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    Decisionmakinglessonnew

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    Students will work in groups to analyze the short story "The Necklace" and develop alternative choices the main characters could have made. They will then present persuasive presentations arguing which alternative choice is best. They will consider how each choice would impact the story's message, ending, and characters. Finally, students will reflect on how the story demonstrates decision making and how irony influences literary outcomes.

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    Decisionmakinglessonnew

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    api-262029906
    70 views4 pages
    Students will work in groups to analyze the short story "The Necklace" and develop alternative choices the main characters could have made. They will then present persuasive presentations arguing which alternative choice is best. They will consider how each choice would impact the story's message, ending, and characters. Finally, students will reflect on how the story demonstrates decision making and how irony influences literary outcomes.

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    Students will work in groups to analyze the short story "The Necklace" and develop alternative choices the main characters could have made. They will then present persuasive presentations arguing which alternative choice is best. They will consider how each choice would impact the story's message, ending, and characters. Finally, students will reflect on how the story demonstrates decision making and how irony influences literary outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views4 pages

    Decisionmakinglessonnew

    Uploaded by

    api-262029906
    Students will work in groups to analyze the short story "The Necklace" and develop alternative choices the main characters could have made. They will then present persuasive presentations arguing which alternative choice is best. They will consider how each choice would impact the story's message, ending, and characters. Finally, students will reflect on how the story demonstrates decision making and how irony influences literary outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Taylor Chaness

    Decision Making Strategy Lesson Plan


    Decision Making Strategy
    Lesson: Decision Making Lesson
    Time: 120 minutes
    SUMMARY:
    The students will work together to decide alternative choices for the characters in
    The Necklace. After developing alternative choices, the students will rank the
    choices, choose the best one, and create a way of presenting the new decision for
    the story.
    STANDARDS:
    ELACC3RL1: Ask and answer questions to demonstrate understanding of a text,
    referring explicitly to the text as the basis for the answers.
    ELACC3RL7: Explain how specific aspects of a texts illustrations contribute to what
    is conveyed by the words in a story (e.g., create mood, emphasize aspects of a
    character or setting).
    ELACC3SL1: Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3 topics and
    texts, building on others ideas and expressing their own clearly.
    ACS8: The student participates in small group discussions to argue persuasively
    or reinforce others good points.
    ACS10: The student supports and defends his/her own opinions while
    respecting the opinions of others.
    HO/CTS2: The students responds to questions with supporting information that
    reflects in-depth knowledge of a topic.
    HO/CTS11: The student draws conclusions based upon relevant information
    while discarding irrelevant information.
    Essential Question:
    How are motivations and decision making reflected in literature?
    How does the incorporation of irony affect the outcome of literature?
    Enduring Understanding(s):
    Making a decision based off of certain morals and themes
    Making a decision based off of all possible outcomes
    OBJECTIVES: The students will
    1. Know
    a. Key elements in a narrative are setting, characters, plot, and resolution
    b. Characterization is how the writer reveals the personality of a character
    c. Conflicts can be external (character and some outside force like another
    character, society, or nature), or internal (inside the characters mind)
    2. Understand
    a. The characters thoughts play a major role in their motivation and
    decision-making

    b. Since literature reflects real life, the characters often reflect real people
    c. The effects of irony on the outcomes of literature
    3. Do
    a. Make, defend, and evaluate decisions
    b. Compare/contrast characters actions and motives
    c. Create a synthesis that relates to their final decision
    MATERIALS
    LESSON DESCRIPTION
    Handouts
    1. My Decision-Making Style handout Hook: Students will complete and
    2. Directions
    discuss My Decision-Making Style.
    3. Lesson Reflection
    Students will then discuss when they
    4. Hand out of short story (The
    have made a sacrifice for someone
    Necklace)
    special.
    5. Technology for synthesis
    1. Share objectives for the lesson: To
    create and develop an alternative
    decision to The Necklace.
    2. Distribute The Necklace.
    Students will read the story.
    3. Discussion: Lets write down
    everything we know about
    Madame Loisel and her husband.
    What is the setting of the story?
    What do we know about the
    characters in the story?
    4. Discuss what the different types of
    irony are in a story (verbal,
    situational, and dramatic).
    5. Evaluating the Decision: The
    teacher will facilitate a discussion
    on inferences and how they are
    used to evaluate decisions. The
    facilitation of this discussion will
    help students to find the
    inferences in the story that lead to
    the decision made in the story.
    6. Discuss: Should Madame Loisel
    have borrowed an expensive
    necklace from a friend? Should
    they have sold everything in order
    to replace the necklace? Have
    students who agree move to the
    left side of the room, students

    who disagree move to the right


    side of the room and students who
    are impartial stay in the middle of
    the room.
    7. Divide the class into groups of 5
    by pulling popsicle sticks. Each
    group will complete page 1 by
    brainstorming alternative
    decisions Madame Loisel and her
    husband could have made. Then,
    compare all alternatives based on
    the following criteria:
    a. Impact on message of story
    b. Impact on ending of story
    c. Impact on personal
    characteristics of Madame
    Loisel and her husband
    8. Each group will reach a consensus
    on the decision Madame Loisel
    and her husband should have
    made based on the comparison of
    alternatives (using the ranking
    chart). Each group will create a
    persuasive presentation to
    present to the class. This may
    include, but is not limited to,
    PowToons, Powerpoint, poem,
    brochure, poster, etc.
    9. Students will present to the class.
    10.Students will complete Lesson
    Reflection. Students will provide
    short answers (3-5 sentences)
    answering the essential questions:
    How are motivations and decision
    making reflected in literature?
    How does the incorporation of irony
    affect the outcome of literature?
    Differentiation:
    High students: These students will develop their own criteria for ranking

    Low students: These students will read the passage with the teacher in a small
    group
    ESOL students: These students will listen to the story on YouTube
    EVALUATION AND ASSESSMENT:
    Students will be assessed informally through observation while taking pictures of
    presentations as well as take into consideration the class discussion. Students will
    be formally assessed using the Decision Making Skills rubric on their presentation
    as well as the packet completed in class. The teacher will specifically look for text
    evidence, thick questioning, reasonable decision making, the evaluation of their
    decision, reflection, and quality of work/work ethic.
    EXTENSION:
    Option 1: Students will create their own story using one of the three types of irony.
    The theme/moral must be clear. Be creative!
    Option 2: Students will read the story The Gift of the Magi and create a Venn
    Diagram comparing/contrasting the different types of irony in the short stories.
    Students will analyze the text and infer why the authors chose that type of irony for
    that story.

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