This lesson plan is for two days and focuses on teaching 8th grade students vocabulary words from chapters 1-20 of the novel Life of Pi. On the first day, students will begin reading the assigned chapters and selecting 20 unfamiliar words to define using context clues found in the text. They will record these words, definitions, and citations in a vocabulary journal. The second day, students will meet in groups to discuss their words and present three selected words to the class with definitions and example sentences. The goal is for students to understand challenging vocabulary in the novel.
This lesson plan is for two days and focuses on teaching 8th grade students vocabulary words from chapters 1-20 of the novel Life of Pi. On the first day, students will begin reading the assigned chapters and selecting 20 unfamiliar words to define using context clues found in the text. They will record these words, definitions, and citations in a vocabulary journal. The second day, students will meet in groups to discuss their words and present three selected words to the class with definitions and example sentences. The goal is for students to understand challenging vocabulary in the novel.
This lesson plan is for two days and focuses on teaching 8th grade students vocabulary words from chapters 1-20 of the novel Life of Pi. On the first day, students will begin reading the assigned chapters and selecting 20 unfamiliar words to define using context clues found in the text. They will record these words, definitions, and citations in a vocabulary journal. The second day, students will meet in groups to discuss their words and present three selected words to the class with definitions and example sentences. The goal is for students to understand challenging vocabulary in the novel.
This lesson plan is for two days and focuses on teaching 8th grade students vocabulary words from chapters 1-20 of the novel Life of Pi. On the first day, students will begin reading the assigned chapters and selecting 20 unfamiliar words to define using context clues found in the text. They will record these words, definitions, and citations in a vocabulary journal. The second day, students will meet in groups to discuss their words and present three selected words to the class with definitions and example sentences. The goal is for students to understand challenging vocabulary in the novel.
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University of Arkansas
College of Education Lesson Plan Format Unit Title: Life of Pi Subject Area: English Duration of Lesson: 2 days Name: Amera Covert
Lesson Title: Life of Pi Chapters 120 Vocab
Grade Level: 8th Date(s) December 2 COE Course: EDUC 3403
I. Standard(s) and Objective(s)
Standard(s)
CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Objective(s) SWBAT:
Select and define 20 terms from chapters 1-20 of Life of Pi
Cite textual evidence (give page and paragraph numbers) of given vocabulary words found in Life of Pi Determine how the word is used in the context of the sentence it is found in
II. Assessment Pre-assessment (before planning lesson)
Exit slip the day before explain how to use context clues to find the meaning of a word you are unfamiliar with
Post-assessment
Formative assessment will be the completed word journals containing each
word, definition, chapter, and page number.
III. Planning
There a lot of challenging vocabulary words in Life of Pi that I would want my
students to understand as they read. To make the book manageable, I would break the 100 chapters up into 5 sections; chapters 1-20, chapters 21-42, chapters 43-57, chapters 58-80, and chapters 81-100. Students will select their own vocabulary from each section. In the first lesson, students will begin reading chapters 1-20 and will select 20 vocabulary words that they do not know the meaning of. Students will use textual evidence to determine meaning, writing the word and definition in their word journals. Then, they will record in their word journal the chapter, page, and sentence it is used in. Students will also determine context, if applicable. Students will do this with each section of the book.
IV. Engaging the Learner
Students will be accountable for their own word journals, and must read proactively and attentively in order to complete the 20 word requirement in their journals V. Methods, Activities and Resources Methods
Day 1- students begin reading and recording in their journals (50 mins) Students complete the rest as homework Day 2- students meet in pre-assigned groups to discuss the words they found. (20 mins) Present their words (30 mins) Activities
Anticipatory Set- Show trailer for Life of Pi movie
As they begin reading, students will record 20 vocab words of their choosing in their word journal, leaving room for each definition. They will use contextual clues to figure out the meaning. Students will record in their word journal the chapter, page, and sentence it is used in. Students will also determine context, if applicable. After students have completed reading their chapters and recording their textual evidence, they will meet in groups of 3 to discuss their findings and work out any kinks in the definitions (technology can be used). Groups will select 3 words (1 from each person) and each group will be responsible for presenting the words and their definitions to the rest of the class. They will make a poster with the word, the definition, and the sentence it is used it.
Resources
Life of Pi book for each student
Word journal (notebook) Poster paper Markers
VI. Potential Adaptations to the Lesson {PAL}
If students need more time, an extra day or two will be given for reading and group collaboration.
Accommodations
IEP- Students with physical disabilities will receive the necessary
accommodations according to their individual IEP 504- Students with learning disabilities will receive the necessary accommodations according to their individual 504 plan ADHD- all students will be allowed to read where is most comfortable for them (floor, reading carpet, desk, etc.) ELLs- depending on severity and need, students can read Life of Pi in their first language
VII. Collaboration I will collaborate with the other 8th grade teachers (all content areas) to coordinate calendars, planning, activities, and assessments and create a smooth-flowing, thematic, grade-wide unit. VIII. Reflection and efficacy (to be completed after teaching this lesson)
