08.+The+Birth-Mark+Focus+Lesson+2+&+Handouts

=Lesson Two:= Lesson Two: **A.** **__Purpose of the Lesson__**
 * Grade:** 10
 * Strands:** Reading process; Communication; Literary Analysis
 * Standards:** Listening and Speaking - The student effectively applies listening and speaking strategies.
 * Vocabulary Development – The student uses multiple strategies to develop grade appropriate vocabulary.
 * Reading Comprehension – The student uses a variety of strategies to comprehend grade level text.
 * Nonfiction – The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.


 * Purpose:** This lesson will require students to be generative thinkers and participate in small and large scale collaborations. They will apply their close reading skills to make inferences and develop interpretations. They will have opportunities to discuss difficult and important elements of the text while supporting their opinions with quotes from the text. They will be required to recall intricate details to describe characters and complete the unit chart. Successful completion of this lesson will illustrate that the student has a clear understanding of "The Birth-Mark" and how the man v. society conflict influences it.


 * Length:** 5 days

At the end of this lesson students will be able to: 1. Discuss elements of a text (syntax, diction, & vocabulary) they find challenging. 2. Infer meaning of difficult elements of the text. 3. Support inferences with information from the text. 4.Organize relevant materials with textual support. 5. Identify cause-effect relationships in the text. 6. Communicate ideas and understanding to their teacher and peers. 7. Make eye contact and use appropriate language for a formal, public presentation. 8. Use appropriate textual supports to defend their opinions and decisions regarding a text. 9. Discuss their acquisition of new vocabulary. 10. Identify patterns between texts in a unit. 11. Identify the main idea of a text.
 * B.** **__Objectives for this lesson__**

C. **__Process/Procedures for Students__** During this lesson, students will:

Day one: Friday, March 12th 1. Situated practice: Post one unfamiliar word from “The Birth-Mark” on the word wall. 2. Overt Instruction: Receive instruction on completing reading check. 3. Receive handout: reading check 4. Complete reading check individually 5. Overt instruction: Listen as teacher explains both parts of the language discussion. 6. Get in pairs. 7. Generative thinking: In pairs, discuss their interaction with the first eight pages of the text. They will be asked to share, discuss, and take notes on: 8. Get back together with the rest of the class. 9. Overt Instruction: Pick the teacher’s and their classmates’ brains, sharing what they found challenging in the text and getting feedback. Feedback must be supported by the text. 10. Overt Instruction: Be assigned to read the final eight pages of “The Birth-Mark” and annotate the text as they read. 11. Overt Instruction: Be told to consider our opening discussion on perfection and today’s discussion.
 * What they enjoyed about the text.
 * What word they posted on the word wall.
 * What they think the word they posted means based on the context in which it is used in the story. (These topics will be written on the board)

Day two: Friday, March 15th 1. Situated practice: Post one unfamiliar word from “The Birth-Mark” on the word wall. 2. Overt Instruction: Receive instruction on completing reading check. 3. Receive handout: reading check 4. Complete reading check individually 5. Overt Instruction: Receive instruction on body biography assignment and see teacher’s model of body biography from another story. 6. Get into groups of four. 7. One group member gathers materials. 8. Situated Practice & Generative Thinking: Begin work on body biography assignment. 9. Overt Instruction: Be told to begin working on their body biographies right after posting their word to the word wall tomorrow. Be reminded they will be presenting their biographies tomorrow.

Day three: Tuesday, March 16th 1. Situated Practice: Post one unfamiliar word from “The Birth-Mark” on the word wall. 2. Situated Practice: Finish body biography assignment. 3. Overt Instruction & Collaboration: Each group presents their body biography and stimulates a brief discussion on their character. 4. Overt Instruction: Be praised for a job well done.

Day four: Wednesday, March 17th (If necessary, some time may be given at the beginning of this day for groups to finish presenting their body biographies.)

1. Situated Practice: Post one unfamiliar word from “The Birth-Mark” on the word wall. 2. Overt Instruction: Three volunteers will be asked to share their word from the word wall and what they think it means based on the context in which it is used in the story. 3. Overt Instruction: receive instruction on how the unit worksheet will be completed for this text. 4. Count off so there are five groups. 5. Each group will be assigned a topic to complete on the worksheet. 6. Collaboration & Generative Thinking: Fill in their group’s segment of the worksheet. 7. Collaboration: Jigsaw to complete the entire worksheet.  8. Overt Instruction: Be told to prepare for tomorrow’s discussion on the unit worksheet, reminded to add to the class word wall, and to be working on their vocabulary projects.

Day five: Thursday, March 18th (Students may be given time to complete the jigsaw if they were unable to complete it the previous day because of body biography presentations.)

1. Situated Practice: Post one unfamiliar word from “The Birth-Mark” on the word wall. 2. Overt Instruction: Three volunteers will be asked how they think “The Birth-Mark” relates back to our opening discussion. 3. Overt Instruction: Receive instruction on the worksheet discussion. 4. Move desks into a circle. 5. Collaboration & Generative Thinking: Discuss each of the five topics from the worksheet: if they agree or disagree, how they think each topic helps them understand the man v. society conflict in the story, and how the worksheet for “The Birth-Mark” compares with the worksheet they completed for “The Little Mermaid.” Teacher plays Devil’s advocate, each discussion topic is timed. Students are graded by % based on participation. 6. Overt Instruction: Be praised for a wonderful discussion and reminded that their vocabulary projects are due tomorrow. 7. Turn in unit worksheet.

a. __Preparation:__ I will gather all materials, create all handouts, create all overhead transparencies, make copies of all handouts, and create sample body biography. I will prepare all discussion and overt instruction materials.
 * D.** **__Process/Procedures for Teachers__**

b. __Introduction:__ I will open the lesson by asking students if they posted their word on the word wall and telling them to clear their desks for a reading check. Once the reading check is completed, I will ask students what they thought of the first half of “The Birth-Mark.” I anticipate they will have some difficulty will the language, despite the time we spent on the close reading strategies. I will assure students they do not need to panic because we will be spending the next week discussing the entire text’s language, characters, man v. society conflict, and setting in-depth. I will then provide the students with instructions for the first day’s activities (orally and via overhead), and tell them to begin work.

c. __During:__ I will facilitate discussions, asking pointed questions and acting as a rudder while students discuss their points-of-view. I hope to let students do most of the talking during discussions. I will play the Devil’s advocate during our unit worksheet discussion, asking “why does it matter?” and “how do you know?” questions to challenge student’s thinking. I will also time discussion in which we purpose to discuss multiple points so students will be mindful of their discussions. I will model each activity and allow students time to ask questions. I will provide written and oral instructions for each lesson. I will circulate the class during group, pair, and individual work to ask questions and assist students. I will indicate transition points during the class period (when students need to move from individual to pair or group work, move from one activity to another, etc.) I will check to see if each student completed their section of the unit worksheet while they complete the jigsaw activity.

d. __Closing/summation:__ I will thank the students for a dynamic discussion (if applicable) and encourage them in their success in reading “The Birth-Mark.” I will express my excitement for the last few days in which they will complete a final project on “The Birth-Mark.” I will remind them their vocabulary projects are due tomorrow, and wish them a wonderful evening.

1. One copy of each reading check for each student. 2. One copy of body biography instructions for each student. 3. Construction paper for word wall. 4. Tape or sticky tack for word wall. 5. Markers for creating word wall words. 6. One copy of the unit worksheet for each student. 7. Overhead transparencies. 8. Overhead. 9. Overhead markers. 10. White board. 11. White board markers. 12. Ten sheets of white 11 ½ x 14 inch paper. 13. Markers. 14. Timer.
 * Overt Instruction:** The teacher will explain all activities before asking students to complete them. The goal to to engage students in activity as much as possible, without compromising student learning. The indicated overt instruction will prepare them to successfully collaborate and be generative thinkers, moving beyond the text as they engage with the task at hand. The teacher will act as a facilitator of information and discussions and circulate the room while students are working individually, in pairs, or in groups to assess the students' understanding of the information and ability to successfully complete the assignment. The teacher will encourage students to share their opinions and work with one another. The teacher will also remind students of work that must be completed by the appropriate due dates to keep them on track and address their concerns.
 * E.** **__Materials Needed__**

Students will be assessed through two reading checks, the unit worksheet, and a discussion on the unit worksheet. Their ability to complete the reading checks will illustrate their completion of the assigned readings and understanding of the text. Their completion of the unit worksheet and participation in the unit worksheet discussion will illustrate their comprehension of the unit’s main points in relation to “The Birth-Mark.” If these assessments indicate the need for additional instruction, appropriate adjustments to the unit schedule can be made. (The students’ participation in the language discussion and completion of their body biographies will be tools of formative assessment which will allow the teacher to monitor student understanding, progress, and success, and make any necessary adjustments to the schedule.)
 * F.** **__Assessment__**

G. **__Accommodations__**
 * All instructions will be given orally and provided visually, via either overhead projection or written on a handout.
 * I will model activities before asking students to complete them.
 * Instructions will be visible throughout the duration of the activity.
 * ESOL students will be placed in groups with strong native speaking students.
 * I will circulate the room to clarify any misunderstandings students may have and help students complete the assigned activities.
 * Group and pair discussions will be timed to ensure each topic is discussed.
 * Students who miss in-class discussions will be given an alternate assignment.

H. **__Rationale__** Each of these activities challenges students to think beyond the text of “The Birth-Mark.” Students will discuss elements of the text that they find challenging and exciting with one another and the teacher so they do not feel alone in finding a mix of difficulty and success with the text. This language discussion will be a source of formative assessment for the teacher, and re-teaching or clarification can take place to scaffold students. Body Biographies are a fun way for students to closely consider the characteristic of the characters in a text and how that character is influenced by their society. I have assigned body biographies even though there are only three characters in the text to allow for stimulation of discussion and to provide multiple quotes from the text to define the characters. We will jigsaw the unit worksheet so students focus on providing a plethora of details on their assigned topic. Students will then collaborate as they share the information they gathered in explicating their topic. The teacher will walk around to monitor student progress and check each student’s completion of their topic to ensure that each student is an active participant. We will follow the jigsaw with a discussion in which the teacher will play Devil’s advocate to challenge students’ thinking and so students will convert the information required to complete the worksheet assignment into long-term memory. The completion of the unit worksheet and participation in the following discussion will allow the teacher to assess the students’ grasp and understanding of the key points of the unit. The students will add to their word wall throughout this lesson to encourage a consistent interaction with and exploration of the complex vocabulary in “The Birth-Mark.” Adding to the word wall daily should help them complete the first requirement of their vocabulary project.

I. **__Sunshine State Standards Benchmark__**


 * Benchmark Number:** LA.910.2.2.3


 * Benchmark Description:** The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);


 * Benchmark Number:** LA.910.1.7.4
 * Benchmark Description:** The student will identify cause-and-effect relationships in text
 * Benchmark Number:** LA.910.5.2.2
 * Benchmark Description:** The student will research and organize information for oral communication appropriate for the occasion, audience, and purpose (e.g., class discussions, entertaining, informative, persuasive, or technical presentations
 * Benchmark Number:** LA.910.5.2.3
 * Benchmark Description:** The student will use appropriate eye contact, body movements, voice register and oral language choices for audience engagement in formal and informal speaking situations;
 * Benchmark Number:** LA.910.1.6.2
 * Benchmark Description:** The student will listen to, read, and discuss familiar and conceptually challenging text;
 * Benchmark Number:** LA.910.1.6.3
 * Benchmark Description:** The student will use context clues to determine meanings of unfamiliar words;
 * Benchmark Number:** LA.910.1.6.5
 * Benchmark Description:** The student will relate new vocabulary to familiar words;
 * Benchmark Number:** LA.910.1.6.6
 * Benchmark Description:** The student will distinguish denotative and connotative meanings of words;
 * Benchmark Number:** LA.910.1.7.3
 * Benchmark Description:** The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;
 * Benchmark Number:** LA.910.2.2.2
 * Benchmark Description:** The student will use information from the text to answer questions or to state the main idea or provide relevant details;
 * Benchmark Number:** LA.910.5.2.1
 * Benchmark Description:** The student will select and use appropriate listening strategies according to the intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a presentation);

**__Reading Check One: Friday, March 12th__**
//Directions//: For each quote, write two to three sentences explaining the quote and why it is important to the work as a whole. 1. “Many a desperate swain would have risked life for the privilege of pressing his lips to the mysterious hand.”

2. “‘Fear not, dearest!’ exclaimed he. ‘Do not shrink from me!’”

**__Reading Check Two: Monday, March 15th__**
//Directions//: For each quote, write two to three sentences explaining the quote and why it is important to the work as a whole. 1. “‘It is the most precious poison that ever was concocted in this world. By its aid, I could apportion the lifetime of any mortal at whom you might point your finger.’”

2. “Watch the stain of the rainbow fading out of the sky; and you will know how that mysterious symbol passes away.”


 * __Body Biography Instructions:__

50 points** A body biography is a visual and written portrait illustrating several aspects of the character’s life within the literary work. 1. Get into groups of three or four 2. Send one member of your group to get your materials: one sheet of 11 ½ x 14 inch white paper and markers. 3. Choose one character from Nathaniel Hawthorne’s “The Birth-Mark” to be the subject of your body biography. 4. Draw an outline of your character’s body on your paper. 5. Use what you know about the character your group selected and “The Birth-Mark” to include the following on your body biography:
 * Spine—What is the most important goal for your character? What drives his/her thoughts and actions? The answers to these questions are his/her “spine.” How can you illustrate it? Be sure to include a quote from the text to support your work.
 * Virtues and Vices—What are your character’s most admirable qualities? His/her worst? How can you make us visualize them? Be sure to include a quote from the text to support your work.
 * Color—Colors are symbolic. What color(s) do you most associate with your character? Why? How can you effectively weave these colors into your presentation?
 * Symbols—What objects can you associate with your character that illustrate his/her essence? Are their objectives mentioned within the work itself you could use? If not, choose objects that especially seem to correspond with the character. Be sure to include a quote from the text to support your work.
 * Mirror, Mirror—Consider both how your character appears to others on the surface and what you know about the character’s inner self. Do these images clash or correspond? What does this tell you about the character? How can you illustrate this mirror image?
 * The five most important quotes relating to your character (be sure to write the page number next to the quote and write at least one sentence annotating it).You may use these quotes to support your decisions in creating your body biography.

6. Present your body biography in front of the class. Include the following in your presentation:
 * Tell us who your character is and what their role is in the text.
 * Explain if (and how) your character has come into conflict with their society.
 * Explain each element of your body biography.
 * Defend your choices: explain how your body biography is based on the text.
 * Tell us why your character is unique.
 * Promote a brief discussion about your character.

Much of this information was taken from “The Body Biography” worksheet provided by Dr. Pace during LAE 6366 lecture.

=Unit Worksheet & Discussion:= 60 points for worksheet + 15 points for discussion= 75 points

Modification of unit worksheet for this lesson:
**Text:**

List and describe the setting Setting your description reference in text
 * Setting:**

List individual words to describe the society in this text 1. 2. 3. 4. 5.

Describe the man v. society conflict in this story:
 * Conflict:**

What parallels can you draw between this story and American society today? (Feel free to include any personal experiences you may have, but this is not required)

What are some rules of this society?
 * Society:**

What are the customs of this society?

Is one group given special treatment over another? Who? Does the story say why?

Character / their motivation / action / resulting events
 * Characters:**

Do characters change in this story? List change, action or event linked to that change, and outcomes.

How are characters impacted by the actions of others?

Briefly compare one character from the text with a character from another text in this unit. Discuss their motivations and their conflict with society. Explore similarities and differences.

Grading policy for unit worksheet discussion:
15 points: Actively participating in the discussion (makes at least 2 comments); supporting their opinions with textual evidence; and adhering to the class rules for discussion (respect, active listening, being mindful of letting others have an opportunity to speak; appropriate use of formal language). 10 points: Participating in the discussion (makes one comment); supports their statement with textual evidence; and adhering to the class rules for discussion (respect, active listening, being mindful of letting others have an opportunity to speak; appropriate use of formal language). 5 points: Participating in the discussion (makes one comment); does not support their statement with textual evidence; does not adhere to the class rules for discussion.