Lesson Plan

Lesson Plan

Subject: English

Age: 13 - 15 years

Form: 3

                       

Subject Focus: Characterization (The Village Washer) Short Story

Language Arts Area: Reading, Listening, Speaking, Writing

Time: 80 minutes

Objectives: Students should be able to:

1. Read to identify the main characters in the story.

2. Discuss the characteristics of the main characters.

3. Create an outline of the main characters.

4. Create a journal entry to reflect on the actions of the main characters.

Rationale: Knowledge of characterization is important for students for two main purposes. Firstly students understand the motives behind the actions of characters and the reasons why they do certain things. Also, it gives students the opportunity to connect the various elements of the short story such as setting, themes and plot to characters. They will be able to understand that it is the actions of characters that enable the story to move.

Strategies: DRTA: Direct Reading Thinking Activity, Discussion and Journals

Materials: Textbook, Journals and Chalkboard

Introduction: Teacher will ask students to what comes to mind when they read the title of the short story ‘The Village Washer’. Student responses will be documented on the chalkboard. Students will be told that the focus of the lesson will be on characterization.

Development:

The class will begin reading keeping in mind their ideas that they got from the title of the story.

The class will begin reading the first two chapters of the story and the teacher will ask them a few questions such as:

Ø What is the name of the character you have been introduced to?

Ø What does she do?

Ø   How many washers are in the village?

Ø What word in the paragraph says that?

Ø   Is she is the only one doing something how will you treat your customers?

Ø   How does the writer describe the way Ma Lambee does her job now compared to the past?

Ø   Why do you think that Ma Lambee has grown so careless?

2. Students will read another two paragraphs and will be asked more questions about Ma Lambee

Ø What did the rest of the villagers started doing?

Ø Did she listen to the complaints of the people?

Ø What does that tell you about the type of character that she is?

Ø  Do you think that this attitude will affect her job in the future? Why?

3. Students will continue to read the next two pages until they are introduce to another character. They will be asked questions such as:

Ø  What reasons did Ma Lambee give for raising the price of the washing?

Ø  Do you think that Ma Lambee was just in raising the price of the washing? Why?

Ø What do you think would happen if another washer came to the village to compete with Ma Lambee?

Ø Does the writer indicates in any way that another washer will come to the village?

Ø  What word of phrase supports your answer?

4. Students will go over on the chalkboard all what they have gathered about Ma Lambee’s character and her reasons for her actions.

5. Students will continue to read the next three chapters to gather information about the other main character. They will be asked questions such as:

Ø What is the name of the character that we have been introduced to?

Ø What are we told about her?

Ø How do you think that Ma Lambee would feel when she finds out that the village now has a new washer?

6. Students will continue to read to gather more information about the characters. They will be asked these questions:

Ø What was Ma Lambee’s reaction to Ma Po Procop?

Ø Why did Ma Lambee start spreading lies about Ma Procop?

Ø  Do you think that was the best thing to do? Why?

Ø How did Ma Crop try to overcome what Ma Lambee was saying about her?

Ø  Do you think that Ma Procop genuinely like the people especially the children? Why?

7. Students will continue reading the story and will answer the following questions:

Ø What comes to your mind when you hear the word Obeah?

Ø Do you think that Ma Procop is an obeah woman?

Ø  Is Ma Lambee evil or trying to protect her only form of employment? Why?

Ø What do you think that Ma Procop is going to do when she says ‘… to can play the game?

8. Students will continue to read until they get to the end of the story. They will answer the following questions:

What image is Ma Lambee portraying when she spreads rumors about Ma Procop and even breaks and enters her house?

Do you have any idea as to what may be in the parcel that Ma Procop collected?

Do think that the mirror had an impact on Ma Procop?

Was it right to chase Ma Lambee from her home and village?

Who do you think was the real Obeah woman was?

9. Students will create an outline on the two main characters in the form of a Venn diagram on their note books. They will outline their similarities and differences. A sample of a venn diagram will be on the chalk board.

Conclusion: Teacher will go over the different characteristics of the main characters outlining their actions and reasons for their actions.

Evaluation: Students will create a journal entry to reflect on the actions of the main characters. They will say from their point of view which was good bad and provide their reasons.

Usefulness of Anticipation Guide

Usefulness of Anticipation Guide

Anticipation guide prepares students for what they are going to read. This strategy is an interesting and motivating way of getting students to read, by increasing their curiosity about what the text is about. Teachers are constantly faced with the problem of getting their students to read. As Michael M Hell (2004) states this strategy is important in activating students’ prior knowledge and stimulating students’ interest just before an assignment is given. Through this process students are making predictions on what they will read. Students are therefore motivated to read in an attempt to find evidence to support the predictions that they have made. Students are also motivated to read to identify whether their statement is true compared to their classmates’ response. Furthermore, students are actively involved in the learning process. They are using their own background knowledge and experiences to consider their opinion about statements on the text. Students explore new ideas by critically analysising the text in relation to what they know.

It provides an assessment tool so that teachers can identify concepts on which the class may need additional work. The students’ responses after reading give the teacher an indication of students’ strength and weakness. It also gives the teacher and indication on whether they have understood the text being studied. Furthermore, it uncovers misconceptions or strongly held beliefs that may need to be examined before, during, or after reading. The teacher gets to understand her students better, she may learn about their beliefs and culture and how they think and feel about certain issues.

 Children generally make personal connections to text. In order to know what is important, we need to guide children into deeper levels of comprehension. This guidance must take place before they read. Anticipation guides are also used during reading to help children monitor their comprehension. Anticipation guides facilitate deeper comprehension of text and help students develop metacognition (Polette, 2005). Through the use of anticipation guides, children know what to look for as they read. As they use the guides, they discover that they have an increased interest in wanting to read so that they can verify their predictions. The guides build in children a strong need to know. 

Polette uses this diagram to support his claim.

Anticipation guide can also be used to prepare for discussion of ideas to introduce text. Also, it can be used to develop writing prompts such as essay, journals and persuasive piece.

Teaching a concept using anticipation guide

The teacher realized that though students were asked to read the text Harriet’ Daughter some students have not, especially those students who do not like to read. Also, in discussing other concepts in the novel it seemed difficult to get students to respond to the text. Thus, in teaching the theme family relationship in the novel Harriet’s Daughter to a form two class the teacher decides to use the anticipation guide. The students were given questions on different issue of family relationship which they had to agree or disagree with. The teacher however, took a different approach since some students had read the text. For students who have read, the teacher will instruct them to answer their question in relation to the text. An example of the anticipation guide would be:

QUESTIONS(AFTER READING)	AGREE	DISAGREE
Adolescents normally do not understand their parent Parents are not always right A woman’s place is in the home Adolescent should decide what they wear Parents should allow their children to give their views on situation which may occur in the family Adolescents are able to speak to their parents comfortably

Students who have not read the text too would participate in the activity but they would answer these same questions based on previous knowledge or their experiences. This would help develop some form of curiosity to read the text. The teacher would then divide the class in two groups, students who answered based on prior knowledge and students who answered based on the text. Students would have a sort of debate in which the two groups present their claims. Before these activity students will be notify that there are no wrong or right answers. In the following class after everyone is done reading the text, in groups students’ will discuss their understanding of the theme family relationship in the text. They will then have a whole class discussion where they discuss whether their position on certain statements has changed or whether it remained the same and why. This time they will use evidence from the text to support their responses.

Anticipation Guide, Interactive Notebook and Transactional Reading Journals

Learning Strategies

Learning Strategies are activities that help people use their own learning style to best approach new learning.  The anticipation guide, interactive notebook and the transactional reading journals are all strategies which can be used before, during and after reading the text. The anticipation guide however, is normally used before and after reading. These strategies are student centered and cater to their learning needs.

What we already know determines to a great extent what we will pay attention to, perceive, learn, remember and forget (Woolfolk, 1998).Thus, a significant strategy that can be used is the anticipation guide. Often before even beginning to read a text we examine such things as the cover of pages, number of pages, print size and reviews. By doing these simple things our minds go into “anticipation mode”.  An anticipation guide can be describe as an activity to help students predict the ideas that will be disclose in the text, it provides support to help them start engaging with the text. It can take the form of a series of statement where the students choose to agree or disagree.

 http://docs.google.com/viewer?a=v&q=cache:c_dC1gStljsJ:www.jessamine.k12.ky.us/wjhs/curriculum/content%2520literacy%2520masters/Anticipation%2520Guide.doc+anticipation+

Another strategy which can be used is the interactive notebook aimed at helping students summarize ideas, distinguish between relevant and irrelevant information and compare or contrast information by making the various connection among various text. As the name suggest each student has a spiral notebook which will be used to record information, each side of the note is used for different purposes. The right side is used to record notes on the lessons. The left side of the notebook is used for the individual interaction with information on the opposite page. These interactions can be used as a closing activity. This strategy can be a useful tool which helps students reflect on their metacognitive skill in processing information. http://www.youtube.com/watch?v=2bdm8C9zqYc&feature=related

Lastly, transactional reading journal as Louise Rosenblatt (1978) explains it, is reading as a transactional process that occurs between the text and the reader. Students may be given a list of possibilities for their journal entries in other to allow them to interact with the text on a regular basis. She argues that meaning is not fixed but is rather the transaction that occurs between the reader and the text. In writing journals students get the opportunity to examine and engage in the writers craft. Also, they are given opportunities to write reflection based on their understanding of the text and connect their experiences with that of the characters.

These three strategies all help enhance students reading and writing skills. It allows them to construct their own meaning of the text, enjoy the reading experience and maintains their interest in the process.

Link on the stages of literary appreciation

http://webcache.googleusercontent.com/search?q=cache:2NhkHchWaFYJ:www.unc.edu/~hansonda/Sandra/NEW%2520POSTS/Stages%2520of%2520Literary%2520Appreciation%2520-%2520Literature%2520for%2520Today's%2520Young%2520Adults.pdf+understanding+the+stages+of+literary+appreciation&cd=4&hl=en&ct=clnk&source=www.google.com

Stages of Literary Appreciation

Did my teacher really understand the stages of literary appreciation?

Literary appreciation is the process by which the reader enters the world of the writer with the intention of examining its beauty. The stages of literary appreciation entails the different levels at which individuals develop attitudes, writing, listening skills that is necessary for individual to develop specific skills. Each stage is characterized by age, literary materials and activities. There are five stages of literary appreciation.

In studying a novel “  A Separate Peace” I remember the teacher had to force not only me but my classmates as well to read the text. What made it even more difficult for us is that the teacher was enthusiastic about teaching the text. The students just could not understand why and the teacher was confused that we did not like the text. She was furious when we said that the novel did not interest us at all.

Although students were not motivated to read the text the teacher did not attempt to use any other strategy to cater to the interest of students. In an attempt to get students to understand the text the teacher read some of the chapters in class and try to get them to discuss, but no one had much to say. The teacher did not seem to take into consideration that in order for students to enjoy the text they must respect the story. The fact that students did not value the text made it difficult for them to engage and construct their own meaning. The teacher did not understand that student uses literature to make sense of their experiences. This affected her whole approach to teaching the novel because she had the mindset that students would enjoy reading this text because she enjoyed it herself.

Furthermore, the teacher selected a text which she liked and just could not understand why students had such negative feeling toward the text. She did not seem to have the knowledge that at stage four of the literary appreciation students are more discriminating. They will question the characters motives and may reject the text based on their own objectives. The teacher therefore, should have helped students develop an appreciation to text which they perceive to be boring in order to get them to enjoy the writer’s craft.

An understanding of the stages of literary appreciation help teachers recognize the importance of selecting text that is authentic and that students can relate their experience to. Experiencing pleasure is crucial in appreciating literature. The teacher must therefore, take into consideration these factors when teaching literature.

Integrating Young Adult Literature in the curriculum

What’s the Big Idea? Integrating Young Adult Literature in the Middle School. Marshall A. George

Literature written for young adults needs to contain specific component that not only interest students, but elements that relate directly to real situations adolescents face and contain authentic and empathetic characters. As Barbara Samuels claims adolescent literature “provides a perfect vehicle to help adolescents cross the bridge between literature into the curriculum”. Therefore, there are many strategies which teachers can use to successfully integrate young adult literature into the curriculum.

The first strategy which can be used is approaching curriculum planning thematically. This is done by selecting multiple genres of literature such as poems, novels, plays which focus on a similar theme in teaching the subject. For example a poem can be used to introduce a short story which enables students to make the connection among the various texts.

Another, method that can be used is the interdisciplinary curricular integration. This is the process by which teachers collaborates with teachers of other subjects to help students transfer knowledge from one subject to another to gain a better understanding of the text. This method of integration as well as the first method helps prevent student from studying the text in isolation.

The teacher can also make use of literature circles by which each student is placed into groups to discuss a particular text. Each student is given a specific role for instance Discussion Director, Literary Luminary, Summarizer and Connector. Roles can be rotated in subsequent classes so the routine do not become boring. Also, book clubs can be used where students form groups of four or six people. This strategy generates discussion among students who are reluctant to speak in class. Similarly, jigsaw groups can be used which entails students making the connection with characters and sharing their own experiences with their classmates. All of these strategies allow students to share their responses on the text. It motivates students as well in the studying of literature. 

Integrating adult literature in the curriculum may seem a difficult task however there are many strategies which can be used to help teachers effectively achieve this.  These methods allow for discussion among students, the development of critical thinking skills, motivates and caters to student’s interest. 

link on young adult literature in the English curriculum

http://docs.google.com/viewer?a=v&q=cache:ZFFpX_Az8sEJ:scholar.lib.vt.edu/ejournals/ALAN/v33n3/gibbons.pdf+integrating+young+adult+literature+in+the+curriculum&hl=en&pid=bl&srcid=ADGEESi6bDz99SsFclw5q2mpbkGtKVFJd65bGajf1I1RDsL3APbTJIGO3n7f2YGZqYZ2Uw-vJdBcBZIIs2ig31YoCu-HsS9Y

Grammar as a tool in the teaching of teaching literature

In Paul E. Doniger’s article “Grammar Matters: Grammar as a tool in the teaching of  literature” I got many insights on integrating grammar in literature classes.  I never saw the need for my literature teacher to spend time doing what my English A teacher should have taught in the first place. I did not take into consideration students who encounter grammatical difficulties and how this approach could be beneficial to them. Taking some time to really think about the situation however, I now notice the merit with the integrating of grammar in literature. Now that literature and English are integrated it seems easier for the teacher to use this approach effectively.

Firstly, the meta- language of grammar can be used to enhance discussion. However, students’ lack of understanding of meta language such as identifying a verb from a preposition affects the level of discussions in the classroom. Students misunderstanding of grammatical context may cause them to encounter problems in trying to analyze the text or construct meaning. In an attempt to solve this problem the teacher must first teach the grammar and show how it is relevant to the text. It is important to note that the text must be used as the lesson material in other to help prevent the teacher from deviating to a grammar lesson.

Furthermore, a grammar exercise can be used to introduce a literature lesson. To ensure that the lesson is effective the teacher can use guided questions to stimulate discussion on the writer’s purpose for leaving out certain verbs in a paragraph and structure of sentences. Activities such as selecting a section in a novel and asking students to identify the subject and the verb can also be used. These activities create an atmosphere for students to explore their own understanding about what the novel is about. Also, it gives the teacher the opportunity to help students with difficulties with vocabulary in studying text that includes difficult language such as Shakespeare’s plays. After this is done the teacher can show how the various sentences in the section selected follow the same rule of subject-verb-object as modern English.

 It must be taken into consideration that if students do not understand the simple concepts of grammar it will be difficult for them to interpret the selected text appropriately. A text with difficult language can break a students’ enthusiasm in reading it. If students do not understand what they read they are less likely to develop the necessary literary skills. Therefore, As Doniger puts it “As teachers of literature, we can help students investigate the connection between these grammatical resources and the work in question

Selecting text for Adolescent

It is important that teachers take the necessary factors into consideration when selecting text for adolescent. First, the teacher should allow opportunities for students input in text selection. Finding out what materials students are passionate in reading allow for students to be active participants in their own learning. This is a form of motivating students to read the text .This will also increase their desire to explore and construct their own meaning of the text, which will lead to discussions in the classroom.

Also, the text selected must generate discussion in the classroom on several topics. Students should be able to make the connection between similar themes in different text.  Reading books with no connection makes it difficult to develop discussion among books with comparable themes. Selecting books with related themes allow for the teacher to integrate the genre of literature for example poetry, drama and prose. Studying books from the same genre become boring over time causing adolescent to lose interest.

Furthermore, selection of text must reflect the level or age of the students. The text chosen for adolescents should therefore, be authentic. At this age students become very critical and will question the characters motives. Also, students use literature to make sense of their own experiences. It is important that teachers select themes that students can relate to.

All of these factors are linked to a major aspect which is essential in selecting adolescent literature. The teacher must select text that caters to the interest of her students. By allowing for students input, integrating genres the teacher maintains the interest of her students. Most students already do not like to read, if the text selected is not interesting they will be reluctant to read the text. If students do not read their reading abilities do not improve. Therefore, teachers should try as best as possible to select text based on themes their students enjoy reading.

Lastly, the teacher must ensure that the writing or language of the text is suitable for the students. Selecting books with vocabulary that is not appropriate for adolescents is a definite turn off. If students do not understand what they read then the text do not benefit them in anyway. Teachers want their students to read therefore they should ensure that the language of the text is simple enough for students to comprehend and enjoy.

Whether the books you were taught reflected adolescent literature.

A few books taught reflected adolescent literature for example Harriet’s Daughter. Many of the characteristics of adolescent literature are evident in this novel. The novel portrays an adolescent as the protagonist and details the experience of that character. For example, the humors of the novel come through the personality of Margaret herself. This is achieved through the way she expresses herself. Also, themes focus on the challenges of the youth such as homesickness, responsibilities, family ties and details question about parents adolescent are dying to ask.

In addition, the novel is told through Margaret’s eyes as a first person narrative written in the style of a young woman in her early teens as a direct address to the reader. The author’s voice does not intrude into the narrative. She rather presents a convincing portrait of a fourteen –year –old.

Furthermore, adolescent literature should portray the possibility of growth of the characters or positive resolution. The real growth in the novel is Margaret’s physical and emotional development, as she grows into womanhood. Symbolically, there is growth in Tina Cruikshank’s development as a more assertive wife and independent woman. Zulma’s mother also “grows” as she learns to take control of her life.

In my own experiences as a student I could relate to the experiences of the characters in most adolescent text. These novels allowed for critical thinking as students made their own judgments which lead to further discussion. These novels maintain our interest and made the reading of these texts a pleasant experience.

However, the numbers of canonical literature such as Shakespeare surpass the number of adolescent text selected. The language of the text was difficult to understand deterring student’s interest in reading the text. These novels did not generate much discussion because many of the students especially those who did not like to read refuse to read the text.  Thus, teachers should select text students can relate to as much as possible.

Role of literature in the secondary school curriculum

In most schools English A and literature are integrated. Focus is placed on English A which is a compulsory subject. Consequently, students do not get the opportunity to develop an appreciation for literature. Fewer periods are designated towards literature making it difficult to develop appropriate skills. This shows that society does not value the importance of literature, compared to other subjects where society boasts about the careers which students can obtain if they select these subjects. However, literature plays a significant role in the secondary school curriculum.

Literature broadens student’s perspective on the way they view the issues in life. Literature may depict student’s real life experiences giving students a different view on the way that they deal with their problems in general. This shows that they are not the only one with these experiences. They are able to relate to characters and may use their solution as a guide to their own situation. Literature also increases student’s maturity of thought. Students therefore, are able to move from viewing life in a pessimistic manner to somewhat more optimistic. This is because literature gives them a realistic picture of life. It answers question which students have about life that they may not have the courage or feel comfortable to ask anyone. Therefore, literature gives students a whole new understanding of life.

In addition, literature allows students to read about life experience through the eyes of someone else. Students get to understand one’s own experiences and how it is similar to their own experiences or different. It also allow for students to empathize with people who have experiences which they have not. Students in turn learn to appreciate the privileges that have knowing that someone else would have value such opportunities. Students put themselves in the characters situation and try to think of other alternatives for dealing with that same problem.

Furthermore, literature enhances student’s creativity. Literature students learn to view life in many different ways (creativity of thought). Students become critical thinkers and may question the characters motives. Students learn to make judgment about what they read. Students no longer just read by decoding words or for enjoyment but also explore the meanings conveyed. Literature also helps students develop many skills such as increase reading, writing, analytical and critical thinking skills.

Lastly, students are exposed to different cultures through literature. The era the text is written is reflects the meanings conveyed. Students become educated about the past, what people did during this period, what historical events occurred and persons view on society at the time. Thus, literature helps students understand diverse cultures which existed and the changes that have transpired.