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A Separate Peace Lesson Plan

Chelsea Poole Faction Assignment English 10 Objective: Given the novel A Separate Peace, students will be able to infer by creating a missing chapter that follows a critical chapter in the novel. Three Essential Questions: 1. What constitutes war? 2. How do we respond in times of trouble? 3. Can a friend be an enemy? Learning Target: I can make an inference about the authors ideas based on previous textual knowledge. Standards and Background Information: Students will read chapter four of A Separate Peace novel, create a graphic organizer of facts/traits of characters in the novel to use in their missing chapter and the textual evidence that supports those facts. After students have composed their graphic organizer they can create their missing chapter that infers what will happen in the novel following chapter four, as well as include literary elements to continue the authors writing style and tone. This assignment fulfills CCSS .ELALiteracy.RI.9-10.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text and CCSS.ELALiteracy.W.9-10.1d, Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Primary Domain: This assignment focuses on students cognitive abilities because students will demonstrate their understanding of the novel until chapter four and will apply that understanding by creating an inference using evidence from the novel to support their reasoning. Skill Level: Multiple Intelligences: Visual/Kinesthetic-Students can choose to showcase their missing chapter in movie form by acting out the chapter and following a script that was written in John Knowles tone and style; Musical- Students can choose to showcase their missing chapter or a scene from their chapter in the form of a song written in John Knowles tone and style; Intrapersonal- Students can work in groups if they choose to. Differentiating Instruction: Chalk Talk Strategy- To help students understand the novel better or help them make connections to events within the novel, I will have questions posted on large paper in various places in the room. Without talking, students will walk freely about the room, read the different questions and respond on the paper. Students respond to other students comments, write their own comments or post new questions in response to answers. This helps students to think about the characters and events in the novel and gives them a chance to form their own ideas with the help of their classmates. We will also practice formulating a text-based inference by looking at a segment House on Mango Street My Name Is. This will help students to practice the concept and have a model to reference. Developmental Context- Students would need to know literary elements prior to this lesson.

Timing: Chalk Talk would be incorporated before the reading of chapter four to measure whether students do or do not understand the reading. The class will practice how to formulate an inference following chapter four to help students understand the goals for this lesson. Resources and Materials: Copy of the novel, pencil, paper, copy of reading, My Name Is, music for students that choose to put their chapter in lyrical form, recording device for students that choose to put their chapter in movie form, props for students who choose movie. Research Base: Teaching the Best Practice Way Anticipatory Set: At the start of class, students will have one minute timed to write in their own words the definition of an inference. After that minute is up, students will formulate an inference from a situation I speak aloud to them within one minute. After this exercise, I will openly ask students to share their definition and the inference they wrote and explain why they responded that way. This will open the discussion for what an inference is and why evidence is important when formulating an inference. Key Concept: I want students to be able to recognize literary elements within a text. I want students to be able to understand the tone and style of any given text and continue writing in that style. I also want students to be able to formulate inferences based on solid textual evidence that supports their reasoning. Instructional Methods: Class discussion through the activities explained above as well as small lecture.

Modeling: I will display students varying definitions of inferences throughout the room following our activities and my small lecture that will also aid students to understand the concept better. Assessment: I will check students graphic organizer of their character facts and textual evidence as well as ask them to submit to me a draft of their inferences. Guided Practice: We will practice inferences based on textual evidence with My Name Is short story excerpt. Independent Practice: To start random chapters, students will address a question in their journals that I give to them and must provide textual evidence to support their opinions, ideas, or reasoning. Technology: Displaying students movies, using Twitter as a discussion forum for ideas and tips about inferences