.9-10.1a||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.|
|SL.9-10.1b||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.|
|SL.9-10.1c||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.|
|SL.9-10.1d||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.|
|Presentation of Knowledge and Ideas|
|SL.9-10.4||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.|
|SL.9-10.5||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.|
|SL.9-10.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|W.9-10: Research to Build and Present Knowledge|
|W.9-10.7||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.|
|W.9-10.8||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.|
|W.9-10.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|
|Range of Writing|
|W.9-10.10||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.|