Lesson Objective:
After completing this lesson, I will be able to analyze how an informative text makes connections
among and distinctions between individuals, ideas, or events. I will know the terms biography, autobiography, and semi autobiography.
-DEFINITIONS-
BIOGRAPHY: story of somebody's life, that is written by someone else
AUTOBIOGRAPHY: factual account of one's own life
SEMI AUTOBIOGRAPHY: partly dealing with a writers own life and also containing fictional elements
TPA LESSON PLAN FORMAT
1. Teacher
Candidate: Christine Jacobsen
2. Subject: English
Language Arts
3. Lesson
Title/ Central Focus: Introduction to the book and author
4. Grade
Level(s): 8
5. Length
of Lesson: 20 minutes
6. Academic and Content Standards (Common Core/National):
CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
7. Learning Objective(s):
By the end of the class, students will know and
be able to define the words identity, biography, autobiography, and
semi-autobiography. Students will also know how we can use these forms of informative
texts to make connections and distinctions between an author’s life and their
novel. Students will know how to fill out a Know-Want to Know-Learned chart
(KWL) regarding the biography of Sherman Alexie, Spokane Indians, and identity.
8. Academic Language:
Students will learn the terms biography,
autobiography, and semi-autobiography. Students should know and be able to use
these forms of informative texts to help them better analyze a novel an author
has written by making connections between the author’s life and book.
This lesson will involve discussion as a whole
class and in small groups. Students have been instructed on how discussions are
governed during class because we often use it as a way of learning. I
specifically follow Brookfield and Preskill’s method as outlined in their book Discussion as a way of Teaching.
9. Assessment:
At the end of the class, students will hand in
their KWL (know, want to know, and learned) chart so that I can evaluate and
formatively assess where they are at with their understanding so far, and
adjust any of my future lessons if need be to include more information about
the author, background information on Native Americans, specifically the
Spokane Indian tribe, and vocabulary. This formative assessment
will measure student thinking and understanding as well as their ability to
identify and connect similarities and differences between individuals and
events that will prepare them for the rest of the unit. I am specifically
looking for, and assessing, the student’s ability follow along while reading
and listening to discussion, and then to apply what they know on the KWL chart.
10. Lesson Connections:
For this lesson, I have integrated a secondary
source to support research and give the students more information on the
author. We will be looking at a profile or biography of author Sherman Alexie
written by Lynn Cline. Students can use this biography to help write their
final essay due at the end of this unit. Accessing any additional sources for
their essay is not required, but they are available on the class blog and
library. We have discussed in our previous class that we will be reading this
book, and the students have been given the weekend to look it over.
This lesson is primarily discussion based, but
will include several of Marzano’s instructional strategies including the
identifying similarities and differences, nonlinguistic representation, and
cooperative learning through “Think. Pair. Share.” This
lesson will help students build on their reading, writing, and critical
thinking skills.
Students have been reading books and texts by
culturally diverse authors throughout the year. This lesson will build on their
prior knowledge but also introduce them to a new author, culture, and
vocabulary words. To access the students prior knowledge, we will have students
fill out their KWL chart to tell us what they know about the author, the
Spokane Indian tribe, and the book The
Absolutely True Diary of a Part-Time Indian. Students will also have an
opportunity to write in their KWL chart about content areas they would like to
know more about. Finally, they will write 3-5 things in the last column, “What
I learned,” so that I can assess that they are able to follow along while
reading and listening to discussion, and then apply it. This lesson is based
around the author as an introduction to the book in the hopes that students
will make connections between Alexie’s personal life and Arnold’s life as
portrayed in the book.
11. Instructional Strategies and Learning Tasks to Support
Student Learning:
As students enter the classroom, I will greet
them and pass out the KWL chart and the author’s biography to avoid using our
learning time. The learning objective will be written on the board. We will go
over the objectives at the beginning of class by reading it, having
students write it down, and then by asking if anyone has a question regarding
their goals for the day.
To introduce this lesson, I will ask students
what movies, books, and famous people they know who are of Native American
decent in order to give them context and also help to bring the class into
focus.
Following this, I will take 5 minutes to have
students to try and define the terms identity, biography, autobiography, and
semi-autobiography on their own to see what words they do and do not know.
Students will write in their journals and then we will form small groups with
their peers to discuss what definitions they have come up with. Students are
encouraged to use critical thinking and to ask for help from their peers if
they don’t know the definitions, and to try and define the words together. We
will then turn back to the class and I will ask each group to share one
definition. I will post our definitions on the class blog.
When we have defined our terms, we
will be reading the author’s biography so students gain a stronger
understanding of Sherman Alexie and his voice in the Native American culture.
Knowing more about the author, and how his novel, The Absolutely True Diary of a Part-Time Indian, is
semi-autobiographical will help to prepare the class for the novel and
strengthen their to make connections. We will discuss how we
think Alexie’s life is similar to the book and different, as well as making
guesses as to what we will see in the book as a way to introduce the unit. For
homework, students need to read the first three chapters.
I will observe student
discussions in small groups and as a whole class as we discuss Sherman Alexie
and his identity as a Native American, and how that relates to the novel we
will be reading.
Because we have been
using discussion as a basis for learning in our classroom, students will come
to class ready to learn and willing to participate and contribute. They are to
discuss their definitions, follow along with the biography, and then fill out
their KWL charts to be turned in at the end of the class period. In order for
students to be successful in this unit, they are to pay attention, take notes,
and take advantage of the class blog where all of their handouts and tentative
schedule for the class are listed.
My role as the teacher will be helping students
define terms, guiding students towards fulfilling their objective by the end of
class, and leading discussion by prompting questions like, “Can we make any
connections between the author and the main character? Do we see differences?
How does this help us understand identity? How can a
biography/autobiography/semi-autobiography help us better understand a book?”
By the end of the class, students will have
learned the new vocabulary terms that can be identified as informative texts,
and strengthened their skills and ability to analyze how a text makes
connections among and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
We will further discuss identity as a theme
throughout this novel, and how the author’s life is seen in it.
12. Differentiated Instruction:
This lesson is appropriate for all students
because it accommodates auditory and visual learners by utilizing images,
reading out-loud, discussion, and time to reflect and every student has the
ability to participate in the lesson’s learning activities. Each student will
be provided with all of the materials they need for the class. Students can
take notes however they choose.
13. Resources and Materials:
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. New York: Little,
Brown, 2007. Print.
Brookfield, Stephen, and Stephen Preskill. Discussion as a Way of Teaching. San
Francisco: Jossey-Bass, 2005.
Print.
Cline, Lynn. "About Sherman Alexie: A
Profile." Ploughshares 26.4
(Winter 2000): 264-266. Print.
"Contemporary People: Sherman
Alexie." NIARI Curriculum
Project. N.p., n.d. Web. 11 Nov. 2014.
Marzano, Robert J. "Instructional Strategies." Marzano Research. N.p., n.d. Web. 29
Oct. 2014.
I will provide enough copies of the KWL chart
and a copy of Sherman Alexie’s biography for each student. Each student and
myself will have a copy of The Absolutely
True Diary of a Part-Time Indian. Students will need to bring their English
binder and a writing utensil with them to complete the days activities. All
notes that I take will be posted on the class blog for students to have access
to.
14. Management and Safety Issues:
The class has been instructed on classroom
rules, and they are available in the syllabus to look back on. There are no safety
issues that are of concern but to watch for normal behavior. I will also watch
to make sure students stay on task during class discussion and group discussion
times.
15. Parent and Community Connections:
I have sent a letter to the
parents addressing this unit that outlines the book we are covering, why
students should be studying it, and if there are any portions of the text that
may be of concern. Parents are given a list of homework for the unit and when
it is due, as well as instructions to the link where the class blog is located
so they can see what is happening in our classroom, their children’s grades,
and get my contact information. This is a great way for students to form an
interest in our community since Sherman Alexie is a local author, and often
comes to Spokane to do readings.