Writing the Rebirth of Scrooge

Wrtiting the Rebirth of Scrooge

LEsson Breakdown

2-3 Days Flipped Classroom

Grade 9- College Prep English

“He became as good a friend, as good a master, and as good a man, as the good old city knew….” -Charles Dickens

Standards

Objectives

Assessment

Understand

research based methods

Instruction

Prepare

Preview Brainstorm/Outline Worksheet

Character Analysis Text Lecture

Bloom's Taxonomy

Varied Instruction

Learning Community

Online Quiz

Online Class

Ask a Question Forum

Transformation of Scrooge Prezi

Evaluate

Collaborate

Lesson Context

create

• Year Plan: Literature for the Ages (Timeless Works)
• Curriculum Foundation: The Seven Basic Plots
• Unit: Rebirth Plot

Initiating Q & A

Criteria for Lesson Success

Peer and Teacher Support

In-Class Work

Writing Process Workshop

Every classroom is unique! Success expectations will vary. Determined success could include the following:

This lesson will be considered successful if 80% of students demonstrate understanding of Scrooge and character analysis by earning 85% or better on the pre-class quiz. The lesson will be successful if 85% of students engage in the workshop forum with 85% of students having a completed draft prepared for the second session of this lesson set.

Set expectations for your class accordingly

Engaged Students Will:

• Seek help and conference with peers considering the same topic perspective.

• Seek help and conference with peers considering different topic perspectives.

• Seek help and conference with the teacher to clarify and build ideas.

• Offer brainstorming and organization support to peers.

The teacher should visit each student independently to ensure everyone grasps the character analysis task and is building solid arguments.

This session contains several online components including a text lecture, a Prezi link, a Schoology quiz, and a worksheet for in-class activities. Each of these digital resources serves a purpose towards my expressed objectives and corresponds to a level of thinking on Bloom’s Taxonomy.The text lecture ties the lesson to the overall course unit of the “Rebirth” plot structure, addressing the “remember” and “understand” levels of Bloom’s Taxonomy. The text lecture provides information and graphics explaining characterization and character transformation. The Prezi link is valuable because “Sometimes, instruction can benefit from thesimple addition of supplemental resources to add breadth and depth to a content area”(Rice,2014, p.62). Between the two sources, information is conveyed in varied ways with examples meeting Bloom’s “understand” and “apply” levels of thinking. To further “apply” this knowledge, the students will complete the online quiz demonstrating their understanding. This provides formative information prior to classwork. According to the research of Lo and Hew (2017), some students in a flipped learning environment wanted a way to ask questions while viewing the lecture homework videos. The Schoology “Ask a Question” forum provides an optional discussion area for students while completing the lecture materials. They can answer each other’s questions or the teacher can provide responses online or in-class the next day. “The learning community can thus be extended outside the classroom”(Lo and Hew, 2017, p.16). Finally, the worksheet, though it will likely be an in-class activity, is provided online for previewing before class. The brainstorm/outline activity achieves the “analyzing” and “creating” level of thinking for this session. All provided resources are the content necessary as thefoundation for the in-class writing workshop. Providing the lecture, quiz, and worksheet online allows more class time for the active writing process. References: Lo, & Hew. (n.d.). Lo and Hew Research and Practice in Technology Enhanced Learning (2017)12:4. Retrieved November 7, 2019, fromhttps://blackboard.albany.edu/bbcswebdav/courses/2199-ETAP-639-7168/Readings/Module 6/A critical review of flipped classroom challenges in K-12education.pdf. Rice, K. (2012). Making the Move to K–12 Online Teaching: Research-Based Strategies and Practices.New York, NY: Pearson

Assessment of Students

Students will be assessed both formatively and summatively throughout the first two writing workshop days. The ability to summarize Scrooge ’s transformation and to recognize steps of character analysis will be assessed formatively through the online Schoology quiz prior to classtime. Student success with planning and organizing the analysis of the impact of a phase ofScrooge ’s life will be assessed using the in-class worksheet and teacher-student writing conferences during the workshop. Students ability to use class time for productive and collaborative writing work will be observed during class time.

Lesson Objectives

• Students will be able to define and identify characterization techniques as well as stages of character transformation.

• Students will be able to summarize the character transformation of Ebenezer Scrooge in Dickens ’ A Christmas Carol.

• Students will relate the character journey of Ebenezer Scrooge to the plot structure for “Rebirth” stories.

• Students will plan and organize an argument that analyzes a phase of Scrooge’s life as both corrupting and redeeming.

• Students will engage in a collaborative writing workshop to create a focused written work of character analysis.

Engaged students will:

• Complete worksheet to brainstorm and organize their writing.

• Draft a five-paragraph essay with quoted support.

• At the completion of Day 3, have a fully drafted five paragraph essay and will prepare for revision and editing steps.

*Writing Workshop process will need pre-established classroom guidelines for effectiveness.

Common Core Standards

• CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.

• CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms andconventions of the discipline in which they are writing CCSS.ELA-LITERACY.W.9-10.1.E Provide a concluding statement or section that follows from and supports the argument presented.

• CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.

• CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

• CCSS.ELA-LITERACY.W.9-10.9.A Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on andtransforms source material in a specific work [e.g., how Shakespeare treats a theme or topic fromOvid or the Bible or how a later author draws on a play by Shakespeare]").

• CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) andshorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Characterization Quiz

12 Points- integrated into LMS (Schoology)

1.(1 Point) The “Rebirth” plot structure is driven mostly by a. Character development b. Setting c. Irony d. Foreshadow 2. (1 Point) Is the following an example of direct or indirect characterization? "I present him to you: Ebenezer Scrooge... England's most tightfisted hand at the grindstone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner! secret, and self-contained, and solitary as an oyster." 3. (5 points) What are the five methods of characterization (PAIRS)? 4. (3 Points) Using the text, provide one example of PAIRS from A Christmas Carol. Tell which method of characterization is being used and if it is direct or indirect. (3 Points) 5. (1 Point) What is meant by a character’s “mask?” 6. (1 Point) Which phase of Scrooge’s life, which Spirit visit, will you focus on in your essay (Past, Present, or Yet-to-Come)?

References: Lo, & Hew. (n.d.). Lo and Hew Research and Practice in Technology Enhanced Learning (2017)12:4. Retrieved November 7, 2019, fromhttps://blackboard.albany.edu/bbcswebdav/courses/2199-ETAP-639-7168/Readings/Module 6/A critical review of flipped classroom challenges in K-12education.pdf. Rice, K. (2012). Making the Move to K–12 Online Teaching: Research-Based Strategies and Practices.New York, NY: Pearson.