ED 285/286 and English Methods - FIELD EXPERIENCE LESSON DESIGN & DELIVERY INDIVIDUAL LESSON PLAN

Name: Katie Gabriel School: West Ottawa High School, 9th grade English class Lesson Title: Relationship between authors life views and his/her writing Length: 25 minutes Cooperating Teacher: Kristen Bentley Date: 12/3/13

CCSS/GLCE: Reading Standards for Literature #5: Analyze how an authors 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. Reading Standards for Literature #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. Reading Standards for Literature #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 them.

OBJECTIVE: The learner will be able to research information on an authors personal life and relate it to that authors pieces of writing with 95% accuracy (based on sources found and relations made) using a computer and/or library sources given.

BEHAVIORAL EXPECTATIONS: For students to stay focused on each task For each student to stay in their seat

For each student to not speak out of turn or to their neighbor at inappropriate times For students to have fun and enjoy the lesson!

OUTLINE OF LESSON: Anticipatory Set: With powerpoint slide, ask students to discuss their own voice in his/her writing. When writing essays, stories, responses, etc. what kind of voice do they have and what do they think creates their own personal voice. Discuss with neighbor and then aloud with class. Objective: Today, we are going to talk about authors and how they have created their ideas and voice from their own personal experiences, just like we do! Rationale: This will help you apply your thinking when reading a book and help you understand the author and his/her reasoning behind some of the characters, plot, setting, etc.! Input: Using powepoint, ask students what kinds of things authors need to think about and decide before they write a book and perhaps while they are writing it. What goes into a book that helps create the overall feel? How do you think the author comes up with these ideas? Have students take out a piece of paper and be ready to write down some things they believe the author needs to think about in order to write a novel Modeling: The author cant come up with these ideas out of thin air, right? They need to get their ideas from something. One example is the plot of the book. The author needs to think about what the book is going to be about. Their ideas are going to sprout from an experience they had, or a conversation that took place in their life, etc. Now its your turn. Think of some other aspects of a story and how the author may come up with that idea. Write some of them down on your piece of paper. Checking for Understanding: Ask students to volunteer some of their ideas out loud after the class has had some time to think and jot down their ideas. Go around and have conversations with the students while looking at their work in order to have an idea of their understanding, so far. Input: Lets look at some authors and books you may know! Use powerpoint to give examples. Modeling: Explain a part of each authors life that may have affected their novel in some way. Describe the novel or the part that is related to the authors personal experience. Checking for Understanding: In between each book example, ask students what relationships they can make between what they now know about the author and their novel. What parts are extremely obvious within their novel that connects to their life? What parts may not be as obvious but you can guess may have a connection?

Input/Guided Practice: What about you? Have students use a piece of paper to write down some of their life experiences that effect their own voice. What has happened to them (positive and negative) and who is in their life that makes a difference in their thought process. How do you think all of these things accumulate in order to make who you are? How does this affect your writing in different classes? Modeling: One experience I have had in my own life is a near death experience my freshman year of high school. It has made me more open to the idea of living life to the fullest but also reminds me that life is very fragile and scary. My religion also plays a large part in my voice. Checking for Understanding: Walk around and make sure each student understands the assignment. Have conversations with students who are having a difficult time coming up with things to write down. Collect these papers. Input/Independent Practice: Explain to students that we will be investigating the lives of the authors of the book they are reading (each student is reading a book of their choice for 15 minutes at the beginning of each class period). We will be heading down to the library to research our authors and find as many relationships between who they are and what the plot, characters, locations, etc. are in his/her novel. *Head to computer lab Modeling: When researching your author, it is a good idea to use the word biography, life summary, experiences, etc. in order to find what you are looking for. Look at multiple sites and see what you can find! Checking for Understanding: I will walk around the lab checking in with each student and their findings. *Before students leave the lab they must have told me at least 2 things they have found. Closure: Nice job, everyone. You now have a new and applied way of looking at any piece of writing you are digging in to and a better idea of your own voice! Evaluation: The learner will be able to research information on an authors personal life and relate it to that authors pieces of writing with 95% accuracy (based on sources found and relations made) using a computer and/or library sources given.

MATERIALS NEEDED Power point Projector Two pieces of paper for students Pencil Computer Lab