Lesson Plan #1 Template

Assignment: Design a lesson plan which integrates the use of one or more of the Internet web pages you evaluated last week into instruction in a meaningful way.

Note: Type in the gray areas.

Lesson Author
First and Last Name / Mara Buerkle & Kylie Simkins
Author's E-mail Address / &
Lesson Overview
Lesson Plan Title / Cliffhangers using The Hunger Games by: Suzanne Collins
Essential Question / What are the literary devices and techniques the author uses to create cliffhangers to keep the audience interested?
Guiding Question(s) / Cliffhangers:
What is a cliff hanger?
How does the author use cliff hangers to keep the story going and readers interested?
Analyzing for movie:
What are the ethnicities of characters?
What do characters look and sound like?
What is the purpose of the scene in the grand scheme of the plot?
Lesson Summary / This lesson will teach students about cliffhangers and how authors use them throughout their novels to keep their reader’s hooked on the story. Through using The Hunger Games, students will see plenty of examples of cliffhangers and how they are properly used. Also, using this book will help student’s get engaged in reading because it is a popular dystopian piece of literature which young audiences enjoy. This lesson will also teach students how to make movies using online tools and resources.
Subject Area(s) / English, Writing and Literature
Grade Level / 7th grade- 10th grade
Student Objectives / Students will learn about:
·  cliff hangers
·  movie making
·  analyzing and developing characters and plot of the story
Standards and Benchmarks / Common Core State Standards for English Language Arts and Literacy in New Mexico:
Grade 7- Grade 10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 7-10: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Grade 7-10: 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.
Grade 7-10: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Grade 7-8: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or
camera focus and angles in a film).
Assessment
Student Assessment (include rubric) / Monitoring Discussion groups and the final movie project. See rubric below.
Procedure
Step-by-step Procedure
(Includes facilitation questions throughout the lesson and all resources used in the lesson) / 1.  Attention Getter: As soon as the bell rings and all students are seated start reading (page 111-113).
2.  Say: We have been reading and analyzing The Hunger Games for the past couple weeks. Today we are going to look at cliffhangers and how the author, Suzanne Collins, has incorporated them in her book.
3.  Split students up into groups, or if they can handle it, have them choose groups of no more than 3 students.
Give each group a section of text (Group1: pg. 18-20, Group2: 128-130, Group 3: 158-160, Group 4: 192-194) and have them analyze the piece. Have them look for literary devices that create a cliffhanger and discuss.
4.  Bring students together for a class discussion. First, have a student from each group read aloud the cliffhanger to the class.
Ask: 1. What is a cliff hanger?
2. Could you hear or point out any similarities between the cliffhangers? How does the author use cliff hangers to keep the story going and readers interested?
Listen to their answers and discuss the devices and techniques the author uses.
*Climax
*Foreshadowing
*Conflict between characters
*Conflict between characters and environment
*Twists in turn of events
*Tension
*Imagery
*Suspense and Build up
5.  Give them a storyboard outline and tell them to make a video of their scene they were given. Give them options of the different ways they can make a video. For example using a video camera or stop motion animation (ex. stormthecastle.com) or an online movie making tool (ex. xtranormal).
6.  Help students analyze the scene before filming by asking:
1.  What are the ethnicities of the characters?
2.  Where are they at? What do their surroundings look like?
3.  What do the characters look and sound like?
4.  What is the purpose of the scene in the grand scheme of the plot? How important is it?
Say: “These are all questions you need to consider before filming your movie. Complete the storyboard outline and make a list of props, and assign jobs to each member of your group. Please know what you are doing. Everyone must contribute.”
Look over all student’s storyboard’s before end of first class.
7.  Make the movie. Aid any students that need help. Provide cameras. Edit movies.
8.  Share movies and bring snacks!
Approximate Time Needed for lesson
(Minutes, Days, Hours, etc) / One week – 1hour and 15 minute classes each day. Outside of class time may be needed to finish movies.
Prerequisite Skills Needed / Knowledge of literary devices, a brief overview of Movie making skills.
Materials and Resources Required for Lesson / Hunger Games By: Suzanne Collins
Storyboard handouts (see below)
Rubric (see below)
Cameras
Computers