What of the Goldfish Would You Wish?

What

What of the Goldfish Would You Wish?

When

3/31/2021

Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10


ELAGSE10RL2, ELAGSE10RL4, ELAGSE10RL6
Learning Target: I can understand short stories using narrative literary elements.
Success Criteria:

I can identify plot elements (exposition, rising action, climax, falling action, and conclusion).
I can identify and describe the type of conflict within a short story.
I can describe the characters within a short story, including whether they are main or minor, dynamic or static.
I can identify details within the story that reveal a character’s attributes.


Introduction/Connection:

Class Discussion: How can we tell when a character's reality is altered?

DIRECT INSTRUCTION:

Read What of the Goldfish Would You Wish?
Class discussion over equality.

Model how to interact with text with a flow map.
Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Create a Plot Flow Map and read and discuss The Night Face UP
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students are to complete the Flow Map using it to identify plot structure.
Student work on a constructed response question. Should real life be fair? They must use a quote and an example from the text.
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:

Flow Map and share out ideas.