Lep8-Hungergames 22feb2013

Learning Experience Plan
Subject: English Unit: The Hunger Games Topic: Character Interactions and Reactions Content Standards: Reading Standard for Literature 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Reading Standard for Literature 3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Speaking and Listening Standard 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. B. Work with peers to promote civil, democratic discussions and decision-making, set clear, goals and deadlines, and establish individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Learning Experience Outcomes Students will: Understand how the different character personalities interact with other characters and how they handle situations that they are put into Learning Experience Assessments Grade level: 12th grade Day/periods: Wednesday 2/20/2013 Per. 1 & 2
Character Mind-Maps Class presentations and discussion
Differentiation Approaching: These students were grouped together because they seem to need more of an explanation of the project at hand and as I move around the room to help all of the groups, I spend a bit more time with them
On-level: These students were grouped together because they are at the average level and are completing the activity as is expected of them, putting the effort in that is needed to complete the task
Beyond: These students together because they seem to be the stronger readers and I am expecting them to come up with in-depth supportive ideas for their Mind-Maps to prove their understanding of their character
Curriculum Integration Materials/ Resources Procedures/Strategies
Day 1 Text: The Hunger Games Journals Writing Utensils Vocabulary Worksheet (DAP-ing) T-Chart Worksheet Category Worksheet Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will answer the journal question that is to be written on the board before students come to class: Journal: What are some new characteristics that you have learned about your character while reading chapter 8? If you do not think you have learned anything new, then do you think that your current character is true to his/her words and actions? Why or why not? Give examples. Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson) How do Katniss and Peeta react when they get to The Capitol? How does The Capitol treat the tributes (specifically Katniss and Peeta)? Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience)
Large Paper Telling the students to refer to their T-Charts and their rough draft of their Mind-Map to help them with the group work Direct Instruction (input, modeling, check for understanding) First, teacher will have those students who are willing to share, share their journals Second, teacher will ask about new vocabulary words from chapter 8 Third, teacher will break the class into their groups and allow the students to put the finishing touches on their Mind-Maps with the intention of presenting them today (Katniss; Peeta; Haymitch; Effie Trinket and Cinna) Fourth, groups that have completed their Mind-Maps will present them to their class Those groups who either did not finish or did not get to present, will do so on Monday *As a side note: if all of the presentations are completed, then begin chapter 9 with the class
Guided Practice (how students will demonstrate their grasp of new learning) Groups presentations of their Mind-Maps
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) Remind students of the homework and that if their group did not get a chance to present, they will do so on Monday
Independent Practice (what students will do to reinforce learning of the lesson) Read chapters 9 and 10 for homework 2 new vocabulary words

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Learning Experience Plan

Character Mind-Maps Class presentations and discussion

Curriculum Integration Materials/ Resources Procedures/Strategies

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