Georgia Standards Lesson Plan Format
http://www.georgiastandards.org/

Name: Kristie Kannaley


School: Lost Mountain Middle School


Lesson Title: Get the Story Right


Annotation: This lesson is meant to lead the students into the performance task of writing newspaper articles that reflect many of the concepts we have been discussing over the past two weeks, including personification, hyperboles, simple versus compound sentences, tone, and mood. The students will be read a book that introduces another perspective on the traditional story of The Three Little Pigs. The True Story of the 3 Little Pigs is told from the Wolf’s perspective and represents a great example of how point of view can change an entire story. Afterward, the students will watch two videos that prompt them to write a story in a different mood or tone than that which it was originally written in. The students will have to include figurative language in their articles.


Primary Learning Outcome: The Primary learning outcome is that the students learn how to incorporate figurative language into a story and how to change the mood and the tone of the writing. The essential question for the day will be: How does the mood/tone of a story change when it is told from another perspective?


Assumptions of Prior Knowledge: It is assumed that students are familiar with the terms mood, tone, hyperbole, and figurative language from previous lessons. They have also been exposed to simple and compound sentences and should know how to distinguish between the two. This lesson will give them the opportunity to apply and practice their skills.


Assessed GPS’S:


ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.


ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.


ELA6W2 The student demonstrates competence in a variety of genres.


National Standards:


Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.


Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).


Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.


Materials: The True Story of the 3 Little Pigs book by Jon Scieszka, PowerPoint Slide, two video clips on a CD (also located at http://www.xtranormal.com/profile/3318471/ under “Robot Writers” and “Chapman2.” Username: Kkannaley Password: connor3, class set of circle cut-outs (half should have “robot” written on them, while the other half should have “superhero” written on them), bag to place the circle cut-outs in, class set of “Grading Guide for Mood and Tone Performance Task”


Total Duration: 50 minutes


Technology Connection: The students will be watching video clips and will have to base their newspaper articles off of what they see and hear.


Procedures:

1) Class will begin with the teacher reading The True Story of the 3 Little Pigs at the front of the room. The students are not expected to take notes, but they should be instructed to listen attentively. They also may follow along in their literature books. The same story is on pages 440-447. Before beginning the reading, the instructor will encourage the students to think about the mood and tone of the piece as she reads it. Throughout and after the reading of the book, the teacher should ask the following questions:
What impression of himself is the wolf trying to create when he says that he didn’t want to just walk into the pig’s house?
How would you describe the writer’s tone?
Do you believe the Wolf?
What does he say about the news reporters?
Do they have any influence on the story?
How does the story change with the change in point of view (you may have to explain the meaning of “point of view”)? This should take about 20 minutes.

2) Next, the teacher should upload the “Robot Writers” and “Chapman2” video clips from the disk. While the disk is loading, she should walk around with the bag of circles and have each students pull one out. The students will be informed that the word on their circle determines what their assignment is, and that they must pay very close attention to the videos so that they will understand what to do. After that, the teacher will play each video. The first one requires students with the “robot” circles to write a newspaper article that uses at least two compound sentences and an example of personification. It also asks students to establish a positive tone toward the robots to lead to a sympathetic mood. The teacher should play the video twice, since it is difficult to hear. After that, the teacher should play the “Chapman2” video clip, which explains the assignment for the students who chose the “superheroes” circles. The video explains that students should write a newspaper article in an excited tone and that establishes a mood of relief for the reader. These students are also asked to include one hyperbole and two compound sentences in their articles. Like the last clip, this video should also be played twice. The teacher will then answer any questions the students may have. This should take about fifteen minutes.
3) To help the students remember the assignments, the teacher will project the “Lesson Plan 7 PowerPoint” on the screen. It lists all of the requirements the articles must have. Students will be given the opportunity to begin working on their articles. The teacher will walk around and answer any questions. The students may work together as long as they each turn in their own copy of their articles. The students will draft for the remainder of the class, which is about 15 minutes.

Assessment: Students will be assessed by the performance task of composing the actual newspaper articles. They must have their articles relate to the actual video clips and must include figurative language and at least two compound sentences. They also must write in the appropriate mood and tone as is assigned through the video clip.

Extension: Students who already understand these concepts can expand their learning by trying to write in multiple genres. If it is too easy to write in the newspaper format, they may also try to write in different genres, such as poetry.

Remediation: Students who are struggling with these concepts may need to watch the video clips again. Additionally, they may need to work one on one or in small groups with the teacher. The drafting time could be used to help them.
Works Cited:

Scieszka, Jon. The True Story of the 3 Little Pigs. New York: Puffin Books, 1989. Print.
Xtranormal. Xtranormal. Xtranormal Technology, 2010. Web. 14 Oct. 2010.



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Content
Student uses words that relate to the mood and tone requirements for his/her particular assignment. The assignment is focused and contains supporting details.
Student uses some words that relate to the mood and tone requirements for his/her particular assignment. The assignment is somewhat focused and contains a few supporting details.
Student does not use words that relate to the tone and mood requirements for his/her particular assignment. The assignment does not seem focused and contains little to no supporting details.
Figurative Language
The student uses the required example of figurative language in proper context and uses it to “push” the writing.
The student uses the required example of figurative language, but it doesn’t seem to make sense in the context.
The student does not use the required example of figurative language.
Sentence Structure
The student uses at least two compound sentences and varies the overall sentence structure.
The student attempts to vary the sentence structure but makes a few errors.
The student does not vary the sentence structure.