Making Connections Lesson Plan Template

Title
Urban Legends

Primary Subject Area

English

Grade Level
9th Grade

Overview
In this lesson, students will explore the origin and meaning of an urban legend. The student will be able to find common clues that tip the reader off to an urban legend.

Approximate Duration Louisiana Framework

Three 50 minute class periods. (3 days)

All Making Connections lesson plans are linked to the Louisiana Content Standards. List the Content Standards, and Benchmarks that may be linked to this lesson. Information on the Louisiana Framework may be located at http://www.doe.state.la.us/DOE/asps/home.asp? I=CONTENT.

Content Standards

Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. Standard 3: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. Standard 5: Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. Standard 6: Students read, analyze, and respond to literature as a record of life experiences. Standard 7: Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.

http://mconn.doe.state.la.us/ Modified 4/04

Benchmarks

ELA-1-H2 analyzing the effects of complex literary devices (e.g., figurative language, flashback, foreshadowing, dialogue, irony) and complex elements (e.g., setting, plot, character, theme, mood, style) on a selection. ELA-1-H3 reading, comprehending, and responding to extended, complex written, spoken, and visual texts; ELA-2-H1 writing a composition of complexity that clearly implies a central idea with supporting details in a logical, sequential order; ELA-2-H1 writing a composition of complexity that clearly implies a central idea with supporting details in a logical, sequential order; ELA-2-H5 recognizing and applying literary devices (e.g., figurative language, symbolism, dialogue) and various stylistic elements (e.g., diction, sentence structure, voice, tone); ELA-3-H2 using the grammatical and mechanical conventions of standard English; ) ELA-4-H1 speaking intelligibly, using standard English pronunciation and diction; ELA-6-H2 analyzing distinctive elements (e.g., recurrent themes, historical significance, literary techniques) of ancient, American, British, and world literature; ELA-7-H1 using comprehension strategies (e.g., predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas, summarizing, recognizing literary devices, paraphrasing) in contexts; ELA-7-H2 problem solving by analyzing, prioritizing, categorizing, and evaluating; incorporating life experiences; and using available information;

Grade-Level Expectations (GLEs)

NOTE: Only list GLEs for lessons with a primary subject area of English Language Arts, Mathematics, Science, or Social Studies. 2. Identify and explain story elements, including:

the authors use of direct and indirect characterization the authors pacing of action and use of plot development, subplots, parallel episodes, and climax to impact the reader the revelation of character through dialect, dialogue, dramatic monologues, and soliloquies (ELA-1-H2)

4. Draw conclusions and make inferences in oral and written responses about ideas and information in texts, including:

nonfiction works short stories/novels five-act plays poetry/epics film/visual texts consumer/instructional materials public documents (ELA-1-H3)

9. Analyze in oral and written responses distinctive elements (including theme, structure, characterization) of a variety of literary forms and types, including:

essays by early and modern writers epic poetry such as The Odyssey forms of lyric and narrative poetry such as ballads and sonnets drama, including ancient, Renaissance, and modern short stories and novels biographies and autobiographies (ELA-6-H3)

11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:

summarizing and paraphrasing information and story elements comparing and contrasting information in texts, including televised news, news magazines, documentaries, and online information comparing and contrasting complex literary elements, devices, and ideas within and across texts examining the sequence of information and procedures in order to critique the logic or development of ideas in texts making inferences and drawing conclusions making predictions and generalizations (ELA-7-H1)

15. Develop organized, coherent paragraphs that include the following:

topic sentences logical sequence transitional words and phrases appropriate closing sentences parallel construction where appropriate (ELA-2-H1)

16. Develop multiparagraph compositions organized with the following:

a clearly stated central idea or thesis statement a clear, overall structure that includes an introduction, a body, and an appropriate conclusion supporting paragraphs appropriate to the topic organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction) transitional words and phrases that unify throughout (ELA-2-H1)

Interdisciplinary Connections
Arts : Historical and Cultural Perception Students develop historical perspective and cultural perception by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future. Social Studies : History: Time, Continuity, and Change

http://mconn.doe.state.la.us/ Modified 4/04

Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

Educational Technology Standards

Demonstrate knowledge and skills of Internet use and other resources consistent with acceptable use policies including the legal consequences of plagiarism and the need for authenticity in student work through an understanding of copyright issues. ( 5 ) Collaborate (e.g., desktop conferencing, e-mail, on-line discussions) with peers, experts, and others to compile, synthesize, produce and disseminate information, models, and other creative works. ( 1, 2, 3, 5

Objectives
Objectives should define what students will know and be able to do. Enter each learning objective using numbered bullets beginning with the words The student will or The learner will

Day 1 1. The student will name literary elements associated with urban legends. 2. The student will define literary elements found in urban legends. 3. The student will apply literary elements associated with urban legends to life today. 4. The student will listen to a recording of The Legend of Sleepy Hollow. Day 2 The student will define the elements of an urban legend located within The Legend of Sleepy Hollow. 5. The student will adapt The Legend of Sleepy Hollow to a contemporary audience in groups. Day 3 6. The student will compose an urban legend of their own creation to present to the class. Lesson Materials and Resources
List all materials and resources (exclusive of technology tools) that are needed by the student or the teacher to execute the lesson. Materials and resources may include physical resources (e.g. books, manipulatives, supplies, etc) and/or people resources (e.g. guest speakers, librarian, etc.).

Technology Tools and Materials

List all forms of technology tools and resources that will be used in the teaching of the lesson. The list should include any (1) hardware (e.g. computers, digital cameras, calculators, electronic microscopes, scanners, video camera), (2) software (e.g. name of particular application software), (3) web sites, or (4) other technology tools that are used by the student and/or teacher in the course of the lesson.

Projector, CD player, computer, and websites. Background Information

Describe, in narrative form, what the students should know and be able to do prior to this lesson. Include both content knowledge and technology skills.

The student should be able to use context clues to find word meaning. The student should have basic Microsoft Word knowledge and be able to surf the internet.

Lesson Procedures
Enter the lesson procedures using numbered bullets. The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools, and reproducible materials/handouts are utilized in the lesson. NOTE: When submitting a lesson for publication to the Making Connections site, keep in mind that the lesson will serve as a model. Be very precise when explaining the teacher and student tasks during the learning activities. Day 1 1. The teacher asks the students what they think an urban legend is and to name a few components of an urban legend. She writes the correct answers on the board as the students say them. 2. The teacher pulls up the elements of an urban legend on the projector with key words missing. As the teacher explains, the students will fill in key words. 3. The teacher will introduce The Legend of Sleepy Hollow and vocabulary words. She plays a recording for students. 4. When class has ended the teacher will ask students to think about the elements of an urban legend in the story. Day 2 5. The teacher will ask the students to write down at least one example of each element of an urban legend in The Legend of Sleepy Hollow to be picked up for a grade. 6. The students will be put into groups of 4 to adapt The Legend of Sleepy Hollow to modern times. Day 3 1. The teacher will hand out instructions for an assignment. The students create their own urban legend which must be at least 1 page in length and contain all the elements of an urban legend for full credit. The assignment is to be presented.

Assessment Procedures
Identify and describe all assessment procedures used for identifying the degree to which students have achieved the objectives of the lesson. Assessment should be ongoing and should include both formal and informal opportunities. Assessment should inform instruction. To evaluate students' skills in applying their knowledge to other urban legends, give them a few true stories and a few urban legends printed from www.snopes.com. To evaluate students skills in application, orally quiz students on the meaning of some of their vocabulary words from The Legend of Sleepy Hollow(cove, denominate, implore, inveterate, propensity, vouch, advert, and repose)

Accommodations/Modifications
Identify and describe some of the accommodations/modifications that can be made to the lesson so that students with exceptional needs can more fully participate in the lesson. Below Grade Level Reader/Writer

1. Allow a non-reader/writer to utilize a text to speech program assigned to them by the teacher. 2. Pair the non-reader/writer up with a good reader/writer to ensure comprehension of all material. 3. In the creative activities, the non-reader/writer should use a word prediction program that can be transferred
to Microsoft Word and printed. Students with Physical Impairments 1. A student with arm/hand control impairments should use a speech to text program to help them dictate notes. 2. A notetaker can be assigned for the impaired student. Hearing impaired students should be given a text copy of the readings.

Reproducible Materials
List the names of all handouts that are provided for use with the lesson.

1. Creative writing assignment Urban Legend.

http://mconn.doe.state.la.us/ Modified 4/04

Explorations and Extensions

Briefly list and describe activities/learning opportunities that might be used by individual students to expand the understanding of concepts or development of skills introduced in the lesson.

1. The language in The Legend of Sleepy Hollow can be hard for students to comprehend. Give each student a text copy of the story and have them highlight words they do not understand. Students can be put into groups to use context clues to figure out the meaning of the words. Lesson Development Resources
List all resources used by the teacher to create this lesson. Resources could include books, journals, magazines, web sites, school/public library resources, outside experts, etc. Where appropriate, resources should be listed in APA style. TIP: The Citation Machine located at http://www.landmarkproject.com/citation_machine/cm.php will help to format the citations for your resources. Enter the appropriate information, then copy and paste the citation into the Lesson Development Resource text box to the left. This web tool was created by David Warlick of The Landmark Project. 1. Mikkelson, B., & Mikkelson, D. (n.d.). Snopes.com: Rumor has it. Retrieved from http://snopes.com/ 2. I r v i n g , W . ( 1 9 1 7 ) . T h e l e g e n d o f s l e e p y h o l l o w . R e t r i e v e d f r o m http://www.bartleby.com/310/2/2.html

Reflections
Address the teachers preparation, lesson pacing, students responses to the lesson, and teachers response to the lesson in the reflection.

Contact Information

Contact information will list your name, school/organization, and e-mail address.