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Conflict in Flowers for Algernon First half of Part Two

Page history last edited by Daniel 15 years, 9 months ago

 Lesson:    Flowers for Algernon – First half of Part Two

Objectives:     TSW analyze the effect of first person point of view on conflict and theme in         

        a short story. 2.d

        TSW brainstorm for a narrative essay. 3.a.

        TSW synthesize word meaning from knowledge of roots and suffixes. 1.a

        TSW use standard capitalization, spelling, comma usage, and adverbs to communicate.

Materials:     textbooks, student materials, whiteboard and markers, typed response quesitons

Do Now:     i know punctuasion and i can spell good

Set:

1.Review:          TSW explain what they know so far of the characters, situation and                 conflicts in the story.

2.State objectives:     TSW read the objectives and TTW explain where each will come in the                 lesson.

3.Involve the learner:    After finishing the Do Now and explaining it, TSW notice a sign pasted                 to the teacher's back that says, “boy am i dumb.”  After laughing at the                 teacher a few times, the teacher will pretend to have his feelings hurt and                 ask a kind student to please explain why he is being made fun of.  

4.Connect to reality:      TTW call on a volunteer to explain the difference between the way the                 person being made fun of feels and the people who are making fun of                 him.  TTW ask students whether this sort of thing ever happens in school,             that people are made fun of for being dumb.  Do they think it's right?

Procedures:

1.TSW take notes on conflict and point of view, while the teacher explains that if he were telling the story of what just happened, he would use first person point of view, whereas if a student were telling the story, the student might use first or third person point of view.  (Since the story we're dealing with only uses first person point of view, the varieties of third person point of view will be omitted for now.)

2.TTW distribute his list of questions and TSW turn to page 125 in their textbooks.  

3.TTW read and think aloud about the first few questions.

4.TTW read and guide students, through questioning, to answer the next few questions.

5.TTW instruct students to read through the top of page 133 and answer all of the questions on the worksheet before the end of class.

6.TTW enforce a silent classroom, direct students to resources such as dictionaries, and monitor progress.  

Closure:

1.Restate objectives:     TTW instruct one student to take up the work.  TTW remind the students that conflict, theme, and point of view are interesting to look at in almost any example of entertainment, text or media.

2.Review lesson:    TTW call on students to explain some of the internal and external conflicts they analyzed on their worksheets.  

3.Involve students:    TSW offer possible themes for the story.  TSW discuss their solution to questions which probed the effect of point of view on these themes and conflicts.

4.Preview next lesson:    TTW explain the plot development of the story so far and ask students whether they think that the climax is still to come.  What are the major conflicts at this point?  Have the major conflicts been resolved?

Informal Assessment (M, C):    TTW observe student responses during independent practice and during closure to assess the accuracy and depth to which they have considered the objectives.

Formal Assessment (M, C, D): TTW grade the students' answers to the questions given to assess their ability to draw connections between the conflicts, themes, and point of view of the story.  The grades will go in the grade book, a test on these elements will be given in the next eight class periods.  Furthermore, the students will compose narrative essays utilizing first person point of view to narrate an external conflict which produced an internal conflict in themselves, which essay will be graded according to a rubric which includes points for specific uses of punctuation, spelling, and grammar. 

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