LESSON 2- Analysis of “On the Sidewalk Bleeding”

School: Day: Date: Period: Class:

Bede Polding College Thursday 22/10/2020 3 9ENGF/ D18
Unit: Change- thematic study of short texts, short stories and memoirs
Topic: Phase 7: Guided, shared and independent reading of short stories and memoirs
Aim: For students understand plot structure and theme and apply their knowledge successfully to the text

The Big Picture of the lesson: What question communicates the purpose of the lesson? How do literary techniques in “On the Sidewalk Bleeding” construct
meaning and key themes?
Syllabus Outcomes: EN5-1A, EN5-2A, EN5-8D

General capabilities: Literacy, ICT, Personal and Social Capability, Ethical Understanding, Intercultural Understanding, Critical and Creative Thinking

Learning Intention: Success Criteria:

• We will understand how the author conveys themes and the concept of I can:
changing self through close analysis of the text  Recall and apply my knowledge of literary techniques to the text
using examples
 Understand how meaning of a text is constructed through literary
techniques and author choices

Resources: Assessment:
 Student exercise books  Assessment for learning (formative)
 Whiteboard/whiteboard markers o Class discussion/brainstorms
 Apple TV/projector o Pre-test- brainstorm of techniques
 Copies of “On the Sidewalk Bleeding” o Contribution to Mentimeter
 Menti- https://www.menti.com/hrnxpck2bf
 Student devices
 List of techniques (post on Google Classroom)
TEACHER ACTIVITIES STUDENT ACTIVITIES RESOURCES
 Powerpoint- learning intentions & success criteria  Powerpoint- learning intentions & success criteria PPT
Learning Intention:
We will understand how the author conveys themes and Apple TV
the concept of changing self through close analysis of the
text

Success Criteria:
 I can:
 Recall and apply my knowledge of literary techniques
to the text using examples
 Understand how meaning of a text is constructed
through literary techniques and author choices
 Table format on whiteboard- Themes + Evidence)-  Class brainstorm Whiteboard/whiteboard markers
 What themes are in this short story?  Themes/evidence in “On the Sidewalk Bleeding”
 How do we know (evidence)?  Some students write answers on board
o Select students to provide answers: e.g. Cade, Zac,  Copy in books
Molly, Kobi etc.
o Students to write answers up on the board (only new
answers not repetitions)
 Quickly brainstorm techniques with class  Pre-analysis class brainstorm Whiteboard/whiteboard markers
o Techniques
 Simile
 Metaphor
 Onomatopoeia
 Alliteration
 Assonance
 Symbolism
 Imagery
 Flashback
 Rhetorical question
 Pathetic fallacy
 Repetition
 Anaphora
 Colloquialism
 Motif
 Personification
 Euphemism
 Hyperbole

 Annotating on Adobe Acrobat Reader  Teacher-led analysis of first page of “On the Sidewalk Bleeding” Apple TV
o Students contributing and copying annotations on their
copies of the text Adobe Acrobat Reader
 Refer to PPT for instructions for pair analysis activity  Pair analysis activity https://www.menti.com/hrnxpck
 Demonstrate example of what responses should look like o In pairs (12 pairs) 2bf
 Remind students no inappropriate responses o Instructions:
 Have Mentimeter ready for students to join (add link to Google  Analyse ONE page of “On the Sidewalk PPT
Classroom) Bleeding” and identify and highlight techniques
 Let students select own pairs but allocate pages to students (2 on your copy of the story. You will then also need Apple TV
pairs per page- starting from page 2) to contribute your ideas to our class Mentimeter
 Upload techniques list and instructions on Google Classroom to BEFORE you return to class. We will then discuss
 assist students. your answers.
 You may work outside in the open-area of D-
Block ONLY
 You will need to join the Mentimeter BEFORE
leaving the room (I will put the code on the board
shortly)
 Only ONE person in each pair will post your ideas
on the Mentimeter
 You will need to post a minimum of FIVE
techniques (that means if everyone is here we
should have at least 60 responses!)
 You will have 15-20 minutes

 Lead class discussion  Return to class & class discussion of Mentimeter responses Mentimeter (live view)
 Call on some students to elaborate on responses o Students to discuss their responses
 Save as PDF Apple TV
 Lead class discussion  Class discussion (if time permits) Whiteboard/whiteboard markers
 Symbolism and motifs
o 30 secs-1 min to write down whatever symbols/motifs
come to mind in the story
 E.g. purple jacket
 Blood
 Rain
 Discussion of answers
 Class discussion questions:
o What was Andy’s original attitude to the jacket?
o Why was the jacket so important to him?
o What did it represent?
o What does the colour of the jacket symbolise?
o Why does Andy’s attitude to the jacket change?