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Name: Aye Thida Lin


Unit Title: Short Stories
Unit length: one month

[Class/8]

Lesson: [3 / Word Choice & Voice ]


Duration : 50 min

Unit Overview Constructive Instruction


Main Idea (Claim) Summative Assessment

There are many levels of language which make The students will write a short story based on
the people accessible to the same content with The City of Tranquil Light.
the different depths of understanding. The students choose any chapter or any part of
Through reading a short story, the readers have the novel to write a short story.
second hand experience of the reality, and it
enables readers to construct meaning through
stylistic choices.

Christs story is His love letter to mankind.


Through His story, individuals can respond in
weaving the tapestry of their own story.

The Passion of the Christ is the greatest


historical love story ever. (restoration)

Guiding Questions Objectives (know/understand/do/value)


The student will . . .
How do you know whether the speaker is a - understand that voice in a story should
boy or a girl reading a part of the story reflect the main characters unique personality,
without specific name or pronouns?
Why is word choice important? motivation, and attitude, and that word choice
Why is the voice important not only in the and vocabulary need to be consistent with that.
story but also in day to day life? - able to create the main character with unique
personality, attitude, and motivation.
- make a good choice of words to build up one
another in their friendship and in their life.
Time Instructional Procedures and Strategies

Beginning the Lesson


10 min - Announce to sign up for the three short stories out of seven on google drive. Share the link to
the students to sign up for the story. To see the sign up sheet, Click here.
- Activity 1: Why is word choice important?
Why is the voice important not only in the story but also in day to day life?
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Name: Aye Thida Lin
Unit Title: Short Stories
Unit length: one month

[Class/8]

Devotion on the power of words. Words are not simply sounds caused by air passing through
our larynx. Words have real power. God spoke the world into being by the power of His words
(Hebrew 11: 3)
Use this article as a resource.
10 min - Activity 2: I am going to a part of the story without specific name or pronoun. Class, you have
to tell me how do you know whether the speaker is a boy or a girl as I read a part of the story?
(You might print, photocopy, and distribute each excerpt for them to study.) Do not,
however, name either character. Ask them to listen to each excerpt, and based on the way
each character thinks and speaks to draw a picture in their mind of who that character
might be. They should consider /imagine the following:
age
gender
character traits
the way each moved
how they felt about the heat
what they were wearing
attitudes
Students listen as the teacher read the two excerpts.
(the Character 1 example in the voice of the eight year old boy, and Character 2, the
introspective young woman.)
- Discuss their observations and impressions. Ask them to cite evidence in the writing to
support their suppositions. Point out contrasting language and word choice. Also point
out that in order to establish powerful voice every word spoken or thought by a character
must be consistent with the age, gender, educational level, experience base, character
traits, attitudes, beliefs of that character.

Developing the Lesson

25 min - Activity 3: Students edit the short story of a children picture book focusing on word
choice and voice individually. (Independent learning style)

Closing the Lesson


5 min
- End the lesson by reiterating the key learning outcome that voice is determined by the
personality traits, likes and dislikes, attitudes, beliefs, age, gender, experience of the main
character.

Formative Assessment Differentiation

- Assigning half the class to write about the Activity 3: Divide the class into two groups,
young boy, the other, the young woman. assigning half the class to write about the young
boy, the other, the young woman. (Cooperative
learning style) (Formative assessment)
- Circulate as students write, offering assistance,
feedback, affirmation.
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Name: Aye Thida Lin
Unit Title: Short Stories
Unit length: one month

[Class/8]

- Finally, collect their paragraphs, pull some out


at random and read aloud, leaving out any
pronouns or names that might indicate which
character is being represented. See if the class
can distinguish the character based on the word
choice, voice, and tone.
(if students have time to edit word choice and voice
at their home, the activity 3 can be differentiated in
this way. )
Resources

Youtube video: Learning voice in writing


Resource for teaching voice and word choice
Tell-Tale Heart Lesson Resources
Worksheet: A Rose For Emily Reading Checkpoint
Worksheet: Flowers for Algernon Reading Checkpoint
Worksheet: The Landlady Reading Checkpoint
The Treasures of Lemon Brown Lesson Resources
Raymond's Run Questions
The Lottery Lesson Resources

Glossary
Voice in writing communicates the main characters personality, attitude, feeling, and thought.

Term Definition Resources


Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that
connect facts and topics
Debatable- questions that expose
areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
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Name: Aye Thida Lin
Unit Title: Short Stories
Unit length: one month

[Class/8]

understand, and be able to do. These


should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the
lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences