jdunnavant.files.wordpress.com€¦ · web viewlesson plan #1. duration: 96 minutes ... the purpose...

Dunnavant 1

To Solve a Mystery: Determining Sequence of EventsLesson Plan #1

Duration: 96 minutes

Grade/Subject Level: 9th grade English

Purpose of Lesson: The purpose of this lesson is to introduce students to the genre of mysteries

and show them that well organized information aides in their ability to draw conclusions in a

timely fashion. Students will also be asked to make inferences about characters and their

motives.

I. Objective: Following a teacher-led discussion on deductive reasoning, Coach

Dunnavant’s 9th grade English class with inclusion students will determine the

sequence of events to 100 percent accuracy in order to draw conclusions about

characters and their motives and solve a detective game logic puzzle.

Audience: Coach Dunnavant’s 9th grade regular English class, including inclusion

students

Behavior: will determine the sequence of events

Condition: after teacher-led discussion on deductive reasoning

Degree: to 100 percent accuracy

Evaluation: Detective Game logic puzzles

II. Instruction

A. Directing/Orienting/Entry

- Detective Game One is easier than Detective Game Two. Groups may be tiered.

Students with better reasoning skills will attempt to solve Game Two, while

students with less reasoning skills will be given Game One (Appendix I-1, I-2).

- Xerox Detective Games WITHOUT the solutions

- Cut apart clues

- Group students into groups of 4-5

Dunnavant 2

- Upon students entering the room, place the following question on the projector: In

your own words define the word “mystery”. Then think of your favorite mystery

book or movie and give reasons to support why you chose this title.

- Give students 3-4 minutes to complete their answers and then ask for volunteers

to share their answers with the class. If no students volunteer, choose a martyr.

- After students share their answers, a discussion should take place on why students

chose the books/movies they chose. Allow students freedom to discuss their

reasoning and to share their dislikes of some of the other choices, but in a

reasonable manner. This should get the “creative juices” flowing and stimulate

their minds for further evaluation.

- If students seem hesitant to expound on thoughts, ask the following questions:

Why did you choose the titles you did? What is it about those titles that you

enjoyed? Did you find that as the story progressed, you began to organize your

thoughts and clues provided so that you might solve the crime before the other

characters? Do you find any personal satisfaction from solving mysteries before

characters in books or movies?

- Tell students that over the next two weeks, they will get to perfect the craft of

solving mysteries and will even have a chance to stump their classmates when

they create their own mysteries.

B. Lesson Development

- Show the class the following statement and ask them to come to a conclusion: If

Auburn is a good football team. And Alabama beat Auburn. Therefore,

______________________ (answer: Alabama is better than Auburn)

- Show the class another statement and ask them to come to a conclusion: If apples

are fruit. And all fruit grow on trees. Therefore,

___________________________________ (answer: All apples grow on trees).

- Once students have come up with appropriate conclusion statements, ask students

how they came to those conclusions. Answer should include using general clues

to come to a more definitive, or specific, answer.

Dunnavant 3

- Tell students this is called Deductive Reasoning and that detectives and other

characters in mysteries work in much the same way. I will expect students to take

thorough notes to help solve the mysteries we cover in class.

- Tell students that Deductive Reasoning is moving from general statements and

facts to more specific conclusions.

- Instruct students to write their own Deductive Reasoning (if, then) statements.

Students should use the statements that are on the screen as models. Give students

3-4 minutes to write their own “if, then” statements. Students should then share

their statements with the class, without revealing their solutions. Invite classmates

to then work to complete the “if, then” statements.

- Tell students they will now use this new-found skill and knowledge to work

together to solve a short mystery.

- Group students into groups of 4-5 students. Tell students they are NOT to begin

working on the mystery until they are told to begin.

- If there are 4-5 students in the class who have an IEP, for this exercise, allow

them to work together to solve Game One (A-1). Game One is easier to solve. If

there are 3 or fewer students on an IEP, mix these students with the other groups

and proceed.

- Place sandwich baggies, which contain the cut up strips of clues that will be used

to solve the mystery, on the center desk of each group.

- DIRECTIONS: When I say go, you may open the baggies that each group now

possess. These are all the clues with which you’ll need to solve today’s mystery.

You must decide what the crime is, who did it, and why the crime was committed.

In order to solve the mystery, you will need to put the clues in sequential order to

the best of your ability and devise any other organizational method for solving the

mystery. Once finished, the group must write a paragraph detailing what

happened, who did it, when the crime was committed and why it was done. The

solution paragraph must also include what the group perceives as the motives of

the acting characters. The group that solves the mystery the quickest will be

rewarded with an extra bathroom pass AND bragging rights over your classmates.

Dunnavant 4

- Give students the directive to begin.

- Walk around the room and monitor students in their progress. Allow students to

work for 20-30 minutes. If students are having difficulties, after the 20-30 minutes

work period, depending on time left in class, begin giving hints or work with

students to help guide them in the right direction.

- Once groups finish and present a correct answer to the teacher, provide them with

the following Discussion Questions, to be discussed and answered as a group. It

may be necessary to explain to each group what a “red herring” is. A red herring

is a clue that is provided with the intent of misleading those striving to solve the

mystery.

1. How did you organize the information?

2. Why was it easier to solve the mystery with that organization?

3. Were there clues that confused you?

4. Were there any red herrings?

5. Was there one thing that helped you synthesize the information?

- After all groups have solved the mystery and answered the discussion questions,

allow each group to read their solution to the class. Allow the class to compare

and contrast the similarities and differences in their solution paragraph. Even

though the facts should remain the same, the groups’ interpretation of each

character’s motives may be different.

C. Closure

- Ask students to place all clues back into the baggie provided to them and to

reorganize the desks in their original position.

- Once students are back to their assigned seats, review with the class what was

discussed to assess the students knowledge.

- Ask students to define deductive reasoning and give an example of an “if, then”

statement.

Dunnavant 5

III. Formative Evaluation

The Minute Paper: in order to leave the classroom, students will write a one-minute

paper that will answer the following questions about today’s lesson: 1) What was the

most interesting point in today’s lesson and why? 2) What was the most confusing

point in today’s lesson and why?

Students are “put on the clock” and given only one minute to complete their answers.

Following the bell, students will place their papers in the bin on the round table at the

front of the class on their way out of the door.

IV. Materials/Resources/Appendices

Materials

1. Scissors

2. Sandwich baggies

3. Computer with Microsoft Word

4. Classroom Projector

Appendices

5. Copies of Detective Games One (A-1)

6. Copies of Detective Game Two (A-2)

V. Accommodations

Two versions of the Detective Game will be provided. Game One is for students with

lower level reasoning skills, such as those placed on an IEP. Game Two is for those

with higher level reasoning skills.

Surprise and Suspense Short Stories: The Ghost Story by Mark Twain

Dunnavant 6

Lesson Plan #2



Purpose of Lesson: The purpose of this lesson is to acquaint students with the elements of short

stories, fiction, and mysteries.

VI. Objective: Following a teacher-led discussion on literary terms, Coach Dunnavant’s

9th grade English class will define and identify the elements of fiction present in Mark

Twain’s “The Ghost Story” and will evaluate how Twain evokes emotion through his

use of language to 80 percent accuracy on a literary terms quiz.

Audience: Coach Dunnavant’s 9th grade English class will

Behavior: define and identify the elements of fiction present in Mark Twain’s “The

Ghost Story” and evaluate how Twain evokes emotion through his use of language

Condition: following a teacher-led discussion on literary terms

Degree: 80 percent accuracy

Evaluation: through a literary terms quiz

VII. Instruction

D. Directing/Orienting/Entry

- As students enter the classroom, post the following prompt on the classroom

projector: Define the term “short story” and give examples of short stories you

have read. Be sure to support your definition with specifics about what you

believe composes a short story.

- Give the class 3-4 minutes to complete the prompt, and then ask for volunteers to

share their answers.

- While students are sharing their answers, make a list of the characteristics that

students name on the board. The class should be working together to brainstorm

characteristics that define a short story. Characteristics should include length,

number and types of characters, time span, well-defined plot, rising and falling

action, climax, theme, setting.

Dunnavant 7

- After brainstorming with the class, ask students to look at their definition and

revise it if needed.

- Tell students that you have written your own definition of a short story and

project it onto the screen through the projector: A piece of prose fiction, usually

under 10,000 words, which can be read in one sitting, having few characters and

aiming at a unity of effect.

- Tell students that today they will be reading Mark Twain’s “A Ghost Story”, but

before they can begin reading, there are a few literary terms they must become

familiar with.

- Pass out Literary Terms: Elements of Fiction handout (appendix II-1)

- Read over handout with class, using classic fables or Disney stories as examples

to help identify certain elements (Using Cinderella, ask students to identify the

conflict(s) and point out the difference between internal and external conflict. Ask

the students to identify the protagonist and antagonist of Cinderella as well as the

setting and the theme.)

E. Lesson Development

- Hand out copies of “A Ghost Story” to each student. Tell them that we will read

the story together, meaning that I expect them to following along while I read

aloud. While the story is being read, students are to attempt to identify with “A

Ghost Story” the elements that we just discussed in class.

- Read “A Ghost Story”

- Immediately following the conclusion of the short story, tell the class to move

into their 3 o’clock groups (students will know what this means and where they

are to move to). Students should do this quickly without discussion.

- Hand out comprehension and evaluation questions (appendix II-4) that students

will answer together as a group. All students are to answer the questions on their

own sheet of paper, but answers should be similar in nature for each member of

the group.

- Walk around the room to ensure that students are discussing the answers to the

questions and answer any questions that students may need clarified.

Dunnavant 8

- As groups are nearing completion of the comprehension and evaluation questions,

hand out “A Ghost Story” literary elements identification worksheet (appendix II-

3). Students are to identify the literary elements, previously discussed in class,

present in “A Ghost Story”

- Allow students 25-30 minutes to complete both handouts. Once groups have

completed the assignments, go around the room and ask the groups to share their

answers with the class.

- It may be necessary to point out to students how Twain’s choice of language

evoked emotion

- Place the following sentence on the projector and ask students what emotions this

evokes: “A sense of loneliness crept over me. I arose and undressed, moving on

tiptoe about the room, doing stealthily what I had to do.” Then uncover the

conclusion to the sentence and ask students how adding this final detail changes

their emotions: “as if I were environed by sleeping enemies whose slumbers it

would be fatal to break.” Students should recognize the added sense of danger that

exists with the ending of the quote.

- Repeat the previous exercise with the following quote “I lay listening to the rain

and wind. Then add the following ending to the quote: “and faint creaking of

distant shutters, till they lulled me to sleep.”)

- Make sure that all students correctly identified the literary elements in “A Ghost

Story” by reviewing the correct answers.

F. Closure

- Ask students to clear their desks with the exception of the sheet of paper which

contains their definition of what a short story is. After reading “A Ghost Story”,

has your view, opinion, or definition of a short story changed? Rewrite your

definition to reflect the knowledge that you have gained today.

VIII. Formative Evaluation

Dunnavant 9

Evaluate students knowledge learned through the course of the day through a literary

terms quiz (appendix II-2). Quiz is 11 questions and asks students to fill in the blanks

to complete the definitions of literary terms discussed.

IX. Materials/Resources/Appendices

Materials

1. Projector

Appendices

2. Copies of Literary Terms handout (B-1)

3. Copies of Literary Terms quiz (B-2)

4. Copies of “A Ghost Story” literary terms identification sheet (B-3)

5. Copies of “A Ghost Story” comprehension and evaluation discussion questions

(B-4)

X. Accommodations

1. Students with lower ability level are paired with those of a higher ability level

during the group portion of the lesson

Modern Fear and Suspense: Stephen King’s The Reaper’s ImageLesson Plan #3

Dunnavant 10



Purpose of Lesson: The purpose of this lesson is to introduce students to modern suspense

stories, such as written by Stephen King. Students will be asked to build on the previous day’s

lesson as they work to chart the plot of King’s short work of fiction. By the end of the lesson,

students will have a better understanding of elements that create a mystery.

XI. Objective: Following a review of plot elements of a short story, Coach Dunnavant’s

9th grade English class will label the components of a short story and chart the story’s

plot to 90 percent accuracy via a graphic organizer.


students

Behavior: will label the components of a short story and chart the story’s plot

Condition: After reviewing plot elements of a short story


Evaluation: via a graphic organizer

XII. Instruction

G. Directing/Orienting/Entry

1. As students enter the classroom, place the following prompt on the projector.

“When you think of scary movies, other than blood and guts, what other

images come to mind. For example, my wife cannot stand clowns because of

the movie IT.”

2. Students are to enter the room and take 4-5 minutes to write their thoughts

into their writing journals.

3. Ask for volunteers to share their descriptive paragraphs aloud with the class.

If no one volunteers, choose one to start off. Allow five minutes of class time

to for students to share their writing.

Dunnavant 11

4. Answers may vary, but encourage students to look for a common theme in

each of the answers.

5. Tell students that they should keep these thoughts fresh in their minds because

today they will be reading a classic horror tale of the single most horrifying

image possible.

6. “The Reaper’s Image”, written by Stephen King at the age of 18, was

originally published in 1969 and was later included in King’s second

collection of short stories entitled The Skeleton Crew.

7. Ask students if they are familiar with Stephen King. If so, ask them to name

some of the works of his that they are familiar with. What types of stories is

King famous for writing?

8. Give students a short introduction into King’s background. He was born in

1947 in Portland, Maine. His father left his family when Stephen was very

young, but the one thing he had of his father was his science fiction and horror

novels. This obviously influenced King and his interest in horror tales and

mysteries. For many years, King struggled in near poverty before making it

big as an author. One of King’s biggest influences has been J.R.R. Tolkien.

Ask students to name a work of Tolkien they may be familiar with (Lord of

the Rings)

9. Show students a short film clip detailing the complete movie history of

Stephen King. The clip will show movie posters of every book or story of

King’s that has been made into a movie. This should really grab the students’

interest, plus they will recognize movies that they did not realize King wrote.

The clip can be accessed with the following link:

http://www.youtube.com/watch?v=mZxIiC_qvpE&feature=related

H. Lesson Development

10. Before reading the story, review as a class the plot elements that were

discussed yesterday using list and repeat (students will answer the same

question orally 3 to 4 times consecutively). Terms to be reviewed include

http://www.youtube.com/watch?v=mZxIiC_qvpE&feature=related

Dunnavant 12

point of view, setting, plot, conflict, climax, resolution, theme, foreshadowing,

style, protagonist, antagonist, characterization.

11. Give students a copy of Story Elements Graphic Organizer and tell them that

as they read the story, they will be expected to fill out the organizer.

(Appendix C-1)

12. Read “The Reaper’s Image” to the class, requiring that students follow along

in their books with you while filling out graphic organizer.

13. Read to the bottom of page 1, then ask “What is the history of the Delver

looking glass”. Students won’t know for sure, but they are to make predictions

as what they believe its history entails.

14. At this point, students may fill in setting and foreshadowing on their graphic

organizer.

15. Ask the following: “Why would King describe Mr. Carlin’s voice as ‘dry, as

if bones had stirred in a cupboard’”? Answers should reflect the idea that King

is using items or images consistent with death to create a dark mood.

16. Pause following Carlin’s quote “what the rest of them saw” and ask the

students to make a prediction. What did the rest of them see in the mirror?

17. Pause midway through page 3. Ask students to characterize the two characters

in the story to this point. What type of person is Carlin? How do we know

this? What type of person is Spangler? How do we know this? Students

should cite quotes from each character as well as items revealed by the

narrator. Explain the difference between direct and indirect characterization.

18. Upon the completion of the story, without any verbal reaction, ask students to

immediately write their thoughts, feelings, ideas, and any other responses in

their writing journals. This is to be an initial response to the story. Allow

students to share their initial responses with the class once all students have

finished.

I. Closure

19. Ask students if they liked the ending of the story. Why or why not? Why will

many mysteries conclude with an open-ended ending? Students should begin

Dunnavant 13

to recognize that mysteries often leave the most gruesome or disturbing details

to the imagination instead of explicitly stating the outcome.

20. Ask student why open-ended conclusions are far more suspenseful than stories

with a definitive ending? The human imagination is capable of far more

terrifying thoughts than just what the author may have in mind. By leaving it

open to interpretation, the author is not only involving the reader but leaving

the possibility of far more terrifying outcomes.

21. Allow students time to complete the graphic organizer in class

22. Homework: Students are to write another episode to “The Reaper’s Image”.

Students will attempt to immolate King’s style. Episodes are due at the

beginning of class and students should be prepared to share with the class.

XIII. Formative Evaluation

By asking questions during the reading process, I will monitor students’

understanding of the text and comprehension of the concepts of the unit

XIV. Materials/Resources/Appendices

Resources

1. Stephen King: The Movies. Prod. Carl Aborgast. Www.youtube.com. CarlAborgast, 11 July 2007. Web. 21 Oct. 2010.

Appendices

2. Education Oasis. www.educationoasis.com. Web. Oct. 2010.

Appendices

3. Graphic Organizer (C-1)

XV. Accommodations

For students with IEPs, they will be expected to follow all standard class instructions

during this assignment. If comprehension of the short story is lacking following initial

reading with class, students will be pulled out by inclusion teacher for further

assistance.

Modern Suspense Extension and The Lottery Lesson Plan #4

http://www.educationoasis.com/

Dunnavant 14



Purpose of Lesson: The purpose of the first half of this lesson is to extend the student’s

involvement and interest in modern suspense stories by linking the story to modern movie

posters. The purpose of the second half of this lesson is help readers apply self-monitoring

reading strategies and to introduce them to the use and importance of symbols in storytelling.

XVI. Objective: After reading and charting the plot of “The Reaper’s Image”, Coach

Dunnavant’s 9th grade English class will create a movie poster reflecting the mood

and storyline of Stephen King’s classic short story.

Audience: Coach Dunnavant’s 9th grade English class

Behavior: will create a movie poster

Condition: After reading and charting the plot of “The Reaper’s Image”


Evaluation: reflecting the mood and storyline of Stephen King’s classic short story

XVII. Objective: After reading Shirley Jackson’s “The Lottery”, Coach Dunnavant’s 9th

grade English class will prepare for a Socratic Circle by carefully examining a series

of questions based on Bloom’s Taxonomy.


students

Behavior: will prepare for a Socratic Circle

Condition: After reading Shirley Jackson’s “The Lottery”


Evaluation: examining a series of questions based on Bloom’s Taxonomy

XVIII. Instruction

J. Directing/Orienting/Entry

1. As student enter the classroom, have the video from the previous day detailing

Stephen King’s tales that have been transformed into movies playing on the

Dunnavant 15

projector. This will grab the students attention and remind them of what

occurred in class yesterday.

2. Following the bell, direct students to take out their homework from the

previous night. Students were to have written another episode to “The

Reaper’s Image” and were to follow the style set forth by King.

3. Ask for a volunteer to read his/her episode. If no one volunteers, choose one

to read. Have at least two students read before taking up their homework.

4. Direct students’ attention back to the movie that was rolling on the projector

screen when class began and ask them if there were any posters that stood out

in their minds. Allow students to share thoughts on what captured their

attentions.

5. Tell students that today, for the first half of class they are going to work in

groups of 3 to create a movie poster for Stephen King’s short story “The

Reaper’s Image”.

K. Lesson Development

1. Divide class into groups of three. Direct them that their movie posters must

include the title and author’s name and then any visual elements that capture

the essence of the short story.

2. Poster boards, scissors, markers, colored pencils will be provided for students

3. Allow students to work together until they complete the assignment or until

the 45 minute mark of the class period is reached.

4. Any posters that are not completed in class must be completed for homework.

Teacher may use discretion if needed to allow more time to complete the

assignment.

5. Direct students to clean up the room by placing all materials in the correct

place and to return to his/her desk.

L. Directing/Orienting/Entry

1. Using the projector, show students pictures of common symbols that are used

in our everyday life such as stop signs, yield signs, math symbols, etc.

2. Ask students what these symbols represent

Dunnavant 16

3. Ask students to give examples of other symbols they may come across on a

daily basis.

4. Just as we use symbols throughout our day to stand for certain objects, so to

authors use symbols to represent ideas in a story.

5. Tell readers that today while they read Shirley Jackson’s “The Lottery”, they

will be asked to look for examples of symbols used by Jackson. Symbols may

include objects, people, or even people’s names.

6. Hand out copies of “The Lottery” and ask students to keep a dual-entry

journal while reading today’s selection. (a dual-entry journal requires the

reader in one column to take note of “What the text says” while the other

column is reserved “personal thoughts/reactions”)

M. Lesson Development

1. Read with the students “The Lottery”

2. Pause at various points per page to allow students to complete an entry in

dual-entry journals

3. When coming upon each of the following items in the story, pause to ask

students to reflect on the meaning of each: the lottery, black box, boys

gathering stones and pebbles, Old Man Warner, Mr. Summers, Bill and Davy

Hutchinson, Mr. Graves, Village, Mrs. Delacroix. Do NOT give students the

meaning of these symbols. Allow them to share their thoughts and ideas to the

class and perhaps help each other come to an understanding of what the

symbols mean.

4. Immediately following the completion of the story, without vocal reaction

students will record their thoughts and reactions to the ending of the story

5. Pass out “The Lottery – Socratic Circle Questions” (Appendix D-I) and tell

students that these questions must be completed for homework. These

questions will be used in tomorrow’s lesson. If the student has not completed

these questions, they will be lost for tomorrow’s assignment.

- What do you think is the reason that this community holds this lottery to

stone someone? Why don’t they stop?

Dunnavant 17

- Re-examine this question from the perspective of slavery. America had

slavery for a long time. Should that have not stopped? Is “tradition” a

reason to keep something forever? How do we decide what traditions

should end and what traditions we should keep?

- Respond to the roles of men and women in this society.

- How do roles in society change?

- For years, America had an all male army. Imagine yourself living 50 years

ago, how do you go about getting women to be allowed to join?

- Sacrifice rituals operate on the principle of “scapegoating”. After defining

the term, describe how the process of the “The Lottery” uses the scapegoat

and tell what end is desired.

- Are there any examples in our current society of using scapegoats?

N. Closure

Tell students that tomorrow they will participate in a Socratic Circle. The

specifics will be explained tomorrow. Students are given their homework

assignment in order to prepare them for the Socratic Circle.

XIX. Formative Evaluation

Before leaving the classroom, students will use a note card to write down one

example of a symbol from “The Lottery” and what they believe the symbol

represents. Specific answers will be discussed tomorrow in class.

XX. Materials/Resources/Appendices

Materials

1. Posterboard

2. Scissors

3. Colored Pencils

Appendices

4. Socratic Circle Questions (D-1)

Resources

5. Stephen King: The Movies. Prod. Carl Aborgast. Www.youtube.com. CarlAborgast,

11 July 2007. Web. 21 Oct. 2010.

Dunnavant 18

The Lottery: Socratic CircleLesson Plan #5



Purpose of Lesson: The purpose of this lesson is to generate a student-led discussion centering

around the idea that “change is always a good thing”. Students should use issues at hand from

“The Lottery”, but will also bring into question traditions held by all people from all walks of life

and question those traditions validity. Through the discussion students should come to

understand Shirley Jackson’s theme of “The Lottery”.

XXI. Objective: After reading Shirley Jackson’s “The Lottery”, Coach Dunnavant’s 9th

grade English class will participate in a Socratic Circle to evaluate the idea that

change is always good leading to the identification of Jackson’s theme of the short

story.


Behavior: will participate in a Socratic Circle

Condition: after reading Shirley Jackson’s “The Lottery”


Evaluation: the idea that change is always good and leading to the identification of

the theme

XXII. Instruction

O. Directing/Orienting/Entry

1. As the class wrapped up the previous day, students were to write an

immediate reaction to the short story “The Lottery”. Ask students to have their

written reactions out on their desks.

2. Remind students that these reactions were written immediately following

completing the story; therefore, these are their initial reactions and may or

Dunnavant 19

may not be their true feelings on the subject matter. They may have gotten

“caught up” in the emotions of the story.

3. Direct students to write a new reaction to the story just below yesterday’s

reaction. This reaction may or may not be different from yesterday, but that

they have had nearly 24 hours to digest what they have read. They may have a

new perspective on the issue.

4. Ask for volunteers to read both of their reactions to the class. Allow 5-8

students to share their reactions. Hopefully the class will provide many

different insights into how they may have been thinking. It’s possible that a

few may have changed their minds on some of their initial responses.

5. To those who may have changed a few of their initial responses, ask them

why they changed because the story didn’t change?

6. Pose the following rhetorical question to the class and make it clear they will

not answer verbally: Is change always good? Allow the question to sink in

with a pregnant pause before continuing.

P. Lesson Development

7. Tell students to take out the questions that they answered for homework last

night. Today they will be using these questions to participate in a Socratic

Circle. A Socratic Circle is an organized, student-led discussion that will

center around the issues at hand in “The Lottery”.

8. Place the Socratic Circle Rules on the projector (E-1). Read and explain

thoroughly with class.

9. Students have already prepared themselves by reading the story and answering

the questions provided last night. Tell students they are more than welcome to

pose new questions or bring up new issues as long as they are thoughtful,

polite and respectful, and on task.

10. The class will be divided into two circles, one smaller inner circle and one

larger outer circle. The number of students in each circle will be determined

by the size of the class. Do not allow more than 6 in the inner circle on most

occasions.

Dunnavant 20

11. Rules for the Inner Circle – act as gracious party guests and will respond to

questions in a civilized manner; will not argue, but can disagree politely;

should not have one person who dominates the conversation

12. Rules for Outer Circle – acts like super polite hosts at a party; will ask

questions to the inner circle but cannot answer; must keep the discussion

moving; cannot add to the discussion except in the form of a follow-up

question (re-examine, analyze, synthesize, imagine); should take notes for

ideas to say when they move to inner circle

13. Tell students on the outer circle they may move to the inner circle at any time,

but to do so they will politely tap an inner circle member out. The inner circle

member may not argue about this decision.

14. If discussion becomes stagnant, teacher will have a complete changing of the

inner circle.

15. Show students the Socratic Seminar Participant Rubric (E-2) and go over what

constitutes a Level A Participant through a Level F Participant

16. Move students into inner and outer circles, including the moving of desks.

17. Once the room is situated, pose the first question: What do you think is the

reason that this community holds this lottery to stone someone?

18. The discussion should naturally progress from there.

19. Be prepared to step in with a thoughtful question if needed.

20. Allow Socratic Circle to progress until 10 minutes prior to the bell ringing.

Q. Closure

21. End discussion and ask students to clean up the room, including desks being

put back in the correct places

XXIII. Formative Evaluation

Provide students with the Socratic Seminar Participant Rubric and ask them to

evaluate themselves. They must write at least one paragraph explaining their

participation in the Socratic Circle

Dunnavant 21

For homework, students are to identify the theme of Shirley Jackson’s “The Lottery”

and come to class the following day prepared to discuss/share.

XXIV. Materials/Resources/Appendices

Materials

1. Projector

Appendices

2. Socratic Circle questions from lesson 4 (D-1)

3. Socratic Circle Rules (E-1)

4. Socratic Circle Rubric (E-2)

XXV. Accommodations

All IEPs and 504 plans will be accommodated. The rubric may be adjusted to fit each

of these students.

Socratic Circle Rules

Dunnavant 22

1. Preparation

A. Students read the story before the Socratic Seminar. They underline, make notes,

predict, form opinions, reflect, make connections, and create questions.

B. The teacher creates some starter questions and may use A Taxonomy of Questioning

for help.

2. Inner Circle

A. Acts like gracious guests at a party

B. Responds to questions

C. Does not argue

D. Can disagree politely

E. Should not have one who dominates the conversation

3. Outer Circle

A. Acts like polite hosts at a party

B. Asks questions

C. Keeps the discussion moving

D. Does not add to the discussion unless it’s a follow-up question

E. Can take notes for ideas to say when they go to the inner circle

4. Socratic Circle Rubric

A. Students will fill out the rubric to evaluate themselves

Socratic Seminar: Participant Rubric

Level A- Offers enough solid analysis, without prompting, to move conversation forward- Through comments, demonstrates deep knowledge of the text and the questions- Comes to the seminar prepared with notes and annotated text- Through comments, shows that he/she is actively listening to other participants- Offers clarification and/or follow-up that extends the conversation- Remarks often refer back to specific parts of the text

Level B- Participant offers solid analysis without prompting

Dunnavant 23

- Through comments, demonstrates deep knowledge of the text and the questions- Comes to the seminar prepared with notes and annotated text- Through comments, shows that he/she is actively listening to other participants- Offers clarification and/or follow-up that extends the conversation

Level C- Offers some analysis, but needs prompting from the leader- Through comments, demonstrates a general knowledge of the text and questions- Is less prepared with fewer notes and no annotated text- Is actively listening to others, but does not offer clarification and/or follow-up to others’

comments- Relies more upon his or her opinion and less on the text to drive comments

Level D/F- Offers little commentary- Comes to seminar ill-prepared with little understanding of the text and questions- Does not listen to others, offers no commentary to further discussion- Distracts the group by interrupting other speakers or by offering off-topic questions and

comments- Ignores the discussion and its participants

What Happens on the Island, Stays on the Island: The Most Dangerous GameLesson Plan #6



Purpose of Lesson:

XXVI. Objective: While reading “The Most Dangerous Game”, Coach Dunnavant’s 9th grade

English class will make and verify predictions to 60 percent accuracy by keeping a 3-

column chart


Behavior: make and verify predictions

Condition: while reading “The Most Dangerous Game”


Evaluation: through a 3-column chart

Dunnavant 24

Objective: While reading “The Most Dangerous Game”, Coach Dunnavant’s 9th grade

English class will track and classify all examples of conflict to 90 percent accuracy

through a graphic organizer


Behavior: track all examples of conflict in “The Most Dangerous Game”

Condition: while reading “The Most Dangerous Game”


Evaluation: through a graphic organizer

Objective: After reading the majority of “The Most Dangerous Game”, Coach

Dunnavant’s 9th grade English class will write an original ending to the story.


Behavior: write an original ending

Condition: after reading the majority of “The Most Dangerous Game”


Evaluation: through creative writing

XXVII. Instruction

R. Directing/Orienting/Entry

1. As students walk into the classroom, have a copy of the painting The Hungry

Lion by Henri Rousseau (F-1) displayed on the projector and ask students to

identify any hidden dangers that may exist. Students should recognize that

there is a panther hidden in the trees and other animals hiding in the ruffage.

2. Ask students for their replies, then follow up with the following: How do

dangers that you cannot see differ from those that you can see? Each student’s

answer may vary but allow them to discuss briefly.

3. Tell students that today you will be reading a classic tale of human survival

entitled “The Most Dangerous Game”. Direct students to take out a sheet of

paper on which they are to make a prediction of the story based solely on the

title. Allow students two minutes to make their predictions.

Dunnavant 25

4. Ask the students to define the word “game”. Many may refer to a game that is

played such as baseball, football, or basketball. Ask if anyone is familiar with

an alternate definition of the word. If not, explain that the word “game” also

refers to hunting. Allow students to revise their predictions here if needed now

that they know an alternate definition to the word “game”.

5. Tell students that today while they read “The Most Dangerous Game”, they

will be making a number of predictions. In fact, every time they come across

an interesting detail or turn of events, they will be expected to make a

prediction. After reading on, the students will then verify their prediction. This

monitoring strategy will be done the form of a 3-column chart. Display chart

on board or on projector.

Story Details Prediction What Happens

Ship-Trap Island The ship will be trapped

6. Tell students they will also be keeping track of all conflict that arises in the

story. Ask students to define conflict (a struggle). Ask students if there is only

one type of conflict. Tell them conflict can be broken down into internal

conflict and external conflict. Internal conflict occurs when the struggle takes

place with a character’s own mind. External conflict involves a character

pitted against an outside force such as a person, nature, or obstacle.

7. Provide students with a copy of the Conflict Graphic Organizer (F-2) and tell

them that they will need to pay special attention to the story to notice when

conflict arises. They will then classify the type of conflict on the graphic

organizer.

S. Lesson Development

8. Begin reading “The Most Dangerous Game”. As you read aloud and students

are following, be sure to make mention of the conflicts that arise throughout

the story to gauge the students’ understanding of conflict.

9. Pause following Zaroff’s statement that “we do the best to preserve all the

amenities of life.” Be sure that students understand the meaning of the word

amenities – that Zaroff is referring to all the fine necessities of life. As the

story progresses, students need to be able to understand the irony of this

Dunnavant 26

quote. (General Zaroff gives the appearance of a civilized man, yet civilized

men do not partake in such uncivilized acts as hunting other men)

10. Also stop at the following lines to allow students to make predictions:

“Luckily, you and I are hunters. Do you think we’ve passed that island yet?”

page 25; “that chance was slender, and grew more slender as the yacht raced

on” pg. 26; “what he had hoped to find – the print of hunting boots. They

pointed along the cliff in the directions he had been going.” page 27; “We can

talk later. Now you want clothes, food, rest. You shall have them. This is a

most restful spot.” page 29; “Whenever he looked up from his plate he found

the general studying him” page 29; “My dear fellow, there is one that can.”

page 31; “a trace of anger was in the general’s black eyes,” page 32; “the

hunting was not good last night,” page 34; “I drink to a foeman worthy of my

steel – at last,” page 35; “I am going now to have my wound dressed; it is only

a slight one, but I shall be back,” page 38; “twenty feet below him the sea

rumbled and hissed. Rainsford hesitated. He heard the hounds.” page 40.

11. Upon stopping at this point on page 40, do not read any further. Tell students

that the remainder of the story is theirs to finish writing. Here, Rainsford is

standing at a crossroads in choosing life or death. What he will do is the

ultimate question and is providing the reader with the ultimate sense of

suspense.

12. Each student will use the remainder of the class period to write the ending to

“The Most Dangerous Game”. The only ending that is not acceptable will be

for Rainsford to jump off the cliff and die.

T. Closure

13. Remind students that when they come to class tomorrow, they have three

assignments that will be due: 1) predictions chart, 2) conflict graphic

organizer, 3) original ending.

14. Tell them they are not to read the ending to “The Most Dangerous Game,”

that will be done tomorrow in class. If they read ahead, it may influence their

own endings.

Dunnavant 27

XXVIII. Formative Evaluation

Before students are allowed to leave the room, they must have their conflict charts

available on their desks for the teacher to see. Walk around the room checking only

the box reserved for Rainsford’s internal conflict. Students must have mentioned

Rainsford’s struggle to stay rational rather than give in to fear.

XXIX. Materials/Resources/Appendices

Materials

1. Projector

Resources

2. Rousseau, Henri. The Hungry Lion. 1905. Photograph. Wikimedia Commons. 1 Oct. 2010. Web. 11 Nov. 2010. <http://commons.wikimedia.org/wiki/File:Rousseau-Hungry-Lion.jpg>.

Appendices

3. The Hungry Lion by Henri Rousseau (F-1)

4. Conflict Graphic Organizer (F-2)

XXX. Accommodations

All IEPs and 504 plans will be accommodated accordingly.

Dunnavant 28

Dunnavant 29

What Happens on the Island, Stays on the Island II: The Most Dangerous GameLesson Plan #7



Purpose of Lesson: The purpose of this lesson is to gauge the students’ understanding of

essential elements to mysteries and short stories such as plot, setting, theme, climax, conflict, and

characters motives. The lesson will also expose students to a variety of other student work in

preparation for the culminating activity of creating their own mystery.

XXXI. Objective: Prior to reading the conclusion of “The Most Dangerous Game”, Coach

Dunnavant’s 9th grade English class will read and edit to 100 percent accuracy their

peer’s original conclusions to “The Most Dangerous Game” for sentence/paragraph

structure, spelling, subject-verb agreement, and pronoun-antecedent agreement.


Behavior: will read and edit their peers’ conclusions to “The Most Dangerous Game”

for sentence/paragraph structure, spelling, subject-verb agreement, and pronoun-

antecedent agreement

Condition: Prior to reading the conclusion of “The Most Dangerous Game”


Evaluation: through an original writing of the ending to “The Most Dangerous Game”

Dunnavant 30

XXXII. Instruction

U. Directing/Orienting/Entry

1. Place the following journal entry topic on the projector for kids as they walk

into the classroom: How would you react if you were in a situation similar to

Rainsford? Would you fight back, run away, or give up? Be sure to share your

thoughts, feelings, and possible actions.

2. Allow students 5-6 minutes to fully assess how they might feel. Once students

are finished writing, tell them that today they will pair up and share their

original endings to “The Most Dangerous Game” with a partner. But first,

you’d like to hear how some of the students think they might react to a similar

situation.

3. Ask for volunteers to read their journal entries. Discussion may follow. Allow

around 10 minutes to share these journal entries and for any possible

discussion.

4. Tell students that these are all valid reactions to being put in such a horrible

situation and that it is really difficult to predict how one will react in such

situations until they actually find themselves in that situation.

5. Group students up by numbering off 1-4. Direct all the ones to gather in a

specific area of the room, the twos, threes, and fours should do the same.

Depending on class size that particular day, the numbering may need to be

adapted. There should roughly be four people per group.

6. Tell students that they are going to reach each other’s original endings to “The

Most Dangerous Game”. The first time through, the student should read only

for understanding. However, each student will have a specific editing purpose

with each paper. Assign each student in each group one of the following

editorial responsibilities: spelling and punctuation, sentence/paragraph

structure, subject-verb agreement, pronoun-antecedent agreement.

Dunnavant 31

7. Each student will be given a different color pen to use that will correspond to

a specific editorial responsibility. The student will mark and correct for those

mistakes only.

V. Lesson Development

8. Allow 20 minutes for students to read and correct each of their group

member’s papers. If more time is needed, then grant it. It is imperative that

each paper is read and edited. If one group finishes before the majority of the

class, they may begin rewriting their endings to correct all errors.

9. Once the class is finished with reading/editing, ask how the students like their

peers’ writing? The response should be fervent. Students enjoy reading each

others’ creative thoughts and will want to share.

10. Ask if there is anyone who would like to share one they read. The author must

be ok with their writing being read to the class. Don’t allow the author to read

his/her own writing. Students will be more enthusiastic when reading

someone else’s writing.

11. Allow as many to share and want to. This should really encourage creativity,

which is what you want to emphasize as we move towards our culminating

activity of writing our own mysteries.

12. Remind students of yesterday’s activities while reading the story. Yesterday

they were asked to make and verify predictions throughout the course of the

story, right up until where they were asked to write their own ending.

13. Explain to them that their ending is a more elaborate form of a prediction.

They had to predict what Rainsford would do or how he would react when

faced with a life or death situation and as we can see by reading the many

different endings, we have a lot of ideas as to how Rainsford will react here.

14. Tell students to open their literature books to page 60. They do not have to

take notes the rest of the story, they are only to relax and enjoy the ending.

15. Read to the class the final few paragraphs of “The Most Dangerous Game.”

16. Without anyone saying a word following the immediate ending to the story,

ask students to write their initial reactions on the same sheet of paper as their

journal entry from the beginning of class.

Dunnavant 32

17. Tell the students, once they have finished writing their initial reactions that

they need to take a few moments to complete the conflict chart they began

working on yesterday. They should have been able to find at least one

example for each of the boxes on the chart. The worksheet will be collected at

the end of the class period.

18. Walk around the room and evaluate the class’ progress. When everyone is

close to being finished with the worksheet, explain that you are handing out a

quiz on “The Most Dangerous Game.” (appendix G-I)

19. This quiz is to be completed by the end of class and that they will need a

separate sheet of paper to sufficiently answer each question. These questions

will take some thought, so do not rush, they will have the remainder of the

class period to complete the quiz.

W. Closure

20. As the end of class approaches, tell students you will pass around a stapler and

their papers should be turned in in the following order: 1) quiz, 2) conflict

chart, 3) predictions chart.

21. These stapled papers will be placed on the round table in the front of the room

as they walk out of the door.

22. Remind students that they are to rewrite their original endings to “The Most

Dangerous Game” for homework to be turned in at the beginning of class

tomorrow. They must make all the edits that their classmate marked for them

today. They will be asked to turn in the first draft with the final draft

tomorrow.

XXXIII. Formative Evaluation

Students will be given a quiz at the end of class to assess their knowledge of the

characters and other literary elements in the story. The students will also turn in their

in-reading assignments (predictions, conflict charts).

XXXIV. Materials/Resources/Appendices

A. Materials

Dunnavant 33

1. Glencoe Literature book

2. “The Most Dangerous Game” Quizzes

B. Resources

Richard Connell. “The Most Dangerous Game.” Glencoe Literature The Reader’s

Choice, Course 4. The McGraw-Hill Companies. 2009. Pg. 22-41

Education Oasis. Story Organizer. Oct. 22, 2010.

C. Appendices

1. “The Most Dangerous Game” Quiz (G-1)

XXXV. Accommodations


Dunnavant 34

Name _______________________ The Most Dangerous Game

Answer each of the following questions concerning The Most Dangerous Game in complete sentences. Be sure to answer all parts of the question. You must answer each question thoroughly to get full credit.

1. What is the setting of the story? How does this setting affect the plot?

2. Are the characters static or dynamic? Explain.

3. When you first meet the protagonist during the story, what is your impression of him? What words would you use to describe him?

4. What is the conflict, climax, and resolution?

5. What is the theme of the story?

Dunnavant 35

6. Do you think the ending is satisfying or not? Explain.

7. From what point of view is the story told? What would be the effect if the story were told from a differing point of view?

8. What deductive reasoning does Rainsford use concerning the type of prey on the island?

9. What is ironic about General Zaroff’s statement, “We do our best to preserve the amenities of civilization here”?

10. Explain, in your opinion, why this story is on many lists of the greatest short stories every written.

Dunnavant 36

Inverted Pyramid and the Most Important DetailsLesson Plan #8



Purpose of Lesson: The purpose of this lesson is to orient students with newspaper writing and

internet research. The lesson will also enhance sentence and paragraph completion as well as the

summarization previously read works.

XXXVI. Objective: After reading “The Most Dangerous Game” and being introduced to

journalism and the inverted pyramid, Coach Dunnavant’s 9th grade English class will

write a newspaper article retelling the events of “The Most Dangerous Game” to 100

percent accuracy.


Behavior: write a newspaper article retelling the events of “The Most Dangerous

Game”

Condition: After reading “The Most Dangerous Game” and being introduced to

journalism and the inverted pyramid


Evaluation: through a newspaper article following the style of the inverted pyramid

XXXVII. Instruction

X. Directing/Orienting/Entry

Dunnavant 37

1. As students walk into the classroom, have the following instructions displayed

on the projector: Consider the short story “The Most Dangerous Game”, as

read the past two days. In order of their importance, write what you feel to be

the most important details.

2. Allow students 5-10 minutes to work on the opening assignment. When it

looks as though most have a working list, you may proceed.

3. Tell students that today you will be observing a different style of writing than

any they’ve ever been asked to write before, yet a style they are extremely

familiar with.

4. Instruct the students to gather their notebooks and a writing utensil and calmly

make their way to the school’s computer lab.

Y. Lesson Development

5. Once in the computer lab, instruct students to login with their username and

password. Students have been assigned these codes earlier in the semester and

will know how to log onto the computer.

6. Using the computer lab’s projector, display the following email address for

the students and ask them to type this in their internet browser window:

http://blog.al.com/spotnews/2010/11/roger_taylor_takes_the_stand_i.html

7. Tell students that today they will be examining how to write a newspaper

article. The link they have typed in has taken them to an article from The

Huntsville Times about a bribery trial.

8. Ask the students to read the article, and just like they did with the details in

“The Most Dangerous Game”, make a list of the important details in order of

their importance.

9. Allow 5 minutes for this to be completed, and then ask students to observe the

location of the important details in relation to their position in the article. Ask

them what they notice. Students should come to the realization that the most

important details are listed first with the least important details at the end of

the article.

10. Instruct students that this follows a form of writing called the “inverted

pyramid”. Draw an upside down pyramid on the board in the room. Tell


Dunnavant 38

students that journalists use this style because many times stories will get

chopped by an editor and readers will not finish and entire story. Therefore,

all of the important details need to be first so that the reader will still get the

pertinent information even if the entire story isn’t read.

11. Pass out Appendix H-1 and go over with students.

12. Ask students to read the bolded details from Appendix H-1. These have not

been put in any order and are not in paragraph form. Ask the students to use

Microsoft Word on their computers to construct a “lead paragraph”. They may

refer to the new article provided in The Huntsville Times as a model of how to

write a lead, but also instruct them that they need to provide the “what”,

“who”, “when”, “where”, “why”, and “how” in the lead.

13. Walk around the room and read the student’s leads as they write. Allow 3-4

minutes for this to be done. If there is one that fits the criteria, share it with the

class. Then display the following lead that is acceptable: A Murfreesboro man

died Monday afternoon when his car spun out of control on rain-slickened Broad

Street, crashed into a utility pole and threw him through the windshield.

14. Tell students that now they will use the list they created at the beginning of

class in relation to the most important details of “The Most Dangerous Game”

to create a newspaper article, in the inverted pyramid format, summarizing the

events of “The Most Dangerous Game”. Remember that the most important

details will come first meaning the outcome of the story should be used in the

lead paragraph.

15. Also tell students that just like a newspaper reporter, they are under a

deadline. Allow students 30-45 minutes to complete the assignment on

Microsoft Word.

16. The computer lab will not allow you to print, therefore use a jump drive to

save each student’s newspaper article. You can then bring them up to display

and read in the classroom or you can print in the classroom.

17. Once back in the classroom, number off the students 1-5, then ask them to

quickly get with their groups. All like numbers should be in the same group.

Dunnavant 39

There should be five groups with four members. (numbers may vary

depending on number present)

18. Tell students that they will work in these groups to write and present a

mystery to the class on Friday (Today is Wednesday).

19. Hand out Appendix H-2

20. Tell students that the worksheet they have been given will help them in their

construction of their mystery.

21. Remind students that they have read three different mysteries in class and

have read or seen many other mysteries before participating in this unit.

Steal/imitate ideas from these mysteries

22. Read over with students the Top 10 Rules for Mystery Short Story Writing.

Tell students that it is imperative that these rules be followed.

23. Review writing methods with students and instruct them that they must be

followed.

24. Point out the vocabulary listed. These are good vocab words to use in your

stories.

25. Also point out the five story starters that are provided. Students may use these

story starters, but it is not necessary.

26. Tell students that all four members will be heavily involved in the all aspects,

but will be solely responsible for one particular job (reader, recorder, editor,

typist). Each group must fill out the group evaluation sheet (appendix H-2)

completely.

27. Tell students they will use the remainder of the class period to brainstorm

ideas and get organized. Tomorrow they will have the entire class period to

construct their mysteries and they will present these mysteries to the class on

Friday. They may use any props they want to aid in their presentation,

including a prerecorded film version completed outside of class time.

Z. Closure

Dunnavant 40

28. In the minutes before the bell and in a class discussion format, ask students to

name the style of writing they used to create their newspaper articles? Answer

should be the inverted pyramid.

29. Ask students why it is important for journalists to use the inverted pyramid?

30. Remind them to continue brainstorming tonight for any ideas that might make

their mystery unforgettable.

XXXVIII. Formative Evaluation

Students will be evaluated on two things from their newspaper articles. First, evaluate

their knowledge of the important details of the story. Is the article accurate in

summarizing “The Most Dangerous Game”? Secondly, did students follow the

inverted pyramid style?

XXXIX. Materials/Resources/Appendices

D. Materials

1. School’s computer lab

2. Jump drive

E. Resources

Faulk, Kent. “Roger Taylor takes the stand in his defense in two-year college

bribery trail.” The Birmingham News 4 Nov. 2010.


Blake, Ken, Ph.D. Inverted pyramid story format. Middle Tennessee State

University. <http://mtsu32.mtsu.edu;11178/171/pryamid.htm>

F. Appendices

1. Inverted Pyramid Story Structure (H-1)

2. Rules for writing mysteries and Group Evaluation (H-2)

XL. Accommodations


Dunnavant 41


Roger Taylor takes the stand in his defense in two-year college bribery trailTUSCALOOSA - Tuscaloosa contractor Roger Taylor this morning denied he paid expenses on former Alabama two-year college chancellor's house in 2004 in exchange for work as construction manager his company got before and after that time at Alabama community colleges.

Taylor began testifying this morning in his federal bribery trial. One of his attorneys, Augusta Dowd, is questioning him about each contract his company got with the two-year college system for managing construction projects.

Dowd has asked him several times if he paid for work on Johnson's house as a reward for the contracts his company got. He denied it each time, responding once "absolutely not."

The presidents of the colleges, not Johnson, negotiated and signed the contracts, Taylor said.

Others have testified that Johnson did recommend Taylor's company, Hall-Taylor Construction, to community college presidents.

Taylor is charged in connection with helping pay construction costs and some appliances, doors and windows for a house former Alabama two-year college chancellor Roy Johnson was building in 2004 in Opelika. Taylor's company, Hall-Taylor Construction, got $3.4 million for managing 16 construction projects at nine state community colleges between 2003 and 2006 while Johnson was chancellor. Hall-Taylor also was paid another $939,832 for construction management work on two other state projects connected to the two-year college system, according to testimony.

Johnson said that after a grand jury began its investigation in 2006 he and Taylor met and decided to cover up the 2004 payments with a back dated bill to make the purchases and payments look like a loan from Taylor's firm, Hall-Taylor Construction. Curtis Hall, however, on Wednesday said he wrote the letter billing Johnson in 2004 at Taylor's request.

Taylor testified that he first met Johnson when he was a student at Holt High School. Later, when Johnson was president at an Alabama community college, Taylor testified this morning, that Johnson called and asked him to help out on a construction project at the campus, Taylor said.

Taylor said he declined because it was too far to travel and they were busy.

Dunnavant 42

Inverted Pyramid Story Structure

To understand what the "inverted pyramid" name means, picture an upside-down triangle -- one with the narrow tip pointing downward and the broad base pointing upward. The broad base represents the most newsworthy information in the news story, and the narrow tip represents the least newsworthy information in the news story. When you write a story in inverted pyramid format, you put the most newsworthy information at the beginning of the story and the least newsworthy information at the end. How do you decide which is which? You use the news values.

An illustration might help. Imagine you must write an inverted pyramid news story from the following basic facts:

An accident occurred. It happened yesterday. Today is Tuesday. The accident was a car accident. It happened in Murfreesboro where Main Street and Broad Street intersect. One person was killed. The person was John Frazier. He was 20 years old and lived in Murfreesboro at 212 Moore Court. He was driving a blue 1998 Ford Mustang. He was driving northwest on Broad Street at about 5 p.m. He lost control of the car. It was raining, and the road was slick. He was also driving about 20 mph over the speed limit. He was the only one in the car. The car smashed into a utility pole along Broad Street. The impact crushed the whole front of the car. Frazier was thrown through the car's windshield. He landed on the pavement some 20 feet away. He wasn't wearing a seat belt. He was killed instantly.

To write an inverted-pyramid story from the facts, you first would write a lead that summarizes the most important information. Here's one possibility:

A Murfreesboro man died Monday afternoon when his car spun out of control on rain-slickened Broad Street, crashed into a utility pole and threw him through the windshield.

Like all good straight news leads, this one summarizes the "what," "where," "when," "who," "why," and "how" of the story. The next graf of the story should pick up on some element of the lead and elaborate on it. In this example, the next graf gives more information about the victim:

The man, 20-year-old John Frazier of 212 Moore Court, lost control of his blue 1998 Ford Mustang around 5 p.m. while heading northwest on Broad Street at about 20 mph over the speed limit.

http://www.mtsu.edu/~kblake/171/leads.htm#top

http://www.mtsu.edu/~kblake/171/newsvals.htm#top

http://www.mtsu.edu/~kblake/171/newsvals.htm#top

Dunnavant 43

The next graf presents more details about the crash:

Skidding on the wet pavement, the car struck a utility pole along Broad Street. The impact threw Frazier through the windshield and onto the pavement some 20 feet away.

The story's final graf wraps up the remaining details:

Frazier, who was not wearing his seat belt at the time of the crash, died instantly. The pole crushed the front of the Mustang.

As you can see, the story would still contain all the essential information if an editor had to chop off the final graf. If an editor cut the next-to-last graf as well, the story would lose important information. But people would still know the name of the victim and a few details about how he died. Get the idea?

Note also how each graf has a logical connection to the preceding graf. The second graf, for example, is linked to the lead by the words, "the man." The words "the car" do the trick in the next graf, and "Frazier" is the link in the final graf. These links are called "transition," and they're essential to keeping the "flow" of the story smooth and logical.

Also note that each graf is very short, usually only one or two sentences long. Your English instructors rightly hammer into your head that paragraphs in an essay should be long. In news writing, though, grafs are kept short. Short grafs add punchiness. They also look better when typeset into a long, skinny column in a newspaper.

Why write this way? Well, for one thing, it's pretty logical. Imagine you're telling your best friend that you have just met the love of your life. Chances are you wouldn't start out with boring details like, "I got up at 8 a.m., I showered and got dressed, ate breakfast, brushed my teeth, went to class," then, finally getting to the juicy part, add, " and on the way bumped into this wonderful person I want to spend the rest of my life with." Nope. You'd be all excited, and the first thing you would blurt out to you friend would be, "I've just met the love of my life!" That would be the "lead" of your story. You'd then describe the next most important information: things like what this person is like, why you're nuts about this person, what this person looks like, and so forth. Finally, you'd get around to describing all the little details like exactly what you said and exactly what he or she said, and so forth.

There's a practical reason for the inverted pyramid format, too. Editors editing news stories often have to make the story a particular length so that it will into a predetermined amount of space in the newspaper. Furthermore, they often have to do so under severe deadline pressure. Speed is highly important. If a story is written in inverted pyramid format, the editor can simply trim the story one paragraph at a time, going from the bottom up, until the story is the right length. The editor can do so confidently, knowing that even though information is being cut from the story, it is being cut in ascending order of importance.

Once you get the hang of the inverted pyramid format, you'll find it has all kinds of uses. It comes in handy for writing letters, memos, short essays -- any kind of writing that involves

http://www.mtsu.edu/~kblake/171/tips.htm#transition

Dunnavant 44

having to make a point or tell a story quickly and clearly. Journalists use it, but it's not just for journalists.

Top 10 Rules for Mystery Short Story Writing

1. Plot is everything! The plot should be plausible and keep moving.2. Introduce the principle characters involved in the mystery (or crime) early in the story.3. Introduce the mystery or crime early.4. The mystery or crime should be sufficiently surprising, horrifying, upsetting, etc. to cause the

reader to want to continue.5. The mystery or crime should be somewhat believable.6. The protagonist or detective should solve the mystery or case using only rational and scientific

methods.7. The antagonist or culprit must be capable of being fully involved in the mystery or in committing

the crime.8. Don’t try to fool your reader.9. Do your research. Get the details correct.10. Wait as long as possible to reveal the solution to the mystery or the real culprit of the crime.

Writing Methods to Use

Dialogue is an excellent way to tell/develop your story, along with brief descriptions of action and characters.

Suspense is KEY! Make the reader care and want to solve the mystery or crime. Instead of telling the reader what the character is like, find a way to illustrate characters as the

plot unfolds. Realistic characters are better and more appealing to the reader. Sometimes a “back story” is needed. “Red herrings” are false clues. Don’t give too many or the reader might give up. Point of view can change the voice and mood of any story. You may want to experiment with

using different points of view before deciding which one works best for your story. A vivid setting can add a lot to a story. It’s usually best to make the setting realistic. Your ending must SNAP! Surprise the reader! Know the ending before writing the story. Jump

right in- mysteries begin either right before or after the mysterious incident or crime occurs.

Mystery VocabularyAlibi- plea (excuse/ reason) offered by an accused person of not being at the crime scene

Clue- something that appears to give information toward solving the mystery or crime

Deduction- collecting facts and drawing a conclusion

Evidence- facts or proof

Red Herring- false clues

Dunnavant 45

Sleuth- investigator or detective

Suspects- people who appear to have a motive or opportunity to be involved with the mystery or crime.

Witness- person who had personal knowledge of the mystery or crime.

Mystery Writing prompts“It was a dark and stormy night when…”“She had just arrived at the house when…”“He had heard about the incident and wanted to see for himself the…”“It was always noisy at the office, but this noise was very strange…”“She overheard them talking about…”

Mystery Writing Activity Group Evaluation

Group Participants:

Reader: ______________________

Recorder:_____________________

Editor:________________________

Typist: ________________________

Title of Mystery Story:________________________________________________________

Group Plan: 1. What is the mystery your group has chosen to solve?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Describe each character briefly. Who are the protagonist and antagonist? What is each character’s participation in the story?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Dunnavant 46

3. What situations do you plan to present in the plot?__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. What will your setting be?__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

5. What are the key clues?__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

6. What steps will be taken to analyze or solve this mysterious situation or crime?__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Group Evaluation:1. How did our group do in collaboration?__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Did everyone in the group contribute equally?__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. What specific things did we do as a team that aided us in solving the mystery and writing this story?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Dunnavant 47

Mystery TheatreLesson Plan #9



NOTE: In today’s lesson, students work in groups to complete and original mystery/short story.

Typically, I require 11 days to complete this unit. Day 10 would be a day reserved for students to

bring in footage of their performances and they would edit them in Microsoft Movie Maker. This

aspect will be left out to meet the requirements of this unit.

Purpose of Lesson:

XLI. Objective: After reading three different mysteries in class and writing an original

ending to another, Coach Dunnavant’s 9th grade English class will work in groups of

four to create an original mystery short story using the elements of mysteries

discussed throughout unit to 100 percent accuracy to create a suspenseful mystery.

Audience: Coach Dunnavant’s 9th grade regular English class

Behavior: will work in groups to create an original mystery short story

Condition: After reading three mysteries in class and writing an ending to another,

Degree: using elements of mysteries discussed throughout the unit to 100 percent

accuracy

Evaluation: to create a suspenseful mystery

XLII. Instruction

AA. Directing/Orienting/Entry

- As students enter the classroom, the following directions should be displayed

on the projector: Sit with the groups you were assigned to yesterday. Take out

the group evaluation sheet along with any brainstorming you did before the

end of class yesterday. You will have the period to complete brainstorming,

Dunnavant 48

write, and discuss any other arrangements you will need for your presentations

tomorrow.

BB. Lesson Development

- After the bell rings and after attendance has been checked, read the directions

that are on the projector and ask if there are any questions concerning the

project.

- Make sure it is clear that today is the final day that the students will be

allowed to work on this project in class. Tomorrow they will be presenting

their mysteries.

- Tell students that they must have a typed, 12-point, double-spaced, final copy

of their mystery to turn in tomorrow. They must also present their mystery to

the class in a unique fashion. Examples of presentations may include a live

reenactment or a previously filmed version of their mystery.

- Allow the students the entire 96 minutes to complete their assignments.

- Walk around the room and make sure that groups are on task.

- Be available to answer any questions.

- As you walk around the room, check the progress of each group. Read what

they have and question anything that looks like it may cause a problem.

- Roughly 25-30 minutes into class, encourage all groups to complete any

brainstorming, if still there, and begin writing their mysteries.

- Remind students as they begin writing that they are to make sure they have no

more than five grammatical errors. Remind them to edit for any mistakes. Part

of their grade will be determined by their correct grammatical usage.

CC. Closure

- With five minutes remaining in class, ask students to straighten up the room

and begin gathering all materials together.

- Anything that has not been completed today, needs to be completed tonight.

- Everything is due tomorrow when the groups are called upon to present.

XLIII. Formative Evaluation

Dunnavant 49

XLIV. Materials/Resources/Appendices

A. Materials

1. Pens

2. Paper

B. Resources

1. Microsoft Corporation. Windows Movie Maker. Vers. 6.0. Microsoft, 2007. Computer software.

XLV. Accommodations

All IEPs and 504 plans will be followed, but students with these plans will still be

expected to complete the assignment.

Mystery Theatre/Post-Test DayLesson Plan #10



Purpose of Lesson:

XLVI. Objective: After completing the mystery unit, Coach Dunnavant’s 9th grade English

class will demonstrate their knowledge of the elements of telling a mystery to 80

percent accuracy through a unit post-test.


Behavior: will demonstrate their knowledge of the elements of telling a mystery

Condition: After completing the mystery unit


Evaluation: through a unit test.

Dunnavant 50

Objective: After completing the mystery unit, Coach Dunnavant’s 9th grade English

class will demonstrate their acquired knowledge of the elements of telling a mystery

to 90 percent accuracy by presenting their original mysteries to the class.


Behavior: will demonstrate their acquired knowledge of the elements of telling a

mystery

Condition: After completing the mystery unit


Evaluation: by presenting their original mysteries to the class

XLVII.Instruction

DD. Directing/Orienting/Entry

1. As students enter the classroom, ask them to clear their desks with the

exception of one sheet of paper.

2. Say: “Today you will take your unit test over the stories and elements of

mysteries that we have studied in class. The test is 30 questions and you

must write the answers on your own sheet of paper. Do not write on the

test itself.”

3. Say: “Once everyone has completed the test, we will begin our mystery

presentations.”

EE.Lesson Development

4. Pass out the tests and allow the class adequate time to complete. (typically

I would not expect the test and the presentations to be fully completed on

the same day. I have placed them both on day 10 to fit the time constraints

of this unit.)

5. Say: “Once you have finished the test, you may walk up to the round table

in the front of the room and create two stacks. One stack is for the tests

and the other stack is for your answers. You may not talk until everyone

has completed their test.”

Dunnavant 51

6. Once all students have completed the tests, say: “you may now quickly

and quietly move with your group members. You will have 5 minutes to

discuss and gather any materials needed to complete your presentation

today. At the end of those 5 minutes, I will first take volunteers to present.

If no one volunteers, I will pick groups in a random order.”

7. Remind students they must turn in a completed typed draft as well as the

group evaluation sheet.

8. Say: “During today’s presentation, there are a few rules that must be

followed. First, there is to be no talking during a group’s presentation. If

you are caught talking, it is a deduction of one letter grade each time. I

won’t necessarily come to you and ask you to stop talking; I’ll just take

points away. Secondly, you must be respectful. If there are any

disrespectful things said, it will also result in the deduction of one letter

grade.”

9. Ask for a volunteer to go first, if no one volunteers, just pick a group. I

like to start off with a good one, so you should have an idea of who will do

well.

10. Tell groups that you must have their mystery and their group evaluation

sheet prior to their presentation.

11. Begin presentations.

FF. Closure

12. After all presentations are complete, ask students to choose one other

group in the class and write them a quick note telling them what they

enjoyed about their mystery and presentation. Give students five minutes

at the end of class to get this done and swap with another group.

XLVIII. Formative Evaluation

There are two formative evaluations in this lesson. The first is the unit test. The

second is the written mysteries that each group will turn in and present.

Dunnavant 52

XLIX. Materials/Resources/Appendices

Appendices

1. Post test (J-1)

L. Accommodations

All IEPs and 504 plans will be followed, but students with these plans will still be

expected to complete the assignment.

jdunnavant.files.wordpress.com€¦ · web viewlesson plan #1. duration: 96 minutes ... the purpose...

Documents