Lesson Plan : Story Maps - Clusters

Teacher Name:
 Jennifer Dean
Grade:
 Grade 9-10
Subject:
 Interdisciplinary

Topic:
 Using Story Maps to analyze universal themes across the curriculum.
Content:
 Story Maps, Cluster Maps, Industrial Revolution, Europe, United States, migration
Goals:
 To teach 9th and 10th grade students to use story maps, specifically Clusters Maps, as a strategy to conduct in-depth analyses of universal themes.
Objectives:
 9th Grade Reading Standard 3.5 - Compare works that express a universal theme and provide evidence to support ideas expressed in each work. 10th Grade World History Standard 10.3 - Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States. - Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
Materials:
 The Jungle by Upton Sinclair, The Grapes of Wrath by John Steinbeck, overhead projector and markers, transparencies of Cluster Maps, paper copies of Cluster Maps.
Introduction:
 "Earlier this week we read a portion of Chapter 25 from The Jungle by Upton Sinclair. As you remember at that point Jergis' son had died and Jergis had left Chicago to become a hobo. Yesterday, we read excerpts from Chapter 5 of John Steinbeck's, Grapes of Wrath. As you remember at that point the tractors were pushing the Joads off their farm. Both of these novels are poignant documentaries of the effect industrialization had on American workers in the early 1900’s."
Development:
 "In a minute, I want everyone to be prepared to name some ways the two stories are similar and different. First, however, I want to introduce you to Story Maps. You have probably used Story Maps before, so this might just be a refresher." Direct Instruction: "Story Maps are used to organize or compare information. For example, you could use a Story Map to gather ideas before trying to write an essay. You could use a Story Map to compare two movies. Better yet, you could compare a movie to the book it was based on. There are several types of Story Maps, with each one suited to organize details of a particular type of problem." (Pass out handouts with skeleton diagrams (blank ones that are not filled in) and filled-in diagrams for several types of Story Maps -- not Clusters. Briefly discuss each type.) "Now I would like to go into one type of Story Maps in a little more detail. Let's look at a Cluster." (Place a completed sample Cluster on the overhead.) "A cluster can be used to organize the traits of something. For example, a teacher. Let's do one on me together." (On overhead or board.) "We put my name in the middle of the Cluster and then we draw lines out from the center to the areas where we will organize traits or characteristics about me. We can put my name and the areas for the traits in circles if we want to. Let’s assume that I am a human being. What would be some characteristics we could use to compare human beings?" (Get categories from students. Physical appearance, Non-physical attributes, Activities, Dislikes…) "OK, next, we set up areas for each of these categories. Now we need some traits for each of these categories." (Finish filling in Cluster with ideas from the students.)
Practice:
 "Now, I am going to pass out a skeleton Cluster Map and I want you to fill it in for Ms. (Teacher's Aide). Feel free to create your own categories." (Walk around to assist and guide. Record Teacher's Aide's traits on overhead as you pass. Make systematic checks for comprehension and note for later annotation in student files.)
Accommodations:
 Students with learning disabilities will be provided additional prompts to recall details of the stories. If needed, prompts will be provided to help create categories for the Cluster. Focus will be on key concepts and vocabulary from the materials. Graphic organizer is being used. If necessary: • Reading only excerpts from the narrative literature or small portions of abridged versions, written at a lower grade level. • Cliff notes will be allowed, to get the big picture of the story. • Use Books on tapes • Segments from movie version to follow up reading • Choral reading and teacher reads difficult parts
Checking For Understanding:
 The responses in the completed Clusters will be collected and checked. For this lesson to be judged a success the responses must be reasonable, aid comprehension of the literature and organization of the information. The Clusters will be used for follow-on lessons. If the objective is not met, additional instruction will be provided before proceeding.
Closure:
 "OK, What do you think? Can a Cluster Map help you organize your thoughts? Great? Tomorrow we will use the information you gather on the two novels and compare them using a new Story Map called a Venn Diagram. Now, quickly and quietly, I'd like your to put your Cluster Maps away and get ready for ..."
Evaluation:
 If the students are engaged and understand how Story Maps can help them analyze and then organize their thoughts, the lesson will be judged a success.

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