Lesson Title: John Steinbeck, The Pearl

Lesson No./Date: 3/September 25, 2013

Lesson Objectives & Specific Learning Outcomes: SWBAT: [Students will be able to:] Cognitive (know/understand): 1. The difference between knowing and demonstrating information Affective (feel/value): 2. The ability to effectively summarize material 3. The efforts of collaborating with peers to produce a presentation Performance (do): 4. Collaborate with peers to perform a chapter summary skit on The Pearl 5. Write a script that summarizes the chapter SOLs: [List with numbers portrayed in the SOL document] 8.2 The student will develop and deliver oral presentations in groups and individually. a) Choose topic and purpose appropriate to the audience. b) Choose vocabulary and tone appropriate to the audience, topic, and purpose. c) Use appropriate verbal and nonverbal presentation skills. 8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and informational. Materials Needed: Paper Writing utensil The Pearl Procedures/Instructional Strategies Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted in the plan]

1. [2 mins.] Bridge Students will be responsible for coming up with a script and including at least 3 major events that occur in the chapter. Directions are written up on the board, and all students will be responsible for writing a copy of the script, though only one will be turned in. I will walk around and facilitate to ensure that each individual is participating. Please pass your Gilligans Island seven deadly sins worksheet to the left, and I will collect them. While youre doing this, we will be moving onto our next activity, so I would like everyone to get out a sheet of paper and a writing utensil. As a final review before your test tomorrow, I have divided you up into six groups. Each group will be responsible for presenting a skit on one chapter. Ive listed everything that you need to include on the board. You will see that you need to include at least 3 major events from your chapter, and everyone needs to be involved in coming up with a script. You will use the paper on your desk to write your own copy of the script that will be collected at the end of class. You may use your script during the skit aka you do not have to memorize your lines, and you will have 15 minutes to plan with your group. Are there any questions? Excellent, here are your groups: Chapter 1 Taylor, Eriq, Danielle Chapter 2 Sharif, Ana, Colin Chapter 3 Alley, Barron, Cole Chapter 4 Nych, Nate, Rachel Chapter 5 Stephanie, Eva, Lucian Chapter 6 Jake E., Jake B. 2. [15 mins.] Step 1: Planning [Students will be planning; I will walk around the classroom to facilitate and ensure students are working productively] Five minute warning! And just so you know, we will be going in order of the chapters.

3. [15 mins.] Step 2: Presentation Alright, folks. Its time to present. Lets begin with Chapter 1. [Students present; I will ensure there is smooth transition between skits] 4. [2 mins] Closure Excellent job with the skits today. Why do you think we did these summary skits today? [Target response: To refresh our memory, to help us study for the test, etc.] Yes, I wanted you to remember what we read back in Chapter 1 to now. Participating in these skits was supposed to be a fun way to involve yourselves in the process. Watching others perform different chapters was supposed to elicit memory as well. Please pass your scripts to the left, and remember that your study guide and seven deadly sins handbook are due tomorrow, and remember to study for the test. Have a good day! Methods of Assessment: (for evaluating the specific objectives listed above) Formative Skit presentations/scripts Summative The Pearl test Materials Appendix: (Included are all supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) N/A