07.+The+Birth-Mark+Focus+Lesson+1+&+Handouts

Before this lesson:
Expectations for group discussion, active listening, and pair interactions have been discussed. Students are experienced in responsibly conducting themselves in interactive activities like those found in "The Birth-Mark" focus lessons. "The Birth-Mark" focus lessons directly follow "The Little Mermaid" Fairy Tale focus lessons and are purposed to challenge students to take the knowledge gained while studying "The Little Mermaid" to the next level. The language and vocabulary in Hawthorne's text are more challenging and complex. Students will continue to be scaffolded in examining difficult texts for specific details and information. By the end of the "The Birth-Mark" focus lessons, students will be able to understand the conflict of man v. society in complex texts, discuss their understanding of the conflict's influence on the story, identify intricate details, and provide textual supports for their claims. The previous unit discussed the conflict of man v. man.

=**Lesson One: **=
 * A.** **__Purpose of the Lesson__**
 * Grade:** 10
 * Strands:** Reading Process; Literary Analysis
 * Standards:**
 * 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 prepares students to read Nathaniel Hawthorne’s “The Birth-Mark” by practicing in-depth reading strategies and preparing them to read complex language and vocabulary.


 * Length:** 4 days

At the end of this lesson students will be able to: 1. Discuss the concept of perfection as defined by American society. 2. Make connections between modern society’s desire for perfection and the characters' desire for perfection in “The Birth-Mark.” 3. Remember intricate details of a text. 4. Predict the next scene of a text. 5. Use appropriate resources for defining unfamiliar vocabulary terms. 6. Discuss and defend choices in annotating a text. 7. Identify familiar and unfamiliar elements of a text. 8. Formulate questions about a text. 9. Develop and support logical answers to questions concerning a text.
 * B.** **__Objectives for this lesson__**

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

Day One: Monday, March 8th 1. Overt Instruction: Listen to the teacher’s reason and instructions for the class discussion on the topic: Is imperfection man’s birthmark? 2. Take out the ideas they generated on the topic over the weekend. 3. Generative thinking, collaboration, & situated practice: Discuss: 4. Overt Instruction: Be told to consider this discussion while examining Nathaniel Hawthorne’s short story “The Birth-Mark.” Receive a brief introduction to the time in which Hawthorne wrote "The Birth-Mark." ( The story was written in a period when scientific exploration in improving/perfecting the human body was gaining popularity. Among other things, the story is a response to this scientific craze.)
 * Their definitions of “perfection.”
 * What they perceive society’s definition of “perfection” to be.
 * Ways American society tries to achieve perfection now (IE: plastic surgery, eating disorders)
 * How is this man v. society conflict different from and similar to the conflicts man v. man and/or man v. himself? (They will be encouraged to refer to their notes from the previous units on man v. man and man v. himself to support their claim.)
 * The consequences of that striving (eating disorders, depression, suicide)
 * If they think people can be perfect.
 * How the discussion relates to the man v. society conflict.
 * How they have experienced society’s pressure for perfection.

Day Two: Tuesday, March 9th 1. Overt Instruction: Listen to teacher’s introduction of Nathaniel Hawthorne’s “The Birth-Mark.” 2. Receive handout: excerpt of the first paragraph from the story. 3. Receive handout: slow motion reading worksheet. 4. Overt Instruction: Listen to instructions for slow motion reading activity. 5. Situated practice & generative thinking: Work on slow motion reading activity individually. 6. Collaboration & generative thinking: Find a partner and discuss their work and how they think the passage relates to the previous day’s discussion. 7. Overt Instruction: Be assigned a 2-3 page paper in which they reflect on how yesterday's class discussion relates to the excerpt from "The Birth-Mark" they read today, and told the paper is due at the beginning of class tomorrow. 8. Put handout of excerpt in their binders. 9. Turn in their slow motion reading worksheets.

Day Three: Wednesday, March 10th 1. Overt Instruction: Listen to teacher’s instructions for their Vocabulary Project. 2. Overt Instruction: Watch teacher model section b of the project. 3. Ask questions. 4. Collaboration: Brainstorm ideas for location of word wall in the classroom. 5. Overt instruction: Teacher will model word wall process. 6. Situated practice: Each student will create one word from the excerpt to place on the word wall. 7. Situated practice: Each student will post their word on the wall. 8. Ask questions. 9. Situated practice: Individually practice section b/begin working on their project. 10. Collaboration: Ask their peers or teacher for help. 11. Overt Instruction: Be told to work on their vocabulary project for homework.

Day Four: Thursday, March 11th 1. Situated Practice: Post their words to the word wall. 2. Overt instruction: Receive instruction on the think-aloud process. (They will be told to note any patterns they see in the text & to include "how" and "why" questions in their think-aloud.) 3. Overt instruction: Watch teacher model think-aloud process with first two sentences of the passage. 4. Ask questions. 5. Overt Instruction: Be instructed to annotate the text as they read. 6. Students will get their clean copy of the passage out of their notebooks. 7. Situated Practice & generative thinking: Students will conduct their own think-aloud, writing their questions and comments on the back of the passage. 8. Collaboration: Students will choose a partner. 9. Collaboration, & generative thinking: The pairs will discuss each others' comments and attempt to answer each others' questions. (Students will use a different color pen/pencil when answering their partner’s questions.) 10. Situated practice: Students must use textual supports when attempting to answer their partner’s questions. 11. Generative thinking & collaboration: The pairs will discuss their work, helping one another develop ideas from multiple perspectives of what the text is about. 12. Overt Instruction: Students will be assigned to read and annotate the first eight pages of “The Birth-Mark.” 13. Overt Instruction: Be told that they must share the word they post on the word wall and what they think the word means based on the context in which it is used in "The Birth-Mark" in class tomorrow. 13. Students will turn their think-aloud papers into the teacher.

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

b. __Introduction:__ I will begin by telling students that tomorrow we will begin a story that addresses the issue of human imperfection and how man’s desire for perfection brings him (all of us) into conflict with society. I will briefly review my expectations for class discussion. I will tell them that the purpose of this discussion is to think of ways our society addresses the issue of human imperfection so we may better connect with Hawthorne’s story “The Birth-Mark.” This purpose will be written on the board. I will tell students that I expect them to consider this opening discussion throughout our examination of the man v. society conflict in “The Birth-Mark.” c. __During:__ I will facilitate the opening discussion, asking pointed questions and acting as a rudder while students discuss their points-of-view. 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 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.)

d. __Closing/summation:__ I will close the lesson by asking the students to share how they think the story relates to our opening discussion, based on the excerpt we have been examining. I will express my excitement at moving forward with the story and praise them on a job well done thus far. I will remind them to bring in their words for the word wall and the word from section b of their Vocabulary Project to share on Friday. I will remind them to read pages 764 to 771 for homework and wish them happy reading.

1. One copy of “The Birth-Mark” excerpt for each student. 2. One copy of Slow Motion Reading handout for each student. 3. Overhead transparency of “The Birth-Mark” excerpt. 4. Overhead transparencies of instructions for each slow motion reading, Vocabulary project instructions and rubric, and think-aloud. 5. Two different color markers for writing on overhead transparency. 6. Overhead projector. 7. One copy of Vocabulary Project instructions and rubric for each student. 8. Construction paper for word wall. 9. Tape or sticky tack for word wall. 10. Markers for creating word wall. Students with complete a think-aloud in which they will read the excerpted paragraph from “The Birth-Mark” and: 1) Use two different color highlighters to mark what they do know and what they do not know within the paragraph. 2) Ask questions about the text, especially “how” and “why” questions. 3) In pairs, they will discuss their work and attempt to answer each other’s questions, supplying textual supports for their answers. Their ability to identify information they do and do not know, ask questions about the text, and supply supported answers for each others’ questions will indicate that they are intellectually engaged with the text, comfortable with not knowing everything, looking for answers, and prepared to read the rest of the story. If they are unable to develop questions, support their answers with information from the text, or express extreme frustration, I will know more time is needed to prepare for reading the text in its entirety.
 * 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__**
 * 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.
 * Students who miss our in-class discussion will be given an alternative assignment which will require them to write one paragraph discussing their view of modern American society's desire for perfection. In their paragraph they must include at least one example of a modern man v. society conflict.

H. **__Rationale__** I will begin our examination of the man v. society conflict in Nathaniel Hawthorne’s “The Birth-Mark” with a discussion on American society’s desire for perfection to link modern society with “The Birth-Mark” and stimulate student interest in the story. After the discussion, we will complete a slow motion reading. I will read the paragraph to the students before asking them to begin work on their own so they may hear how the potentially unfamiliar words and language sound. The slow motion reading forces students to look at a text slowly and remember intricate details of a passage. The more they read the passage, the more they will recall. This increased recall will help them feel more comfortable and confident when reading the challenging vocabulary and language of the text. After they have completed the slow motion reading activity, students will begin a Vocabulary Project that will be due near the end of our exploration of “The Birth-Mark.” The project will expand students’ vocabularies and as it requires them to interact with unfamiliar words and relate the terms to words they already know. This process should make students more comfortable reading Hawthorne’s challenging vocabulary. The project will be due near the end of our exploration of this story to encourage students to take the time necessary to implement the new words in their long-term memories. Students will be given class time to begin their projects so I will be available to answer any questions and so they can seek help from their peers. Finally, the students will complete a think-aloud activity that asks them to look over “The Birth-Mark” and distinguish information they do know from information they do not know, ask questions about the text, discuss their questions, and seek answers from the text. This activity will help them develop a process for reading difficult texts and indicate their readiness to read the remainder of “The Birth-Mark.”

I. **__Sunshine State Standards Benchmarks:__**

The student will listen to, read, and discuss familiar and conceptually challenging text;
 * Benchmark Number:** LA.910.1.6.2
 * Benchmark Description:**


 * Benchmark Number:** LA.910.1.6.3
 * Benchmark Description:** The student will relate new vocabulary to familiar 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;

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.910.1.7.3
 * Benchmark Description:**


 * 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;

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);
 * Benchmark Number:** LA.910.5.2.1
 * Benchmark Description:**

= = =Excerpt from “The Birth-Mark” for Slow Motion Reading and Think-Aloud activities:= Hawthorne, Nathaniel. __Tales and Sketches__. New York: Penguin Books, 1996. Pg. 764

“In the latter part of the last century there lived a man of science, an eminent proficient in every branch of natural philosophy, who not long before our story opens had made experience of a spiritual affinity more attractive than any chemical one. He had left his laboratory to the care of an assistant, cleared his fine countenance from the furnace smoke, washed the stain of acids from his fingers, and persuaded a beautiful woman to become his wife. In those days when the comparatively recent discovery of electricity and other kindred mysteries of Nature seemed to open paths into the region of miracle, it was not unusual for the love of science to rival the love of woman in its depth and absorbing energy. The higher intellect, the imagination, the spirit, and even the heart might all find their congenial aliment in pursuits which, as some of their ardent votaries believed, would ascend from one step of powerful intelligence to another, until the philosopher should lay his hand on the secret of creative force and perhaps make new worlds for himself. We know not whether Aylmer possessed this degree of faith in man's ultimate control over Nature. He had devoted himself, however, too unreservedly to scientific studies ever to be weaned from them by any second passion. His love for his young wife might prove the stronger of the two; but it could only be by intertwining itself with his love of science, and uniting the strength of the latter to his own.”

**SLOW MOTION READING INSTRUCTIONS** __Directions:__ 1. Read the passage carefully from start to finish. On the bottom of this paper, write down all you can remember about the text. When you have exhausted your memory, stop writing and read the passage again. 2. Repeat step one. 3. Repeat step one. 4. Review all of your writings about the poem and think how your view of the passage changed over time. Reflect on this change and on what you think the passage is about. 5. Take a few minutes and predict what will come next in the story. 6. Find a partner and discuss your work. 7. How do you and your partner think this passage relates to yesterday's discussion?
 * “The Birth-Mark”**

Write on this sheet. You will turn in your work at the end of class.

120 points
__Directions:__ a) As you read, make a list of unfamiliar words. Bring one word to class to post on our Word Wall. Make sure to include the page number on which the word is found when you post the word. Make sure your name is on your word. You will write and post your word as soon as you come into class. After the first five minutes have passed it will be too late to post your word that day. You will post a word every day until the project is due. (15 points)

b) For 30 words, you will: 1. Write the word i. Write the sentence from the text in which the word is found and circle, highlight, bold, or underline it. (cite page) ii. Try to define the word based on the context in which it is used (make an educated guess). Briefly (one sentence) explain your guess. iii. Define the word (cite source—must be a dictionary) iv. Write at least one word you already know that a similar to this word. v. Write the word in a new sentence. (75 points) *An example of this section can be found on the back of this paper.* c) After you have finished defining your 30 words, write one paragraph justifying your sources. (10 points)

d) Cite your sources in MLA format. (10 points)

e) Each page must be numbered. (5 points)

f) Your name must be on every page. (5 points)

A: 108-120 points B: 96-107 points C: 84-95 points D: 72-83 points F: 71 points and lower
 * __Grading Scale:__**

__Example of section b:__ 1. Countenance: i. “He had left his laboratory to the care of an assistant, cleared his fine countenance from the furnace-smoke, washed the stain of acids from his fingers, and persuaded a beautiful woman to become his wife” (764). ii. I think countenance means “face.” The sentence says that he “cleared his fine countenance,” and I think that means he cleared his face. iii. Countenance: the face; visage. (www.dictionary.com) iv. Face. v. I clean my countenance twice a day.