This blog contains 2 lesson plans for an English II Honors class.  I decided to use the Headlines and Circle of Viewpoints MTV strategies for my Lord of the Flies unit and my All the Light We Cannot See unit, respectively.

These are both built for classes of about 20 students, 45 minutes per class.

Lesson Idea 1 – Headlines for Lord of the Flies Psychology Connection

Objective: Students will be able to relate the content of an informational text back to the unit novel, Lord of the Flies.

Prior Knowledge:  Students must have read chapter 1 of Lord of the Flies, so they can see how the boys chose Ralph as the leader.

Outline: 

1. Answer any comprehension questions about chapter 1
2. Go over annotation strategy in class (Silver Dollar Annotation)
3. Introduce psychology topic (The Halo Effect) by showing a Youtube video demonstrating The Halo Effect in action
4. Pass out the informational text explaining the Halo effect and why people fall victim to it
   1. have students annotate using the Silver Dollar Method as they read the text
5. After they are finished reading they make a headline for the article
   1. The headline must connect the content of the article back to Lord of the Flies.  (Ex: “Stranded Boys Vote for Looks over Leadership”)
6. Lastly, we’ll compile these headlines on a big sticky note poster at the front of the room, surrounding the name of the psychology topic.  This can be displayed for the duration of the unit.
7. As the headlines are compiled we can have an informal discussion behind the students thinking as to why they wrote the headline they did (why is this material important?)                                                                      

Standards:

RI.9-10.2 Analyze informational text development.
a. Determine a central idea of a text and analyze its development over
the course of the text, including how it emerges and is shaped and
refined by specific details
b. Provide an objective summary of the text that includes the
development of the central idea and how details impact this idea.

Assessment: I will assess the headlines students create based on their accurate connection of the psychology topic to its context within the text of the novel. Rubric:

Out of 9 points –

Does the headline make sense (grammatically and content wise)? 3 points

Does it directly connect to Lord of the Flies? 3 points

Does it directly connect with the informational text? 3 points

Materials: 

• Silver Dollar Annotation Outlines/Instructions (handout)
• The Halo Effect Youtube Video and projector-
• The Halo Effect Informational Text (handout)
• Pen/Pencil and highlighters
• Large sticky note poster and markers

Lesson Idea 2 – Circle of Viewpoints for All the Light We Cannot See

All the Light We Cannot See is a WWII historical fiction that is partially told through the eyes of an orphan boy science genius who becomes a Nazi in order to get an education.  Students have a hard time wrapping their head around this story, because they feel sympathy for the character, but feel bad about that sympathy because he’s a Nazi.

I will project the following quote onto the board for the entirety of this lesson =

https://www.pinterest.com/pin/146367056616992541/

Objective: Students will organize and express their thoughts on Werner’s characterization by looking at the different perspectives and motivations of the story, then participating in a democratic discussion.

Outline: 

1. Students will have read about half the book at this point.  I will start by asking the students their opinion of Werner and let them discuss superficially why they like/dislike him.
   1. I will guide this to incorporate the ideas previously discussed in a lesson about the perils of indifference, where we read the speech by Elie Weisel
2. From there I will go into the Circle of Viewpoints activity.
   1. Students will be sorted into 4 groups with each being assigned one of 4 perspectives: Werner, Jutta (sister), Frau Elena (runs the orphanage), or Frederick (friend at Nazi school).
   2. Students will complete the activity, including the “I think…” and question from that viewpoint on a graphic organizer
3. Then, I will have each group share their perspective one at a time for the class, taking notes on the board as I do so to focus the discussion.
4. Then, we will have a whole class discussion about how indifference and morality play into/influence Werner’s character
   1. I will do this by giving the students 2 minutes to jot down their present thoughts/opinions about Werner and why
   2. Then I will open it up to a democratic discussion where the students are able to speak without raising hands, and share their thoughts, ask questions, etc.
      1. My desks are set up in a semi-circle, so I will have students quickly close into a complete circle for the end of class
   3. I will remind students to look at the Pinterest quote (which is from the novel) on the board and consider how that quote factors into their thinking

Prior Knowledge:  This lesson continues an earlier lesson on indifference (with the speech by Elie Weisel).

Werner tells himself to think of the people he’ll kill as “only numbers” – so we will analyze this perspective and his circumstances for how they relate to indifference, but they must have already read Weisel’s speech in order to do so.

This will be an activity we do after Werner leaves Nazi school and becomes a soldier.  Werner and the other characters have experienced enough development to lend to the discussion at this point.

Standards:

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.

SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
c. Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light
of the evidence and reasoning presented.

RL.9-10.6 Analyze how a point of view, perspective, or cultural experience is
reflected in a work of literature from outside the United States, drawing on a
wide reading of world literature.

Assessment:  This lesson will be assessed based on the students’ active participation in the group work and the democratic discussion.  This will be graded holistically, with full marks given to those that actively participate and keep the discussion moving forward (not just saying “I agree,” but adding why)

Materials: 

• All the Light We Cannot See novel
• Projector and quote
• Circle of Viewpoints graphic organizers, with specific spaces for the “I think” and the “I wonder”
• Printed speech by Elie Weisel (? – might not be necessary)
• Pen/pencil