Speak Lesson Plan

LESSON PLAN

PLANNING

Date: 29 February                             Class and Grade Level: 10

Title/Subject of Lesson: Exploring new media through the perspective of Speak

Overall Unit Essential Question: How can we discover and express our voice? How do we handle emotional difficulties in our life? etc.

Learning Goal(s): Students will cite textual evidence to create a piece art representative of one that Melinda may have created. (reading standard 1 & 3)

Assessment(s): Writing and analysis of choices made in the art piece.

State (or Common) Core Curriculum Standard(s): Reading standards 1 & 3

Concept(s) to Be Taught: Citation of evidence, character analysis, creative process, representation in multiple mediums, presentation skills

Rationale: We want this unit to help students begin to understand and identify their own and find ways to express. This project will serve as a springboard to finding their own voice as they further explore Melinda’s. This lesson will also help students explore character analysis by creatively exploring aspects of Melinda’s character and citing textual evidence.

Materials Needed: Computers, video equipment (phones), art supplies

Strategies to Be Used: Brainstorming, writer’s notebook

PERFORMING

Announcements: N/A

Continuation from Previous Lesson:  N/A

       

Lesson Presentation:

Jenn:  Welcome to class. We are going to jump right into our writing prompt.

        A) Preparing for Learning:  [anticipatory set]

Project Mona Lisa. Prompt: This is the Mona Lisa. In the next few minutes we want you to take your writer’s notebooks and write a narrative describe the character’s emotional state. It can be funny, sad, or happy.

Questions: What insights do we gain when we project our own artistic interpretation onto the original?

        B) Directing the Learning:  [learning activities]

Assignment/Strategy or Skill Development:

A) Directions= We want you to create a piece of art that reflects Melinda’s character and experience in the novel. Using our piece as your model pick something to symbolize her emotional state then create it. You may choose several symbols or focus on one. Then create a visual representation. You can use an visual media: drawing, video, photoshop, whatever you want. Then write a brief reflection (1  page)  citing the passages that inspired your choices and explaining how you used the visual elements to support your idea of Melinda’s character.

              B) Modeling/Examples= Our mentor text of pizza box in trash. (Anderson pg. 14-15, 90)

Question: Is this piece an accurate representation of Melinda’s emotional state? What feelings does this piece prompt?

              C) Guided Practice= N/A, instead we’ll help with the independent practice.

• Brainstorm about Melinda’s emotional state.=
• 2 or 3 as a class
• 3 min individual time
• Brainstorm visual symbols=
• 2 or 3 as a class
• 3 min individual time
• Finding textual evidence=
• 10 minutes to begin finding evidence
• Discussion on how to put it all together

             

              D) Independent Practice (Homework, etc.)= The final project

        C) Reinforcing the Learning: Recapture what needs to be done. Focus on finding Melinda’s voice.

Post-Instruction Reflection:

Did the directions make sense? Did the students understand the assignment? Did they make intentional artistic choices?