CulturalLp2

Lesson Plan #2

 * Date:** March 26, 2009


 * Housekeeping Stuff:** The teachers will ask the students how far they have read in their books.


 * Student/Classroom Description:** 8th grade Language Arts class. 4 girls, 1 boy. No exceptionalities.

This lesson will consist of the students discussing their homework assignments- the main ideas from their individual books. The students will then individually complete a RAFT assignment regarding their books' content. After this writing assignment is completed, the students will complete a foldable to be used for note-taking on the remainder of the book.
 * Lesson Description/Rationale:**

//Why is this lesson important?// This lesson is important because it will provide the students with the opportunity to use their critical thinking skills to create a piece of writing based on the information they learned from their assigned books.

//How will this unit benefit the student long-term?// As students continue in school, they must be able to write for a variety of audiences and purposes (e.g.- writing a research paper for their English teacher is very different than writing an editorial piece about the dress code for their school newspaper.) RAFT assists them in developing this ability. This exercise also allows the students to think creatively and use their imaginations, stepping into the shoes of a person from a different time and place of their own.

//What was taught prior to lesson/unit?// In the previous lesson, the students learned a variety of facts about the different time periods being studied in their group, providing them with background knowledge for their own book and their fellow group members’ books. The students were told to read half of their individual book to prepare them for this lesson.

//What will be taught after the lesson/unit?// The students will create a foldable which will be used as a note-taking device for this students to use as they read the remainder of their books. The information recorded will be used in subsequent lessons.


 * Materials & Equipment:**
 * Notebook paper
 * Types of formats worksheet (5 copies) [[file:RAFTOptions.doc]]
 * RAFT boxes worksheet (5 copies) [[file:RAFTworksheet.doc]]
 * Construction paper
 * Scissors
 * Glue
 * Stapler
 * Markers or Pens

  =Lesson Content=
 * Lesson Objectives: Mrs.Coleman**
 * 1) Students will analyze the first half of their books in optional formats such as journal writing, interview reporting, illustrations, essays, or dramatic skits.
 * 2) Students will participate in a group discussion that will allow them to elaborate on important aspects of their particular book that relate to their feelings about current social and cultural issues.
 * 3) Children will construct foldables that will allow them to organize central concepts of the 1900s that help to bring about change in the United States for all (e.g.- the formation of the NAACP, extinction of segregated schools in Brown vs. the Board of Education, etc.)
 * 4) Through critical analysis of each book and facts learned, students will make predictions on how they think their book will end.
 * 1) //Illinois Learning Standard 2.A.3b:// Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature.
 * 2) //Illinois Learning Standard 3.B.3a:// Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
 * 3) //Illinois Learning Standard 2.B.3a:// Respond to literary material from personal, creative and critical points of view.
 * 4) //Illinois Learning Standard 4.A.4a:// Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversa­tions, team projects, presentations, interviews.

Set Induction
 Mrs. Mayhood: "Students, we will all take turns discussing the main ideas found (the ones you wrote on your post-its) in the first halves of your books. Please get out your books and your post-its. Let's start with __ [student at beginning of the circle] and go around in a circle. Please tell the group one main idea from your book. [After students have all shared, starting with the "beginning" student, the teacher will ask the following questions.]  (10 minutes)
 * 1) What did you enjoy about your book?
 * 2) Did you want to keep reading even when it was time to stop?
 * 3) Was there anything about the book or the person the book was about that you didn't like?
 * 4) What was the favorite thing you learned from your book?"

Content & Activities:
Transition Mrs. Mayhood:  "Now that we are done with the discussion portion of today's class, we are going to move on to a writing activity. The writing activity we will be doing today is called RAFT writing. How many of you have heard of RAFT writing before? [If some have not, then the following explanation will be given.] The R in RAFT stands for role of the writer. This helps the writer decide on a point of view and voice for the writing. For example, who are you writing to and from what point of view are you telling your story. The A in RAFT stands for audience for the piece of writing. This helps the writer decide how he or she is going to communicate their ideas, and who are they communicating them to.The F in RAFT stands for format of the material. This helps the writer organize their ideas into a particular form of writing. The T in RAFT stands for topic. This is the topic of the writing, it helps the writer focus on the main ideas. Now, you're going to create your own! You may write it as if you are writing a letter, as a narrative (story), as an interview, or as an informational flyer. But first, fill out this worksheet showing your choices."

The students will then fill out a RAFT worksheet, listing the role, audience, format, and topic of their writing peice. The students will be provided with a worksheet [see attached] to help them organize and determine what their individual RAFT will be before they begin their piece. (30 minutes)

Closure:
Transition Miss Daniels:  "Next, we are going to work on a foldable to help you take final notes on the rest of the book."

The foldable we will be using is the square template. First I will show the students a sample, then I will explain how to create the foldable. In order for the students to make the foldables correctly, I will be making one with them. I will ask students to write one main point they have learned, one interesting fact about their person, and one quote from the book they liked. Students will have a choice to write whatever they want in the last section. (10 minutes) Finally, each teacher will tell the student to finish their books.
 * Miss Daniels: Randolph book--Chapters 6-10, King book--Chapters 7-13
 * Mrs. Mayhood: Myers book-- pages 101-206
 * Miss Doty: Du Bois book--Chapters 9-16
 * Ms. Coleman: //I Am Scout//-- remainder of book

Transition Mrs. Coleman: Finally, we will take to discuss with our students how they think the reminding chapters of their books will end, in addition to asking that students to finish their raft activity at home.

One addition assignment that I gave to my student was to have her write a one page reaction paper that talks about her feelings concerning the book that she read, I am Scout. (5-10 mins)

Literacy Techniques Used:

 * Notebook Foldable--Square Template
 * RAFT writing strategy