Lesson Plan : Applying Analytical Thinking

Teacher Name:
 Introduction Teacher
Grade:
 Grade 9-10
Subject:
 Language Arts

Topic:
 Applying Analytical Thinking: An Introduction
Content:
 -Analytical thinking within literature anaylsis, techniques, methodology, alteration
Goals:
 Introduce new methodologies when reading and analyzing literature. Write a reflective paper that incorporates their level of insight on the topic at hand. The paper should also
Objectives:
 Establish a basis for a approaching an author's work
Materials:
 Guideline sheets in reading writing using your own voice plagiarism copyright laws, citation guide, shorthand guide, 1 tree outside, poster board, color pencils, index cards,
Introduction:
 Each student is to go outside and sketch an assigned object(tree island rock). When the sketch is completed have each student write a short story depicting their drawing. The object must be represented by another in the story. Then each student is to read their story outloud. The other students try to guess what each object really represents.
Development:
 Facilitate a discussion linking the activity with t
Practice:
 Facilitate a discussion in which the students create a link between the previous activity and the manner in which authors use multiple representations in their work. Ask the students to develop a list of traditional procedures to create a book report. Have the students identify the peripheral analysis of traditional book reports.
Accommodations:
 When the students come inside from their sketching set up a conducive environment. Use environmental design to incorporate an atmosphere where each student can activly concentrate on the discussion at hand. The discussion will take place in the living room with drink and food available. The coffee table will contain multiple mediums that the student can choose and utilize during the discussion. The seating is designed to allow each student induvidduality while (this includes a couch, chairs, air floor elements, fur rugs, pillows, and a white board. The furniture is setup in a design that creates an enclosed circle thus allowing each student to feel independent, comfortable in being individual, relaxed. A closed circle within a relaxed environment affords the opportunity for each student to find a comfortable mix between ones individual space, the relaxed nature give one ample opportunity to expand ones personal thoughts, yet clearly holds one accountable to remain engaged and focused on the discussion.
Checking For Understanding:
 Continue to facilitate the discussion as to allow each student an opportunity to express their opinion and assessment of the topics.
Closure:
 Ask the students to develop a list of traditional procedures to create a book report. Have the students identify the peripheral analysis of traditional book reports. Close by asking each student to spend a little time thinking of all the different viewpoints, ideas, that their peers expressed during the discussion. Ask each of them to follow up with a opinion paper using the discussion as material. Each student will be asked reflect upon their own thoughts prior to today. Then incorporate your findings from this lesson and the subsequent discussion.
Evaluation:
 The evaluation will be based on 3 components. The 1st being the student's effort and complexity during the drawling and short story. The 2nd being the level of engagement in the conversation at hand during the circle review. The 3rd being the depth of understanding that is displayed in their reflective paper. (*Note: during this phase assessment of the writings will be based more on theory then on spelling or grammatical structure.

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