Whole Group (30 minutes)

September 21, 2015

“The Three Brothers”

Context: We have finished the first workshop. In between each workshop I add in a supplementary text. The reason being, I want students to be able to recognize the skills we’ve been working on and use them in their everyday reading. Our next section is on fiction writing, more specifically, short stories. Although there are four elements for a short story listed in their books, we’re going to focus on theme and setting. For this supplemental text, I will be using “The Three Brothers” by J. K. Rowling. It was a short story Emma Watson read in the movie Harry Potter and the Deathly Hollows, Part 1; many of the students have seen the movie so they will be able to relate the story to the work we’ll be doing in class. Tomorrow, we will go through characters and plot in the same short story.

Learning Objectives:

Students will be able to define the word “theme”.

Students will be able to define the word “setting”.

Students will be able to detect the theme and setting of the short story.

Massachusetts Curriculum Frameworks:

MA 11-12. RL1. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

MA 11-12. SL1. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Special Education considerations/modifications:

All IEP or 504 plans will be followed accordingly. Students with hearing deficiencies will be allowed to utilize hearing aids, or other equipment, in order to hear better. They will also be given the text to read through as the video plays so they’ll get the story from two different mediums. Students with ADD/ADHD will benefit from the differentiated instruction of using a video/audio clip and having the handout in front of them. By hearing the story, it will allow them to become engaged with the story before they are asked to read through it again.

Language Objectives:

Reading: Students will be able to utilize descriptive imagery in order to determine setting.

Listening: Students will be able to process the theme of the story by listening to the audio.

Texts/Resources:

“The Three Brothers”, J. K. Rowling (handout)

“Harry Potter & The Deathly Hollows “Three Brothers Story”, (Video Clip)https: //www. youtube. com/watch? v=TgmEEDyeDv8

Graphic organizer (handout)

Whole Group (30 minutes)

Hook for Learning:

After the students have gotten their binders and are seated, have them open their binders to their “Journal” section. Recite the prompt to them.

Journal Entry:

If you could wish for one thing, what would it be? Why?

Give the students 5 minutes to write 14 lines. After the 5 minutes is up, have some of the students share what they wrote.

Teacher Direct Instruction/Mini-Lesson:

Hand out the graphic organizers to the students. In whole group, we will discuss the terms “theme” and “setting”.

Write the term “theme” on the board. Ask the students what they think the term “theme” means. As the students give answers, write a student generated definition on the board. Have the students copy this definition into their graphic organizers.

Write the term “setting” on the board. Ask the students what they think the term “setting” means. As the students give answers, write a student generated definition on the board. Have the students copy this definition into their graphic organizers.

Hand out the copy of “The Three Brothers” by J. K. Rowling to the students. Do not have them do anything to it yet. They can read along as they listen and watch the video if they’d like.

Play the video clip “Harry Potter & The Deathly Hollows “Three Brothers Story”, https: //www. youtube. com/watch? v=TgmEEDyeDv8

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