EDSU 532EFFECTIVE LITERACY INSTRUCTION FOR SINGLE SUBJECT CANDIDATES

SCAFFOLD READING/WRITING LESSON PLAN (40 points)

Teacher Candidate: Jean HiltonSubject Matter Content: English Language ArtsGrade Level: 9th Grade

PLANNING PHASE

Background: Class is finishing reading Oliver Twist and Preparing to write their first complete essay of the semester.Content Preparation: Focus on care available for Orphans around the world and the lack of care and mentoring as they become adults.Duration: Three weeksContent Area Standard(s):

Literary Analysis 3.0- Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Writing 1.0 - Write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates awareness of audience and purpose.

Student Learning Objectives: At the end of this lesson, students will be able to identify personally meaningful themes and provide supporting data.

At the end of this lesson, students will be able to demonstrate understanding of the structure and content of a well-supported essay.

At the end of this lesson, students will be able to demonstrate understanding of what support and preparation are needed for all young people to enter adulthood.

At the end of this lesson, students will be able to determine their grade point average and the impact of their grades on college entrance.

Content objectives: Writing Strategies 1.3, 1.5 and 1.6

Use clear research questions and suitable research method to elicit and present evidence from primary and secondary sources.

Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found.

Integrate quotations and citations into a written text while maintain the flow of ideas.

Content Vocabulary/ConceptsOrphanShelterGrantMentorVocation/AvocationCollegeGPAParagraphSource

Material and ResourcesNotes from student reading of Oliver Twist.Computer Lab TimeMap of the world with number of orphans in each country postedTimeline for demonstration of severity of problem in time formatStudy guides for every five chaptersGraphic Organizers-

Personal Goal SheetGPA Determining ActivityEssay structure GraphReQuest Question ListsOn-Line Bibliography FormatSheetIChart Graphic

INSTRUCTIONAL PHASE

Pre-Reading Strategies & Rationale: to prepare for reading this text, Oliver twist, a presentation of the timeline showing the frequency of orphans entering society without having family structure or having had a bridge to adulthood is shown. The next slide is a map of the incidences of orphans in differing countries around the world. These two visual images will lead to a text appetizer from our target book, Oliver twist. Strategies from request will be used as students work together in twos to develop questions about the life of orphans in the past. These questions will be used later in discussion.

These strategies will be used to engage the students in the realities of the life of orphans today. As the students read they’ll be asked to keep notations about moments or quotes that are meaningful to them as they explore the difficulties of children trying to live without parents. The request questions will be the first page in their annotation binder for this book.

My rationale for these strategies is that affective understanding of the global crisis of orphans will bring this fictional writing to life for them. Oliver’s daily challenges will become more meaningful to them in light of the understanding of what is happening today. Competent preparation for essay writing in the unit will be enhanced through annotation of quotes as they read.

During Reading Strategies & Rationale: Study guides will be provided throughout the reading of this book with open ended, interactive short answer questions to scaffold deeper thinking. Small group discussions and presentations will be held throughout the project. A day of computer research will be provided near the end of the book. During this day of internet research students will find current information about the services and funds and experiences of orphans throughout the world. A prior demonstration will be made of the appropriate way to create a bibliography or research trail to properly document sources as the students research the topics.

These thinking questions will be posed to encourage the students to face the difficulties of dealing with so many orphans under the specific events in the book. These challenges are demonstrated through the character interactions, themes, imagery, and other literary techniques that they encounter in their reading.

More in-depth research about current issues on the topic will serve to engage the students in the problems of this population. It will cause them to look more deeply at the issues addressed in the reading and in a more emotionally pertinent way. Proper annotation skills will be demonstrated at the beginning of this day of research and as the students read to provide the raw material that is meaningful to the students before writing activities begin post reading.

Post-reading Strategies & Rationale:

A small group discussion activity to complete an Ichart regarding the problem of orphans then and now will help the students identify the specific deficiencies in the lives of orphans during the days of Oliver twist and in our world today. A simple graph of those challenges that occurred most frequently in the group discussion will serve as review at the end of the group discussion activity. This is a springboard activity to move into some hands-on essay writing experiences.

The basic organizational structure of an essay will be another day activity. With the general outline, students will be able to “plug in” information from the earlier day of Internet research and from their reading annotations. Using these two sources and working individually, students will fill out the basic structure for their future essay. Development of their overall thesis, however, will be done in a larger group setting with small group interaction. Direction will be given for the students to compare and contrast the plight of Oliver with modern-day orphans as the foundation for their thesis. After having researched and read the students will have ample information in this thesis development activity will allow them to make some decisions and prioritize the data in a meaningful way.

A final expansion activity will be to make it personal. These orphans do not have adults to bridge their entrance into the world, and a discussion about what bridges adults provide will be a springboard to a Quick Write activity. We’ll review the challenges listed on the earlier day with the Ichart, and of course one will be about modeling for future success. From you all talk about what their goals are for their futures and how college works into their plans. Students will pair share their collegiate goals. Then the graphic organizer about goal setting will be completed and reviewed. Again, with a partner, students will look up the requirements for entrance for their college of choice. Pertinent information such as how a student determines his own GPA and what other requirements are helpful for college acceptance will be presented and discussed. A graphic organizer will be used to give students sample experiences with these calculations. This will all lead to the need for a short and tightly woven personal essay for their college application. This experience should help students see the practical relevance of essay writing skills. Quick Write essay writing for their mock college application will serve as an interactive experience with the basic structural components and the need for supporting evidence.

Closing: The closing experience for this unit is also the summative assessment. Students will have researched and analyzed current information, practiced structured essay writing in a small setting, and completed proper outlining in preparation for this summative assessment. Each of these serve as a formative assessment as well. Each step also serves as a scaffold for the next to build meaningful context.

Formative and Summative Assessment: The closing experience for this whole literary journey with Oliver Twist will be the completion of their persuasive essay. Students will be prompted that they are convincing a room full of wealthy investors to support activities that will bless the lives of orphans somewhere some way. The basic essay structure will give students three topics or three pleas with which to reach their target audience. Their goal will be to persuade these investors to make specific changes through financing. This authentic assessment will also reinforce the plight of others, the power of the well supported discussion point and the vital need for good writing skills. Appendix A is the graphic organizer that would be used for a sample essay structure comprehension assessment.

Reading: the unit includes reading both the classic literary work of Oliver twist and modern Internet research of current data.Writing: students will practice and expand their writing skills through annotating their reading and their research, writing request questions, writing both preparatory essay outlines, essays and quick write essays for practice.Speaking: although there will be lots of discussion throughout this unit, the major events include sharing their lists of most pertinent deficits in the lives of orphans then and now with each other and with the class, and discussing their goals and their challenges.Listening: students will need to listen to the teacher near the beginning to understand the breadth and scope of the orphan issue and to understand process directions for annotations and research skills. Students will also need to listen to each other to help graph the issues that appeared most frequently within the themes developed in small group activities.

Kinesthetic Experiences: graphing each other’s opinions and the frequency with which they appeared and annotating as they read are kinesthetically interactive portions of this unit.Hands-on Experiences: researching meaningful data about orphans today, working out GPAs, both random and personal, and researching the specific requirements of their school of choice.

Appendix A-1 Written on Board

Thesis statementWhy statement with three elements included

Paragraph 1- example: How many kids end up involved in crimeQuote 1- Foster care researchQuote 2- OT quoteQuote 3- Quote from either source

Paragraph 2 - example: How many of them leave the system without a family or adult support.Quote 1- Foster care researchQuote 2- OT quoteQuote 3- Quote from either source

Paragraph 3- example: Orphaned kids throughout the world don’t have enough food to eatQuote 1- Foster care researchQuote 2- OT quoteQuote 3- Quote from either source

Summary Statement