LEQ: What thoughts and emotions drive Charlie to leave New York?
Lesson Activities/Assignments
Students will listen to the ending of the story. (Read by narrator from student edition)
Students will begin their thinking maps.
Circle Map (Define the character), Bubble Map (Describe the character), and Flow Map to show the sequence of the story.
Stop and checkpoints will guide their exploration through a series of questions that will allow students to make inferences and show how first-person point of view influences character change in this particular story.
HOT QuestionWhy would Charlie be reluctant to go back to his job?
Standards
LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
LAFS.8.RL.1.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
LAFS.8.RL.1.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Instructional Strategies
9b
Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image.
UEQ/LEQLEQ: How has dialogue propelled the action?
Lesson Activities/AssignmentsStudents will complete all thinking maps with support using dialogue.
HomeworkComplete Maps if not completed in class.
Standards
LAFS.8.RL.1.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
LAFS.8.RL.1.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Lesson Activities/AssignmentsStudents will take the selection test for "Flowers for Algernon."
As students take the test, they must identify what each question is asking by circling the key word in the question. The students must also identify the FS strand that is being tested and note that on the answer key.
After the students complete their tests, they will receive a paper with a character's name from the book listed at the top of the paper. Threes dates will also be listed. Students will receive different names and dates. The students will read the entries from Charlie's point of view. They must enter a diary entry from that character's point of view that they have been given and during the dates listed.
HomeworkJournal Entries due Tuesday
Standards
LAFS.8.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
LAFS.8.W.1.3.a
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Davis - 8th
UEQ/LEQLEQ: How does the movie differ from the book?
Lesson Activities/AssignmentsStudents will watch the movie version of "Flowers for Algernon."
Students will complete a Venn Diagram to show the similarities and differences between the movie and the book.
HomeworkComplete diagram: Due Tuesday
Standards
LAFS.8.RL.3.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.Davis - 8th
UEQ/LEQLEQ: How does the movie differ from the book?
Lesson Activities/AssignmentsStudents will watch the movie version of "Flowers for Algernon."
HomeworkVenn Diagram: Due Tuesday
Standards
LAFS.8.RL.3.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
Lesson Activities/Assignments
Students will listen to the ending of the story. (Read by narrator from student edition)
Students will begin their thinking maps.
Circle Map (Define the character), Bubble Map (Describe the character), and Flow Map to show the sequence of the story.
Stop and checkpoints will guide their exploration through a series of questions that will allow students to make inferences and show how first-person point of view influences character change in this particular story.
HOT QuestionWhy would Charlie be reluctant to go back to his job?
Standards
LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
LAFS.8.RL.1.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
LAFS.8.RL.1.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Instructional Strategies
9b
Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image.
UEQ/LEQLEQ: How has dialogue propelled the action?
Lesson Activities/AssignmentsStudents will complete all thinking maps with support using dialogue.
HomeworkComplete Maps if not completed in class.
Standards
LAFS.8.RL.1.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
LAFS.8.RL.1.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Lesson Activities/AssignmentsStudents will take the selection test for "Flowers for Algernon."
As students take the test, they must identify what each question is asking by circling the key word in the question. The students must also identify the FS strand that is being tested and note that on the answer key.
After the students complete their tests, they will receive a paper with a character's name from the book listed at the top of the paper. Threes dates will also be listed. Students will receive different names and dates. The students will read the entries from Charlie's point of view. They must enter a diary entry from that character's point of view that they have been given and during the dates listed.
HomeworkJournal Entries due Tuesday
Standards
LAFS.8.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
LAFS.8.W.1.3.a
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Davis - 8th
UEQ/LEQLEQ: How does the movie differ from the book?
Lesson Activities/AssignmentsStudents will watch the movie version of "Flowers for Algernon."
Students will complete a Venn Diagram to show the similarities and differences between the movie and the book.
HomeworkComplete diagram: Due Tuesday
Standards
LAFS.8.RL.3.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.Davis - 8th
UEQ/LEQLEQ: How does the movie differ from the book?
Lesson Activities/AssignmentsStudents will watch the movie version of "Flowers for Algernon."
HomeworkVenn Diagram: Due Tuesday
Standards
LAFS.8.RL.3.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.