Lesson #6 Textual Evidence and Inference
CCSS: 9-10.RL.1
Primary Objective(s):
· Students will be able to support inferences drawn from Lāʻieikawai by orally citing at least one example of strong and thorough textual evidence from the perspective of a character of the story during a dramatic talk show.
Specific Skills/Knowledge Gained from Lesson:
· Inference
· Oral communication
· Finding textual evidence
· Characterization of characters in Lāʻieikawai
Handout:
· Talk Show Worksheet
Preparation:
· Prepare handouts
Assessment:
· Performance during talk show
Primary Objective(s):
· Students will be able to support inferences drawn from Lāʻieikawai by orally citing at least one example of strong and thorough textual evidence from the perspective of a character of the story during a dramatic talk show.
Specific Skills/Knowledge Gained from Lesson:
· Inference
· Oral communication
· Finding textual evidence
· Characterization of characters in Lāʻieikawai
Handout:
· Talk Show Worksheet
Preparation:
· Prepare handouts
Assessment:
· Performance during talk show
Flow
1. Note: The level of scaffolding, or teacher guidance, in this lesson can vary depending on your time restraints and the students’ abilities. The flow I provide for this lesson is on the higher end of scaffolding. An alternative lesson plan would allow the students more freedom to choose their own characters and scenarios from the novel and to create their own talk show format. For this lesson, I have chosen specific scenarios for one set of characters. This is sufficient because each group will have different interpretations, but other sets of characters and scenarios could be provided.
2. Start the lesson by getting the students into groups of five.
3. Once the students are in their groups, pass out the Talk Show Worksheet. Let them know they have thirty minutes to prepare for a 5-7 minute “talk show” performance. Emphasize that they should not write out their parts word-for-word. Instead, they should try to “get into character,” understand how their character would act in a certain situation, and allow themselves to be more impromptu with their talk show. Also, let the students know that they will be evaluated on their ability to incorporate examples from the text into their performances, specifically their ability to justify their actions or words in the talk show with textual evidence. Furthermore, some of the characters are not directly involved in each of the scenarios, but the students can still play the role and give insight into how they believe the character would react to those situations.
4. If after thirty minutes the students are prepared, welcome the students to the talk show Hawaiʻi Havoc; begin the “presentations” with volunteers. This should be a fun activity! Have the students introduce themselves and say which character they will play.
5. If a group is struggling with keeping the momentum of their group, ask them prompting questions to “stir the drama.” And if time permits, other students may ask the performing students questions, which they must answer in character.
2. Start the lesson by getting the students into groups of five.
3. Once the students are in their groups, pass out the Talk Show Worksheet. Let them know they have thirty minutes to prepare for a 5-7 minute “talk show” performance. Emphasize that they should not write out their parts word-for-word. Instead, they should try to “get into character,” understand how their character would act in a certain situation, and allow themselves to be more impromptu with their talk show. Also, let the students know that they will be evaluated on their ability to incorporate examples from the text into their performances, specifically their ability to justify their actions or words in the talk show with textual evidence. Furthermore, some of the characters are not directly involved in each of the scenarios, but the students can still play the role and give insight into how they believe the character would react to those situations.
4. If after thirty minutes the students are prepared, welcome the students to the talk show Hawaiʻi Havoc; begin the “presentations” with volunteers. This should be a fun activity! Have the students introduce themselves and say which character they will play.
5. If a group is struggling with keeping the momentum of their group, ask them prompting questions to “stir the drama.” And if time permits, other students may ask the performing students questions, which they must answer in character.
Handout
lesson_6_talk_show_worksheet.docx | |
File Size: | 99 kb |
File Type: | docx |