| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

View
 

ELAR_10_5_A

Page history last edited by Judi Moreillon 5 years, 8 months ago

10th-grade Lesson Plans

 

Lesson Title: Reading with Purpose: Freaks Like Us Study Guide
Created and Submitted by:  Raquel Ramón, Librarian
Collaborating ELA-R Teachers: Maribel Soliz and Pilar Douglas
School Name: Lyndon B. Johnson High School
District: United Independent School District
Roles: Library Media Specialist and ELA-R Teachers

 

Grade Level: 10th

 

Lesson Plan Objectives:
At the end of this lesson, students will be able to:
1. Read fiction independently, read with, read to, and discuss a novel with the classroom teacher, librarian and peers.
2. Explore other genres related to the topics in the novel Freaks Like Us by Susan Vaught.
3. Analyze and provide textual evidence to support their analysis.
4. Compare and contrast two genres and identify key literary terms.
5. Gather information about key themes, i.e. hysteria, mental illness, social profiling, bullying.
6. Complete the Reading with Purpose Graphic Organizer.
7. Produce tolerance campaigns and self-assess project. (Extension)

 

ELA-R TEKS:
§110.32. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
(A) Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction.

 

Other Content Area Addressed:
Reading
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

 

Standards for the 21st-Century Learner Indicators:
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. (For the extension)
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. (For the extension)
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

 

Classroom Teacher – School Librarian Collaboration:
• The school librarian and classroom teacher create a timeline of in-class and in-library reading and discussion time.
• The school librarian sets up the online eChalk Library Book Club class page by including students as members and collaborating teachers as system administrators to be able to add lessons, Web links, and more. (For schools not using eChalk, Edmodo can be used as a free collaboration tool.)
• The school librarian adds links on key themes from the novel to provide background information (see resources).
• The classroom teacher uses graphic organizers to help students make predictions and record inferences (see Photographs).
• The classroom teacher and librarian read aloud to students and prompt discussions
• The classroom educators will conclude the novel with reflection questions students will respond to and share with assigned groups.
• Throughout this unit of study, the librarian provides students with mini-lessons on literary elements and on writing practices.
• The librarian contacts the FBI agency to coordinate a visit to present students with procedures and FBI jurisdictions on missing persons, a major feature of the novel.
• If possible, the librarian coordinates a video-conference with the author Susan Vaught. You can contact the author to request a presentation at: spiritworker2001@yahoo.com

 

Measurable Outcome or Final Product: As they read, discuss the novel, and conduct research on topics raised in the book, students complete the Reading with a Purpose Graphic Organizer.

 

Assessment Tool: Reading with a Purpose Graphic Organizer

 

Resources:
Freaks Like Us by Susan Vaught (Bloomsbury 2012) – class set
Freaks Like Us Book Trailer: www.youtube.com/watch?v=tB11UnfpWS0
Freaks Like Us Reading with Purpose Graphic Organizer
Sample Library Read-In Timeline for Freaks Like Us
Freaks Like Us Book Trailer Criteria

eChalk (for online book discussions)
Document camera
LCD projector

 

Links:
Author Background: http://www.susanvaught.com/


Background Knowledge on Mental Illnesses:
• http://www.mayoclinic.com/health/schizophrenia/DS00196
• http://www.selectivemutismcenter.org/aboutus/WhatisSelectiveMutism
• http://www.webmd.com/add-adhd/default.htm
• http://www.stopbullying.gov/prevention
• http://www.oprah.com/own-where-are-they-now/Janis-Ongoing-Battle-With-Schizophrenia-Video
“Jani’s Ongoing Battle with Schizophrenia”: http://www.oprah.com/own-where-are-they-now/Janis-Ongoing-Battle-With-Schizophrenia-Video#ixzz2jt2GmTqw

 

Estimated Lesson Time: Six Days (Reading the entire book can take up to four weeks to finish)

 

Instructional Plan Outline:

 

Preparation
• Educators review the timeline for library read-ins and discussions.
• Educators discuss objectives with students.
• Educators review reading terms such as: previewing, anticipation guide, predicting, textual evidence, and more in preparation for students completing the Reading with a Purpose Graphic Organizer.

 

Motivation
1. Educators discuss statistics about teenage mental illness.
2. Introduce the video segment from Oprah.com entitled “Jani’s Ongoing Battle with Schizophrenia”: http://www.oprah.com/own-where-are-they-now/Janis-Ongoing-Battle-With-Schizophrenia-Video#ixzz2jt2GmTqw
3. Educators distribute the Reading with Purpose Graphic Organizer.

 

Presentation
4. The librarian provides an introduction to the novel and read the first chapter. The teacher monitors and interjects to discuss the chapter with students.
5. The librarian discusses the use of the eChalk discussion board or any other free online communication program.
6. Educators discuss the Reading with a Purpose Graphic Organizer, including reading strategies as students read the novel, i.e. inferencing, analysis, citing evidence, and more.
7. Using the timeline, students begin reading the novel in the classroom and library and use the Reading with Purpose graphic organizer throughout their reading.

Guided Practice
8. Educators check for understanding by monitoring and assessing students’ work on the graphic organizer.
9. Educators review students’ posts on eChalk and monitor comprehension.
10. Educators take turns reviewing the reflection prompts on the eChalk discussion board aloud with the class.

 

Closure/Assessment
11. Students finish reading the novel with the librarian and collaborating teachers.
12. The collaborating educators will form discussion groups and each be assigned to one to discuss and listen to student’s reflections of the novel.
13. Students will be given an opportunity to provide a written response to reflection questions and share with group.
14. Reflection questions include:
• In her acknowledgement section of Freaks Like Us, Susan Vaught writes to her readers, "You know the real secret---that we're all Freaks at heart and there's nothing wrong with that, no matter what anyone tries to tell you." What do Vaught's words mean to you?
• There comes a point in Freak's journey that everyone believes he is responsible for Sunshine's disappearance--even his father believes Freak is guilty. If you were in the same situation, how would you go about your daily routines knowing everyone that matters to you suspects you are guilty of some wrong-doing? Describe your thoughts.

 

Assessment
15. Educators review and provide feedback to students on their Reading with Purpose graphic organizers.
16. Educators also assess the students’ reflection question responses.

 

Extensions
17. Students will be given the opportunity to create tolerance campaigns about bullying, social profiling, and teen mental illnesses. They will construct slogans and create poster-size bulletin boards in their BIM II (Business Information Management), DIM (Design Image Multimedia) Career and Technology classes.
18. They may also choose to create a book trailer of their own. The librarian will set the criteria. See the Freaks Like Us Book Trailer Criteria.


Lesson Plan Resources

 

Freaks Like Us Reading with Purpose Graphic Organizer


Sample Library Read-In Timeline for Freaks Like Us


Photographs of Category Matrices


Freaks Like Us Book Trailer Criteria

 

ELAR_10_5_A_Ramón_Lesson_Plan (.pdf file)

 

Comments (0)

You don't have permission to comment on this page.