LANGUAGE ARTS

 

Block Junior High School

Lesson Plan

Teacher Name: J. Reese

 

                        Grade: 7-8 -  Language Arts

State Standards:

English/Language Arts

7.3.3

8.3.3

 

 

 

 

 

 

Objective:

Utilize Gardner’s Eight Intelligences to help students realize their individual strengths, identify areas they need to develop further, and begin to value the different strengths and skills that others bring to the classroom.

 

Overview:

 

In small groups, students develop images of the intelligences, the different kinds of “smartnesses” they engender, and their own smartness.

 

Students utilize their knowledge of individual selves in order to create a class chart  (shown on left) representing each individual’s intelligence type and recognize that our differences are what make us a better unit.

 

After this lesson, students will be better prepared to read and analyze the plot and characters in the story Flowers for Algernon.

 

Assignment:

-Reflect on skills and capabilities

Begin discussion by asking students what happens in group contests and projects.

 

Discuss the different skills that might be helpful in these activities and how most people are better at some activities than others.

 

-Introduce Gardner’s Eight Intelligences: 

As a group, we have a full range of skills, but some of us are better in some areas than others.  The question is not if you are smart, but how you are smart.

 

Discuss eight established types of human intelligence, with language that makes it easier for middle school students to distinguish.

 

-Imagine the Intelligent 

In groups, students brainstorm ideal figures for each intelligent type and answer specific questions about each. (Ex.- What would their favorite hobby be?)

 

-Individual Reflection

Having gone through the previous discussion, the class is now prepared to reflect on (and write out answers to) the questions.

Materials:

Intelligences hand-outs, Literature textbook, overhead projector, art supplies, open minds!!
       

 

Ms. Walker

Lesson Objectives:

To analyze and respond to a literary element (theme)

Standard 7.3.4

To read, comprehend, analyze, and critique short stories

Standards 7.2.4 and 7.3.3

To develop word analysis skills and vocabulary

Standard 7.1.3

Journal Entry:

In the stories we are going to read, "Ribbons" and "The Treasure of Lemon Brown," the main characters discover that by drawing upon an older person’s experiences, they gain ideas, information, and skills that can shape their futures. Pair up with a classmate and in your journal, write about something your partner learned from an older family or community member.

Students will orally share some journal entries so that they can begin to formulate ideas about what can be learned from an older person and what the main character in "Ribbons" learns from her grandmother.

What is Theme? (Guided Notes)

Theme is the central idea or message of a story. Authors will use many methods to get the theme across to readers in the plot, characters, setting, point of view, symbols, even the title. Sometimes the author makes it clear to the reader what the theme is. Sometimes the reader has to read the story very carefully to figure out the theme. Different people will articulate the theme in different ways.

A symbol is a person, object, or event that means more than its literal meaning.

What does a ring represent in a wedding?

What does winter, the setting sun, and the color black represent?

Here are some strategies to help you discover the theme of a story:

Pay attention to the title; it will often provide a lead to a major symbol.

Look for details in the story that may provide symbolic meanings. Carefully consider how names, places, objects, minor characters, and incidents can lead you to the theme.

Decide if the main character changes or develops some important insight by the end of the story.

Teacher will read the first page and a half of the story and ask questions to check for understanding.

What has happened so far in the story?

Are you surprised by the grandmother’s reaction when Stacy tries to hug her?

Vocabulary

sensitive

meek

coax

laborious

exertion

On Your Own:

Students will continue to read "Ribbons" on their own or in pairs. They will work on Selection Support page 144 and ask and answer their own questions about the story.