Deanna House, Lesson Plan 4
Content Area: Language of English Language Arts
Grade Level Cluster: 9-12
English Language Proficiency Level: Beginning - Intermediate

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COMMON CORE STANDARDS: ELA
CRAFT AND STRUCTURE:* CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
THEME:
SWBAT analyze a fictional text to describe key moments which mark the plot outline of a text.


NOTABLE QUOTATION FROM TEXT:
The brown and charred rags that hung from the sides of it, I presently recognized as the decaying vestiges of books. They had long since dropped to pieces, and every semblance of print had left them. But here and there were warped boards and cracked metallic clasps that told the tale well enough. Had I been a literary man I might, perhaps, have moralized upon the futility of all ambition. But as it was, the thing that struck me with keenest force was the enormous waste of labour to which this sombre wilderness of rotting paper testified.    Chapter 8
LESSON TOPIC:
Plot line: the line a story follows.     
OBJECTIVES:
Content:
SWBAT to identify verbally or in writing the key moments in The Time Machine which represent elements of a fictional “plot line”. SWBAT correlate the elements of the geometrical “line” which is a spatial representation with the “plot line” which is a time sequence. Stories take place in a space (“where”) and in a time (“when”). This activity reinforces a similar lesson used in their English class and is designed to help EL students practice using these literature terms.    

Language:
Level 1 = SWBAT to summarize chapter plot details on a plot outline with the help of written summary cards.
Level 3 = SWBAT to compare/contrast plot details presented in the novel and in the 1960 movie version by placing written summary cards on a plot outline.
KEY VOCABULARY:


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Content Vocabulary:

Plot = Where? + When? + How?/Why? the story occurs.
Introduction/Exposition
Narrative Hook/Inciting Incident
Rising Action
Climax
Falling Action
Resolution


Cross-Curricular Vocabulary:

Character

Setting = where? + when? the story occurs.  
SUPPLEMENTARY MATERIALS:
Students will have watched The Time Machine 1960’s movie version in their English class.   
Students have an interdisciplinary notebook in which they are keeping notes and ideas.
Index cards.
Index cards
Copy of quiz questions from individual chapters or movie written on them. I suggest the adapting the FREE QUIZ at __http://www.bookrags.com/studyguide-timemachine/free-quiz.html__ You will need to add questions about the movie.
Teacher-created plot line such as the one above drawn on a large sheet of paper or on the board.
MOTIVATION:
(Building background and explicit links to past learning)
Ask students, What is the geometry word for the First Dimension form? Answer: Line. We have learned about geometry lines. Draw line on board. What was the special kind of “line” we created that represented different historical periods? Answer: Timeline. Today we are going to learn about another special kind of line that is used by story writers. It is like the timeline because it tells the order of events in a story. The story teller wants the reader to read and understand the story, so s/he arranges the elements of the story in a predictable sequence. You have learned these terms already in your English class. Today we are going to practice them. Spend some time reviewing each plot element vocabulary word.
LESSON SEQUENCE:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
Teacher says, I am going to put you in groups today because I want to be sure there are different EL levels in each group. I will give each group a paper with some multiple choice quiz questions written on them.  Some of the questions belong to only the book. Some of the questions belong to only the movie. And some of the questions belong to BOTH the novel and the movie. I would like each group to work through answering these questions and deciding whether the question is A. only book; B. only movie; or C. Both book and movie. If the question is either a B or a C you will rewrite the question and answer as a sentence statement on these index cards. You will also write from which chapter of the book you can find the answer to the question. Of course, the is an open book activity. You will have 45 minutes to complete this part of the activity, Teacher organizes group and passes out quiz questions, index cards, and markers.    
PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES:
(Meaningful activities, interaction, strategies, practice and application, feedback)
As students work in groups, teacher is available to answer questions. Teacher listens to group conversations to check for understanding. Encourage students to find answers in chapters and label index cards accordingly.     
REVIEW/ASSESSMENT:
(Review objectives and vocabulary, assess learning)
When groups have completed the activity, teacher re-focuses attention and speaks, How did you do? Was that a good review for the English teacher’s upcoming assessment? Encourage student classroom conversation. We have one more step to work on today. I am going to ask you to decide whether your detail on your index cards helps the author write the “exposition”, “rising action”, “climax”, “falling action”, or “resolution”. If you found the chapter where you can get the answer, you will find that this part is really easy. Send someone from your group to place a card on the “plot line” in the correct sequence and correct story element.     
WRAP-UP: (Go over content and language objectives; closure of lesson)
Teacher says, Let’s look at where each group placed their cards. Check for general correctness and that groups have not included questions about the movie version. Teacher asks class to tell out loud what happened in the “exposition”, “rising action”, “climax”, “falling action”, “resolution” Ask groups if anyone would like to change their answers on their cards or to place their cards in a different spot. This assures students are leaving the class with the correct concepts in their heads


(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.