Wilmington College Lesson Plan OHIO STANDARDS Long

Candidate: Toni A. Penwell Age/Grade: 11 Subject English 3 Lesson Date 2/23/11 Cooperating Teacher Karla Bisig School Wilmington High School District Wilmington

1. Learning Goals

 Students will construct knowledge from a game called “Playing Chopin” where they will break into teams and guess answers to questions regarding biographical information about Kate Chopin, the author of The Story of an Hour. (LA 11th: Research: A.1).  Students will listen to teacher read introduction to Chopin in the textbook “Time and Place” p. 524.in order to apply reading comprehension strategies. (LA 11th: Reading Applications: Literary Text 2, 7)  Students will be asked to recall and give examples of recent literary terms – regionalism, realism, irony (dramatic and situational) and reformist intent. (LA 11th: Reading App: Literary Text 2, 3, 4, 5, 7).  Students will compare these terms with previous stories in the Regionalism Unit. (LA 11th: Reading App: Literary Text 2 and Reading Process: 2).  Students will listen to teacher read aloud The Story of an Hour. Teacher will ask students to predict, infer and draw conclusions during the read aloud. (LA 11th Reading Process: A.1)  Students will identify and explain examples of literary terms in the story. (LA 11th: Reading App: Literary Text 2, 3, 4, 5, 7, 8).  Students will learn about two types of conflict – external and internal. The students will then synthesize information through providing examples in the story in a writing exercise (Worksheet Attached). (LA 11th: 2a,b)

I have chosen these objectives/goals in order to meet objectives specified in the Ohio Content Standards for Language Arts instruction.

I have chosen these activities in order to encourage and support the sharing of information in a learning environment that encourages continuous improvement and respect for all persons.

2. Student Grouping

Whole Class – The teacher will review, summarize and ask questions regarding The Story of an Hour. The teacher will introduce the author, Kate Chopin. The teacher will explain the group activity and establish a time frame. The whole group will also be used while reviewing literary terms and for the reading of the story aloud by the teacher.

For this lesson, students will break into groups for the “Playing Chopin” activity. Playing cards were used to put the students in random groups by handing students a playing card as they enter the classroom.

Students will also work individually on the writing prompt provided on the Worksheet.

I have chosen these groups to differentiate instruction and to attempt to keep students engaged throughout the class period. The “Playing Chopin” activity is structured as a cooperative activity that the students can enjoy while learning/discovering new information about the author Kate Chopin. This activity allows the students to have fun while working together to achieve a common goal – accumulating the most points (although there is not a reward/prize involved).

I have chosen to read the story aloud for several reasons. The story is very brief, so it works well in honing listening skills. I also have chosen specific stopping points in the story to orally question the students and ask them to summarize information and make inferences in the story. Using this method allows the teacher to review terms and compare those terms with other stories the class has read. The whole class grouping will also be used to discuss a new term – conflict. So that students are able to think critically about the new terms, I have chosen individual work for the writing activity. The students are prompted to determine which type of conflict applies to this particular story and support their answer with examples from the text.

3. Methods

Methods used: Teacher-Directed, Guided and Independent Practice, Differentiated Instruction (whole group, small group, and individual), Teacher will introduce author Kate Chopin by playing a game “Playing Chopin” where students are divided into groups and will receive questions which they must answer. Jeopardy game show music will play while the students formulate a guess. If they are correct, they are awarded one point and if they are wrong, the next team can steal and receives two points for a right answer. This is a fun way to introduce information about the author rather than have them read the info in the text.

Teacher will introduce information about the time period in which the story was written by reading aloud from the textbook. Students will be quizzed orally to facilitate review of literary terms they have learned in this unit – regionalism, realism, irony (dramatic and situational) and reformist intent. These terms will apply to Chopin’s story as well.

Teacher will read aloud The Story of an Hour and stop at strategic places in the text in order to orally quiz students and discuss certain elements of the story in order to assess comprehension of the story. The students will be asked to compare the above literary terms as they apply to this story in order to assess comprehension of the terms.

Teacher-Directed instruction will be used in order to give students an overview of the lesson plan, explain the group activity, and Worksheet completion. The worksheet will be used to promote skill in synthesizing information presented in the lesson and in the utilization of critical thinking skills.

4. Materials

Writing Prompt Flipchart and markers for game Playing Cards (for placing students into groups) Laptop Computer and Jeopardy theme download Textbook Worksheet/Writing Prompt

All of the items are teacher provided and students will only need their textbook Literature, The Reader’s Choice, paper for note taking and pencil or pen.

5. Activities

Opening (2 minutes)

Hand each student a card as they come into the room. Hello, introduction of how the class will progress today, ask students to get in groups according to card suit. Ask students to get out a sheet of paper and pen or pencil and their textbook for use later in the class. Explain the “Playing Chopin” game/activity. Explain what we will be doing throughout the period.

Introduction to Game and Play Game (10 minutes)

Introduce game – split into groups (4 teams). Each team will get a question. They will have approximately 30-60 seconds to arrive at an answer (while the theme from Jeopardy plays once). If their guess is wrong, the other team can steal and will be awarded the points. A right answer is worth 1 point, a steal worth 2 points and a wrong answer is 0. Allow each team the time to come up with answer.

Transition and Intro to Time Period and Review of Unit Literary Terms (5 minutes)

 Read “Time and Place” as intro to time period of the story.  Quiz students on regionalism, realism, irony (dramatic and situational), reformist intent  Explain to students that they should keep those terms in mind as I read the story (cues for later application). Transition and Read Aloud with Oral Quizzing (15 minutes)

The teacher explains the process of reading story aloud and pausing in certain points in the story to have students summarize in order to make inferences about the characters and setting. The students can also raise their hands when they recognize any of literary terms previously discussed. Teacher will quiz students orally to assess comprehension. Teacher will ask questions like:  Where does the story take place? How do you know?  What type of house does Mrs. Mallard live in? How do you know?  What time of year is it? How do you know?  What is the occupation of her husband?

Teacher will read the story and stop several times and quiz students. Teacher will ask students to predict events and infer information about the characters based on examples from the text.

Discussion of Irony and Intro of Conflict (5 minutes)

Teacher will review irony again with students. She will then ask students to explain what type of irony Kate Chopin uses in her story. She will also ask them to explain why they think it is either dramatic or situational. She will also ask for conflicting opinions from students. Example: If one student chooses dramatic irony, can anyone make the case for situational?

Teacher will introduce the concept of conflict.

1. (External) Man vs. and outside force. 2. (Internal) Man vs. self.

Quiz students as to what the conflict was in other stories that they have read. Example – what kind of conflict in The Outcasts of Poker Flat? There are both kinds of conflict in that story.

Writing Activity (10 minutes)

Pass out Writing Prompt Worksheet (attached) and explain the activity to students. The students will work individually. Have them work on it in class. If there is time at the end of class, ask students to share. If they do not finish, teacher will give them some time at the beginning of class tomorrow to finish. Students will hand in the Writing Prompt Worksheet at the end of class for a participation grade only.

Closing (2 minutes)

 Collect Writing Prompt papers.  Thank students for working hard – have a great rest of the day.

Lesson Closure 6. Contingency Plans

If this lesson runs long, begin the class tomorrow with the Worksheet/Writing Prompt.

If this lesson runs short I will ask students to share their writing with the class. I will also ask students to look at the discussion questions at the end of the story in their textbook and we will discuss some of those questions.

7. Accommodation: Ability Level

In order to accommodate visual and auditory learners in this lesson, I will read story aloud and ask that students follow along in their textbooks.

There are IEP students in this classrooms – any special need will be accommodated. For my gifted students, I will recommend the reading they read other short stories by Chopin like “Desiree’s Baby” or her book The Awakening for possible outside reading choices. I will ask them to research whether any of Chopin’s works have been transferred to film or television. If they find it has, I will ask them to present a comparison of the version to the class and if we have additional time, we can view clip from the film or television program.

8. Accommodation: Diverse Experiences

The characters in this story are a great example of realism and demonstrate the struggle that many women faced as they were expected to marry for social position or even to men their families had chosen. This book provides a great example to student of the consequences of gender roles and societal norms for women of the time period.

9. Assessment Data

Teacher will observe student participation in group activity of playing the game.

Teacher will orally quiz to ensure student participation and comprehension of the story.

Teacher will assess a participation grade only for the in class writing prompt to assess understanding of the concept of conflict in the story.

On the Regionalism Unit test, there will be a question asking students to choose two of the unit stories and to compare or contrast the type of conflict in each. They must decide how they are similar or different and use examples from the stories. .

On the Regionalism Unit test, there will be a short answer question asking the students to think of a situation in our modern world where gender roles and societal expectations can be observed. The second part of the question will ask them to discuss that situation and state their opinion as to whether they think expectations are fair and state the reasons they feel that way.

10. Post-Lesson Reflection – Address all questions.

The activity/game “Playing Chopin” went very well. The students were enthusiastic, competitive and actively engaged. It was a successful way to introduce information about the author. My CT suggested that I find a way for more students to participate. Perhaps we could have students rotate answering questions, so if you have answered one, you have to sit the next one out, etc. She also suggested that I have someone from the class repeat the way that the game will work for clarity.

My CT suggested putting more notes on the board for visual learners. I think that the next time I do this lesson that I would create some type of graphic organizer with the major terms listed and then the students could take notes and keep as a study tool.

I thought reading the story aloud, because it was fairly short worked well. The oral quizzing of students seems to work well with this group and keeps them engaged. I would like to be able to give the students another of Kate Chopin’s short stories (Desiree’s Baby) to read for on a reading workshop day. The writing prompt for that day could incorporate a comparison of the irony in the two stories.

Revised 2008-2009 Name

The Story of an Hour by Kate Chopin

Please write one paragraph explaining the type of conflict in the story. Is it external or internal conflict? Explain your answer and cite an example from the story to support your answer.

Penwell 2011