LESSON DESCRIPTION
Students look at horror selections and analyze theme across genres.
GRADE-LEVEL EXPECTATIONS
R2C Analyze character, plot, setting, point of view and development of theme; evaluate proposed solutions; analyze the development of a theme across genres; evaluate the effect of author’s style and complex literary techniques.
LESSON MATERIALS
§ Sources of literature
o War of the Worlds by H.G. Wells
§ Supplies
o Pens/pencils
o Overhead transparency
§ Handouts provided
§ Words to know
o analyze
o genre
o point of view
o theme
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students identify two selections of different genre that have the same theme. Students develop a paragraph discussing how authors of all three selections developed the theme. Students use at least one detail and/or example from each of thee three selections to support their answer.
LEARNING ACTIVITIES
1. Review the text element of theme using two previously read pieces of different genre.
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Questions for Students
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What is a theme for these two selections? What details from the passages support the theme? How does the author develop the theme? |
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Idea
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Because theme is a text element mastered in seventh grade, only review the concept needed at this level.
The teacher must choose selections from different genre. The lesson and assessment use the short story and poetry. |
2. Students read the short story Cemetry Path by Leo Rosten and the poem XXIV (A Narrow Fellow in the Grass) by Emily Dickinson. While reading students consider the possible themes shared by the two selections.
3. Using “Inside Outside Circle” student face their partners in the opposing circle and identify a possible theme for both selections. Students from both circles should agree with the theme or give additional theme until a consensus is reached. Students in the outside circle discuss how the theme was developed in Cemetery Path. Students in the inside circle discuss how the theme was developed in XXIV. Students share theme and development ideas with their peers (including support from the selection).
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Idea
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Inside Outside Circle places student in two circles, one on the inside and one on the outside, with circles facing one another. Inside circle students share information with students opposite them in the outside circle, and vice versa. Circles can rotate to change partners. Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Resources of Teachers, Inc.
Poem and short story may be placed on overhead projector or interactive whiteboard for class discussion. |