Lesson+Plans+1-5


 * LESSON ** : “The Old Man and the Sea” Introduction


 * Lesson Length:** 50 minutes


 * COMMON CORE STANDARDS**: RL. 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

1. Given the worksheet, students will be able to write about three of the characteristics of Santiago. 2. Given a blank paper, students will be able to write about the potential influences in Hemingway’s life that might have influenced the novel, “The Old Man and the Sea”.
 * INSTRUCTIONAL OBJECTIVES**:


 * MATERIALS NEEDED**: 30 copies of the poem “The Old Man and the Sea”, 30 Copies of the Response paper, 30 copies of Character Chart


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Short Lecture, Brainstorming

LESSON OUTLINE: I. Introduction (10) A. Short Reflection (5 minutes) 1. Pass out the response papers to the students and have them write for five minutes about it silently. 2. Question is “What are your feelings about honor?” and " What influences your feelings about honor and what impact does honor have on your everyday life?" B. Sharing (5 minutes) 1. Volunteers with have the chance to share some of their ideas with the classroom.

II. Body (35 minutes)
 * 1) PowerPoint introduction (10minutes) - Will cover a general overview of the life of Ernest Hemingway. A short biography will be given to understand where he grew up, how his career developed, and the end of his life. The major works of Hemingway will be discussed also the influence his works had.
 * 2) Group Reading (15 minutes) - The teacher will begin on page 1 of the novel and read for five minutes. Then students will take turns reading three paragraphs at a time. Volunteers first and then student will be called on.
 * 3) Worksheet Work (20 minutes) - Students will take five minutes to themselves to write and reflect on their initial impression of Santiago.
 * 4) Students Will then break up into groups of four and find textual evidence that explains the characteristics of Santiago and other important facts about his life.
 * 5) Worksheet (5 minutes) - Students will receive the worksheet and complete it for homework. Asks the students to identify three characteristics of Santiago and explain how these are affected by his position in life.
 * 6) Reflection (5 minutes) – Group discussion where students will speculate about what values this novel will produce and then compare this to their ideas on their initial response at the beginning of class. Students will then hand their responses in to the teacher.

FORMATIVE ASSESSMENT: Observe students as they are meeting within their groups. While practicing proximity student should at the most basic level should explain a tired, weathered, and determined man. Symbols that should arise are references to his hands and eyes.  HOMEWORK: Complete the worksheet and read up to the end of Day one.

** LESSON ** : “The Old Man and the Sea” Lesson 2


 * Lesson Length:** 50 minutes


 * COMMON CORE STANDARDS**: RL 11-12. 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

1. Given the worksheet, students will be reflect on the traits that they see that are begin to develop with Santiago and describe the specific imagery that seems most pertinent. 2. Given a specific group, students will work together and be able to document textual evidence that reveals insight to the novels meaning and how the use of literary devices convey meaning.
 * INSTRUCTIONAL OBJECTIVES**:


 * MATERIALS NEEDED**: 30 copies of the poem “The Old Man and the Sea”, 30 Copies of the Response paper


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Group work, Student presentations

LESSON OUTLINE: I. Introduction (10) A. Short Reflection (5 minutes) 1. Pass out the response papers to the students and have them write for five minutes about it silently. 2. Question is “What specific imagery and symbolism are used to describe Santiago?” and “What are your feelings about the mind state of Santiago and how would you react under his situation?” B. Sharing (5 minutes) 1. Volunteers with share some of their ideas with the classroom. Look for other individuals who did not participate in last response question. Students then turn in their response along with the homework from last night.

II. Body (35 minutes) Students will work together to explain the various devices and point out where each are in the text. Students will work on this for around ten to fifteen minutes and will be asked to find at least four examples.
 * 1) To provide a good modeling for the students, teacher will look at pages 50 through 52 and provide an example of close reading. Identify certain elements of imagery, patterns of diction, and symbolism. Pay close attention to the development of Santiago and the references to Christ. Have the class brainstorm and give some ideas to what kind of tone do they believe was created through these few pages. No answers are wrong but students must give evidence for their claims.
 * 2) Students will then be broken up into six groups of five students and they will each be assigned the responsibility to look through pages 52 through 72 and identify and explain the meaning of specific literary devices.
 * 3) Group one – Imagery, Group two- metaphors, Group three- symbolism, Group four- Analogy, Group five- Patterns of diction, Group six- Character traits of Santiago
 * 1) Students will then meet back as a class and each group will discuss their findings to the rest of the class and explain the significance of their findings.

FORMATIVE ASSESSMENT: Observe students as they are meeting within their groups. Ensure that students are engaged in the search for textual evidence. Guide them to certain scenes or descriptions if a group seems to be off task or struggling. Students that seem to be unengaged should be encouraged to give their response, show them their opinion is wanted by taking an interest in listening to their beliefs.

HOMEWORK: Read pages 82 to 107.

** LESSON ** : “The Old Man and the Sea” Lesson 3


 * Lesson Length:** 50 minutes

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * COMMON CORE STANDARDS**:

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

1. Students will be able to identify and describe three traits that Santiago is showing to exemplify honor.
 * INSTRUCTIONAL OBJECTIVES**:


 * MATERIALS NEEDED**: 30 copies of the poem “The Old Man and the Sea”, 30 Copies of the Response paper,


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Short Lecture, Brainstorming

LESSON OUTLINE: I. Introduction (10) A. Short Reflection (5 minutes) 1. Pass out the response papers to the students and have them write for five minutes about it silently. 2. Question is “Have you ever been able to overcome an obstacle in your life?” And “What gave you the ability to accomplish this?” B. Sharing (5 minutes) 1. Volunteers with have the chance to share some of their ideas with the classroom. Students will then turn in their responses.

II. Body (35 minutes)
 * 1) Ask the students what it would have taken for them to give up on their described situation. What traits did they show in their own lives to overcome?
 * 2) How do these traits relate to what Santiago is facing? What are the similarities and the differences?
 * 3) Using the students notes from previous classes and the knowledge of their reading last night, have the students come up with honorable traits that Santiago has shown throughout the novel.
 * 4) Take five minutes for each trait and write down specific examples from the book that exemplify the characteristic. Students may give own opinion and reflection on Santiago relating to values of honor.
 * 5) Students will keep these traits in mind as we finish the novel and will be asked to document all further examples of honor.
 * 6) As a class read through the text while stopping to discuss several points of interest as they arrive. Whatever of the rest of the book isn’t read, students will finish the novel for class.

FORMATIVE ASSESSMENT: Ask a wide array of students how they feel about honor in the novel. Be active in involving as many students as possible to contribute to the class. Allow students to write the traits on the board so they feel more involved.

HOMEWORK: Finish reading the rest of the novel.

** LESSON ** : “The Old Man and the Sea” Lesson Four
 * Lesson Length:** 50 minutes

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * COMMON CORE STANDARDS**:

1. Students will be able to describe the notion of honor from their reading of the novel and also compare this to their own thoughts.
 * INSTRUCTIONAL OBJECTIVES**:


 * MATERIALS NEEDED**: 30 copies of the poem “The Old Man and the Sea”, 30 Copies of the Response paper,


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Independent work, Think pair share

LESSON OUTLINE: I. Introduction (10) A. Short Reflection (5 minutes) 1. Pass out the response papers to the students and have them write for five minutes about it silently. 2. Question is “Now that we have finished the novel //The Old Man and the Sea// what is the meaning of honor and what aspects do you agree or disagree with?” B. Sharing (5 minutes) 1. Volunteers with have the chance to share some of their ideas with the classroom. Students may keep reflections until the end of class.

II. Body (35 minutes)
 * 1) A brief discussion will allow the students to share their feelings about the end of the novel.
 * 2) Students will then work independently for ten minutes and will address in greater detail the honor that Santiago has shown in the novel. Students will write up an outline to the essay question “What values of honor are portrayed in //The Old Man and the Sea// and how does the effect of language convey this meaning to the audience?”
 * 3) Students will then share their ideas with another student. Teacher will pair up students by assigning students that are close to one another to work together. Students will identify strengths and weaknesses in their outlines and suggest improvements.
 * 4) As a class we will reconvene and students will be able to discuss how the values of honor in this novel compare to their original ideas of honor. Students will be given the opportunity to come to the front of the room and record their feelings and explain them to the class.

FORMATIVE ASSESSMENT: When students are working individually walk around the room and talk with students that seem to be struggling with the directions and aren’t writing much. When the students are paired up use close proximity to make sure students are staying on task.

HOMEWORK: Read the intro to the Iliad.

**LESSON: “The Old Man and the Sea” Lesson Five**

COMMON CORE STANDARDS:
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

INSTRUCTIONAL OBJECTIVES:
1. Students will be able to document characteristics of Hector and Achilles and closely analyze the use of language in the poem.

MATERIALS NEEDED: 30 copies of the epic poem "The Iliad", 30 copies of the response paper
TECHNOLOGY NEEDED: Computer, Smart Board

LESSON OUTLINE:
I. Introduction (10)

A. Short Reflection (5 minutes)

1.Pass out the response papers to the students and have them write for five minutes about it silently.

2. Question is “ Speculate how the values of honor in The Iliad might differ or be similar to the values of honor in The Old Man and the Sea"

B. Sharing (5 minutes)

1. Students will share their responses with a neighbor close by. Students will then turn in their reaction papers.

II. Body (35 minutes)

A. Teacher will begin reading the novel out loud and then students will take turns reading the novel. It will start with one student and then after two paragraphs the student sitting to their right will take a turn and read two paragraphs.

B. While doing this initial reading students will keep in mind to describe the actions of Hector and Achilles because these two characters will be essential in understanding the poem's message about honor.

C. After twenty minutes of reading, students will be broken up into groups of three and will continue this close reading within their group. Students will read silently but then will share with others when they find description about either major character.

D. Students will be required to turn in the notes that they had written in their small groups.

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FORMATIVE ASSESSMENT: Students should be mentioning that Achilles isn't acting like a hero and in some ways is childlike. Hector should be recognized as acting for the interest of home and family. Hector displays honor here. Ensure that students are all contributing in there groups.=====