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Grade Level: 7th Grade Lesson Plan 1
Using the script from episode 22 of The Twilight Zone “The Monsters Are Due On Maple Street” by Rod Serling.
Topic: Television script as literature: Introduction
Class Length: 60 minutes
Objectives: Literacy Objective: Students will be able to draw logical inferences from presentations and visual media (Communication: Oral and Visual 2). Students will also be able to interpret the speaker’s purpose in presentations and visual media (e.g. to inform, to entertain, and to persuade) (Communication: Oral and Visual 3).
Rationale: clearly states the value of the lesson is in term of the students’ lives and curricular goals. Assessment: 1. Students’ subject matter learning-should be able to ask relevant questions about the script and it will promote collaborative/thought sharing moments. 2. Students’ Self-Learning-will be encouraged to think for themselves, relate the study of the script to their personal lives/experience/history, and the climate of small groups will encourage self-learning. 3. Students’ Social Learning-students will work as a full class group will viewing the video, the passing out of the assigned reading and classroom material, and the drawing of character names for in-class reading. During future lessons, they will break into groups for discussion and activities to learn from each other from a variety of culture and viewpoints. This is the introduction to prepare for future lessons on cultural diversity in small group sessions.
Materials: Pre-assessment Video of “The Monsters Are Due On Maple Street.” Script: Episode 22 “The Monsters Are Due On Maple Street” from the television series The Twilight Zone by Rod Serling. Character Names in a hat for drawing to begin in-class reading for lesson plan 2.
Procedures:
Group size: Whole Class
Introduction: 1. Class begins with Sustained Silent Reading (10 minutes). 2. As a warm up, I will pass out my pre-assessment for students to answer the three questions asked. I will let them respond as we settle in to prepare to view the video (10 minutes). 3. Announce that the video that will be studied that day will cause them to think that people can make wrong decisions without complete facts (4 minutes). 4. Run video (22 minutes). 5. Pass out scripts and assign reading home work (4 minutes). Closure: Conceptual Ask a few questions as to what did they think about the way the people reacted to each other from “Maple Street?” Pass out the scripts. Pass the hat and ask each student to draw out one character’s name. This will be their assigned “part” for in-class readings. Pass out the first vocabulary work sheet explaining to them they are to fill it out during class readings. Advise them they are to read pages 1-5 for tomorrow (5 minutes). Closure: Procedural Prepare the students by reminding them we will be reading aloud. Announce that they need to be thinking about the peoples’ reaction to one another portrayed in the video (5 minutes).
Evaluation: The students will strengthen their verbal reading skills by the pronunciation of unfamiliar common language words. Their small group brainstorming sessions will improve their interpersonal skills at problem solving by working on exercises, discussing the script and coming up with joint conclusions to its interpretation.
My plan is to be able to determine by the students’ discussion of these the script by how well they understand conflict resolution and their ability to grasp unfamiliar vocabulary while they are reading aloud in the classroom.
I will be able to assess the individual student’s ability for critical thinking with their individual responses during the whole class discussion about while working in their groups as they address their questions and the answers they come up with to the questions:
I will be able to assess the discussion group’s ability to work together to come up with a consensus to the questions:
I will be able to assess how well each individual student grasped the concept of team work within the group by reading their K-W-L response cards from quiz days. If they seem still unclear with the concept, we will re-address it before the full in class the next day.
In this single day’s lesson, I will have covered ODE standards: Pg. 225. Communication: Oral and Visual 2-4, 6 and 7.
Self Evaluation: Clearly described procedure/questions you will ask yourself to analyze your teaching and implications of the lesson; questions for reflection go beyond self. I do not want to run out of material/activities during the hour long class period. These are 12 and 13 year olds. They will need to be guided and monitored closely to keep on the task of “learning while playing.” Am I being too tough on them when it comes to the assigned number of pages I expect them to read daily…I don’t think so.
Grade Level: 7th Grade Lesson Plan 2
Using the script from episode 22 of The Twilight Zone “The Monsters Are Due On Maple Street” by Rod Serling.
Topic: Television script as literature
Class Length: 60 minutes
Objectives: Literacy Objective: Students will be able to draw logical inferences from presentations and visual media (Communication: Oral and Visual 2). Students will also be able to interpret the speaker’s purpose in presentations and visual media (e.g. to inform, to entertain, and to persuade) (Communication: Oral and Visual 3).
Rationale: clearly states the value of the lesson is in term of the students’ lives and curricular goals. Assessment: 1. Students’ subject matter learning-should be able to ask relevant questions about the script and it will promote collaborative/thought sharing moments. 2. Students’ Self-Learning-will be encouraged to think for themselves, relate the study of the script to their personal lives/experience/history, and the climate of small groups will encourage self-learning. 3. Students’ Social Learning-students will work as a full class group will viewing the video, the passing out of the assigned reading and classroom material, and the drawing of character names for in-class reading. During future lessons, they will break into groups for discussion and activities to learn from each other from a variety of culture and viewpoints. This is the introduction to prepare for future lessons on cultural diversity in small group sessions.
Materials:
Script: Episode 22 “The Monsters Are Due On Maple Street” from the television series The Twilight Zone by Rod Serling. Vocabulary List 1 Definition of Terms List
Procedures:
Group size: Whole Class
Introduction: 1. Class begins with Sustained Silent Reading (10 minutes). 2. As a warm up, I will ask the class what they thought about the video (5 minutes). 3. Announce that the script that will be read aloud and the vocabulary words defined that day will cause them to think more about how quickly people can jump to conclusions and make wrong decisions without complete facts (5 minutes). 4. Read in class script assigned parts group 1. 5. Stop to give definition to vocabulary words as they are read from the script. (30 minutes). Closure: Conceptual Ask a few questions as to what did they think about the way the people reacted to each other from “Maple Street?” Advise them they are to read pages 6-10 for tomorrow and that we will review for Quiz 1 (5 minutes). Closure: Procedural Prepare the students by reminding them we will be reading aloud. Announce that they need to be thinking about the peoples’ reaction to one another portrayed in the video and from the script (5 minutes).
Evaluation: The students will strengthen their verbal reading skills by the pronunciation of unfamiliar common language words. Their small group brainstorming sessions will improve their interpersonal skills at problem solving by working on exercises, discussing the script and coming up with joint conclusions to its interpretation.
My plan is to be able to determine by the students’ discussion of these the script by how well they understand conflict resolution and their ability to grasp unfamiliar vocabulary while they are reading aloud in the classroom.
I will be able to assess the individual student’s ability for critical thinking with their individual responses during the whole class discussion about while working in their groups as they address their questions and the answers they come up with to the questions:
I will be able to assess the discussion group’s ability to work together to come up with a consensus to the questions:
I will be able to assess how well each individual student grasped the concept of team work within the group by reading their K-W-L response cards from quiz days. If they seem still unclear with the concept, we will re-address it before the full in class the next day.
In this single day’s lesson, I will have covered ODE standards: Pg. 225. Communication: Oral and Visual 2-4, 6 and 7.
Self Evaluation: Clearly described procedure/questions you will ask yourself to analyze your teaching and implications of the lesson; questions for reflection go beyond self. I do not want to run out of material/activities during the hour long class period. These are 12 and 13 year olds. They will need to be guided and monitored closely to keep on the task of “learning while playing.” Am I being too tough on them when it comes to the assigned number of pages I expect them to read daily…I don’t think so.
Analyzing Dialogue
Locate one example of dialogue that does each of the following:
1. Advances the Plot
2. Builds Characterization
3. Creates Suspense and/or Intensifies the Conflict
4. Reveals Motivation
5. Controls the Pace
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