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Lesson Plan: Curriculum Connections

The lesson plan outlines teaching students about listening skills and having them listen to and analyze the short story "The Story of an Hour". The plan involves: 1) Discussing good listening strategies and introducing the story. 2) Having students listen to the teacher read the story in sections, answering discussion questions along the way. 3) Breaking into groups to summarize and interpret parts of the story. The goal is for students to practice listening skills like identifying important details, making inferences, and interpreting elements of a short story. Students will demonstrate their understanding through group discussions and an exit card assessment.

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0% found this document useful (0 votes)
137 views6 pages

Lesson Plan: Curriculum Connections

The lesson plan outlines teaching students about listening skills and having them listen to and analyze the short story "The Story of an Hour". The plan involves: 1) Discussing good listening strategies and introducing the story. 2) Having students listen to the teacher read the story in sections, answering discussion questions along the way. 3) Breaking into groups to summarize and interpret parts of the story. The goal is for students to practice listening skills like identifying important details, making inferences, and interpreting elements of a short story. Students will demonstrate their understanding through group discussions and an exit card assessment.

Uploaded by

api-397851884
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name: Michael Borgatti Cohort:

Lesson Plan
Lesson Title: Listening and the Story of an Hour Grade: Nine Date: 19 October 2017

Subject: English Strand: Oral Communication Location: Bora Laskin Time: (length in minutes): 75

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson will begin with a short overview or description of good listening skills. Advice like nodding along, writing, or
asking questions will be expressed either by the students or the teacher. As for the actual listening portion, students
will listen to a reading, by the teacher, of the short-story “The Story of an Hour.” The story will be broken up into parts
with questions to be discussed and answered in groups. The questions will relate to both interpretation and summary,
in order to gage the students listening capabilities. In addition, with peer and teacher guidance, students will discover
and learn of the elements of a short story.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

(1) Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

1.2 Identify and use several different listening strategies when participating in a variety of classroom interactions.
1.4 Identify the important information and ideas in both simple and complex oral texts in several different ways

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…


 How to effectively listen to oral communication, with the purpose of summary and interpretation
 How to interpret the elements of short story

ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: identify the important content provided from an oral story


I can: interpret a short story from listening
I can:
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool


Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Oral Brainstorming and discussion Checklist


Assessment As Learning Oral Group discussion Checklist
Assessment Of Learning Oral, Written Exit Card and debate Exit Card

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have learned
*Elements of a short story (character, setting, plot structure, conflict etc.)
*
*
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Modifications: regarding time and student preferences, debate and discussion can be interchangeable. To clarify, if the
students would rather engage in a healthy discussion rather than a debate of two sides, that can be easily arranged.

Learning Skills/Work Habits


Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)


This lesson builds off of the instruction on elements of a story. Some vocabulary that will be up during this lesson, in order to facilitate learning will be:
Character, Setting, Conflict, Inciting Action, Rising Action, Climax, Falling Action, Resolution, Foreshadowing.

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Short story: The Story of an Hour
 Exit cards (will include the pre-reading questions) (Will also act as a checklist)

Learning Environment (grouping; transitions; physical set up)


Students will be set up in groups of five. Three desks will be in the front and close behind them are two more. This is designed so that when the group work is
initiated the students simply have to turn around. This configuration also ensures that during the teacher’s section, no students have to turn their head in order to
face the teacher. Thus, there is less strain on the neck.

Cross Curricular Links

Lesson – Delivery Format


Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 5-10 When asked, students will respond to the question on
examples of oral stories that they know of. Students will
The introduction will begin with an inquiry on some consider the listed strategies and develop/ think of some
famous storytelling examples that they know. They may of their own.
refer to Indigenous examples, fairytales, mythological
stories or some that the teacher never heard of before.
Finally, this introduction will end with a brief overview of
the lesson. With that, students will be given advice on
some strategies in order to ‘listen to understand.’

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 45-55 minutes

(10 minutes) Based solely off the title, the teacher will ask students what they Students will contemplate and respond on what they believe the story is about
think the short story is about. As the title is “The Story of an Hour,” responses after hearing the title and then the first paragraph. They will also answer,
will be difficult and sparse. Next, the teacher will read out the first paragraph. individually on an exit card in Part One, the questions that followed.
The same question will be asked. In addition, questions on who the characters
are, and what specifically they think Mrs. Mallard looks like, will be asked.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


(10 minutes) Before the reading of the second portion of the story, students Students will listen to the reading of the story, noting what they believe to be
will be tasked with writing down what they think are important parts of the important aspects on their exit card in Part Two. After the reading, students will
story. They will also be asked “What is her response to the news?” The teacher turn to their group and summarize the story and discuss the questions asked.
will read the second portion and once that is finished, they will be given a Quickly, teacher and all groups will go through what they discussed.
second question on foreshadowing: “something is coming, what do you think it
is?” They will also be asked to summarize the key points of this portion of the
story, The teacher will then observe and direct the group/class discussion.

(5 minutes) Students will be given some time to do whatever they feel like. Ex. Students will continue to write down key points of the story individually, in Part
Walk around, check phone, stretch etc. Three. After the reading they will meet in their groups to discuss and answer.
This will be followed by a class-wide discussion and catch-up.
(10 minutes) Before the next reading, student will be asked to pay special
attention to these questions: “Do you think the husband was bad to her? What Students will listen to the conclusion then follow up with quick explanation.
might suggest this? What suggests otherwise?” and “What is her name? Why Their final thoughts will be recorded in Part Four.
are we only hearing it now?” Next, the teacher will read the third part of the
story. After, students will again turn to their groups and answer/discuss.

(10 minutes) The teacher will finish off the last paragraph and ask students to
summarize and explain what happened. This is individual.

Consolidation & Connection (Reflect and Connect) (5-15 min.)


Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: Remainder (10 minutes) Students will formulate an argument to assist in their opinion of the ending,
The teacher will pose the question: Was her end from sadness or happiness? If drawing on the entire reading. This is the debate for assessment of learning.
the students feel it is necessary, the teacher will reread the story in full.
Students will either formulate their own opinion or be forced to take a side.

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will be a precursor to the ‘Speaking to Communicate’ overall expectation in the Oral Communication
strand. A lesson of that expectation would have more presentation on what the students listened to and learned.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
I anticipate that perhaps initiating the discussion may be difficult; students may simply not want to answer. This can be countered by asking the group on their
thoughts rather than just putting the question “out there.”

The Teacher: Perhaps, the students can do some of the read-alouds rather than just the teacher.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


The Story of an Hour Exit Card
Part One:

Part Two:
Key Points
What was her response to the news?

Part Three:
Do you think he was bad to her? What might suggest this? What might suggest otherwise?

Part Four:
What happened?

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


"The Story of An Hour"
Parts divided by lines.
Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as
possible the news of her husband's death.

It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her
husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when
intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He
had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less
careful, less tender friend in bearing the sad message.

She did not hear the story as many women have heard the same, with a paralyzed inability to accept its
significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief
had spent itself she went away to her room alone. She would have no one follow her.

There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a
physical exhaustion that haunted her body and seemed to reach into her soul.

She could see in the open square before her house the tops of trees that were all aquiver with the new spring
life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of
a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the
eaves.

There were patches of blue sky showing here and there through the clouds that had met and piled one above the
other in the west facing her window.

She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up
into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.

She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now
there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It
was not a glance of reflection, but rather indicated a suspension of intelligent thought.

There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was
too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds,
the scents, the color that filled the air.

Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to
possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands
would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said
it over and over under hte breath: "free, free, free!" The vacant stare and the look of terror that had followed it
went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and
relaxed every inch of her body.

She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception
enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind,
tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead.
But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely.
And she opened and spread her arms out to them in welcome.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


There would be no one to live for during those coming years; she would live for herself. There would be no
powerful will bending hers in that blind persistence with which men and women believe they have a right to
impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a
crime as she looked upon it in that brief moment of illumination.

And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved
mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest
impulse of her being!

"Free! Body and soul free!" she kept whispering.

Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. "Louise,
open the door! I beg; open the door--you will make yourself ill. What are you doing, Louise? For heaven's sake
open the door."

"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.

Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days
that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had
thought with a shudder that life might be long.

She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes,
and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they
descended the stairs. Richards stood waiting for them at the bottom.

Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-
stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and
did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion
to screen him from the view of his wife.

When the doctors came they said she had died of heart disease--of the joy that kills.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

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