Learning Experience Plan



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Learning Experience Plan


This mini lesson serves as a pre-reading lesson designed to prepare students for the unit on Tone and Diction in which they will read nonfiction essays. This mini lesson will be taught before students actually read or work with an essay (first E.B. White’s “Once More to the Lake”). Rather than jumping into the essay without context, this pre-reading mini lesson reinforces the importance of the unit, Tone and Diction, by introducing these ideas clearly beforehand. While touching on the Vocabulary mini lesson that defines Tone and Diction, it also expands these definitions by getting student input and ideas about them. This will set the base for how students read future essays through the lens of tone. This will be done with a Semantic Map strategy. A Semantic Map also be used to introduce the first essay after going over tone and diction.

Subject: English Grade level: 10th

Unit: Tone and Diction Length of LEP (days/periods/minutes): 15 min

Topic: Pre-Reading

Content Standards: (include only standards addressed in this LEP) Reading Standards for Informational Grade 10 5) “Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.” 6) “Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.”

Literacy Standards: (include only standards addressed in this LEP)



Learning Experience Outcomes (knowledge/skills)

Students will: use semantic maps in order to understand the unit topic of tone and diction before reading the texts




Learning Experience Assessments


Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching

Students grasp the concepts of tone and diction more generally but are still working towards translating that knowledge specifically to ELA



On-level

Students can successfully input thoughts and ideas on tone and diction both in a general and ELA sense. Can now move forward and use these knowledge to successfully read texts through the lens of tone and diction



Beyond

Already have an understanding of tone and diction from the vocab. Mini lesson and are already prepared to read a text with this lens of thought



Curriculum Integration (Does this lesson correlate with any other content area? Describe.)


Materials

Procedures/Strategies

Whiteboard and marker for semantic maps (see sheet for info)

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) As we begin our discussion on tone and diction, students will use their prior knowledge in order to share thoughts on tone and diction in general, and then use these thoughts to think more specifically about tone and diction in terms of ELA

Direct Instruction (input, modeling, check for understanding)

  1. Begin by explaining to students that the point of the unit is to learn about Tone and Diction, and that this will be done by reading and analyzing essays. However, before getting into the actual essays it is important to talk about and understand tone and diction

  2. Draw semantic map on the board with “tone” as the center bubble. Add surrounding branches/bubbles as students share thoughts on tone while also asking questions to gear students toward certain important points.

  3. Do the exact same thing with the word “diction.” When finished, draw a line from the diction bubble to the tone bubble and ask students what they have to do with each other (diction sets the tone)

  4. Draw one final semantic map with “Once More to the Lake” as the center bubble. In the surrounding branches/bubbles, give students information which will enhance their reading of the essay and also make it relevant to tone and diction

Guided Practice (how students will demonstrate their grasp of new learning)

-the reliance on student input and participation in this mini lesson helps demonstrate how the students are learning and beginning to understand tone and diction



Independent Practice (what students will do to reinforce learning of the lesson)

-as the students read the essay, they will keep in mind the discussion and information from this mini lesson



Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)


***See next page for notes that will go on whiteboard for this lesson

WHITEBOARD SEMANTIC MAP NOTES (words in bold will signify the center of the semantic map. Notes under those words will signify surrounding branches/bubbles. Words in italics will not necessarily be written on the board, instead will be oral)

TONE

-general/non-academic thoughts: how a person says something. Other thoughts: musical and sports definitions of tone (prior knowledge)

-attitude or feelings

-reaction/affect it has on the listener

-literary definition: the way the author feels or the author’s attitude toward the subject of the text

-emotions/feelings such as happy, sad, humorous, hopeful, angry, etc.

-not always one obvious tone, more likely to be multiple tones expressed in varying levels in an essay

DICTION

-recall from vocabulary lesson:

-“dic” means “to say”

-“tion” follows an action

-words

-author’s words (not just any word like “the” or “a.” refers more specifically to important words that set the tone of the essay)



Connection between tone and diction: diction sets the tone

Once More to the Lake”

-early 1900s (different times, experiences, life, etc.)

-nonfiction personal narrative



-early childhood/family memory (hint about possible tones: nostalgia/reminiscent)



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