ctse 130 final project: erin anne woods

1. CTSE 130 Final Project:Erin Anne Woods University of Southern California

3. Lesson 1: English 9th-10th Standard covered 1.2. Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

4. Lesson 1: Description Objective The students should be able explain the difference between the connotative and denotative meanings of words. Motivation Read the students a series of sentences with the words that have the same denotation but not connotation (pertaining to their lives�i.e. dating, etc.) and ask if the sentences differ when the words are changed: the mood or tone that they take on. Ask them what they think would be useful about being able to recognize and use the connotations of certain words.

5. Lesson 1: Input Input of Information Put together a PowerPoint slideshow that has sentences and paragraphs from stories we have read and at first have the students raise their hands to answer questions about the denotative/connotative meanings of the words that are underlined�once they get the hang of it, have the students change the word with the same function and tell how it changes the sentence Technological Enhancements PowerPoint

6. Lesson 1: Comprehension and Practice Checking for Comprehension Assess how well the students can identify and comment on the meanings in the exercise� if need be, move slower through the exercise and leave the second part out. Practice Break the students up into groups for a game�give them a definition and have them come up with as many different ways to say it with different meanings. Have a couple of rounds and have a representative from the group read the answers aloud...give some sort of prize for the winners of each round.

7. Lesson 1: Closure and Assessment Closure Ask the students what they learned during the exercise and possible ways that they can apply it to there lives� Assessment Both evaluating the students during discussion and during the game will be the assessment. Include on the next quiz some questions about this lesson.

8. Lesson 2: English 9th and 10th Standard Covered 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address," Martin Luther King, Jr.'s "I Have a Dream") to find the rhetorical devices and features that make them memorable.

9. Lesson 2: Description Objective The students shall be able to identify and explain the rhetorical devices found in historical speeches. Motivation Show the students footage from the MLK speech or read them the Gettysburg address, ask them to identify the speech and the speaker. Ask the students if they know why the speeches are memorable. Technological Advancement Speeches on Television or Computer

10. Lesson 2: Input Input of Information Compile a worksheet that has the rhetorical devices that are found in speeches with examples for each (from other speeches) then ask the students to identify at least three rhetorical devices that are being used in the MLK speech�give them printed copy

11. Lesson 2: Comprehension Checking for Comprehension: Walk around the classroom and see if the students are getting the hang of it. If they need help, have them raise their hand and help them.

12. Lesson 2: Practice Practice Then have the students share what they found in a discussion, if need be (they do not understand) give them another copy of the speech with the devices highlighted and underlined for them. Go through the speech and sporadically ask why they make the speech easier to remember. Advanced Practice Show another speech on the TV or PowerPoint and ask the students to write down any rhetorical device that they are hearing�give a prize to those that raise their hands and share one. Technological Enhancement: Television/PowerPoint

13. Lesson 2: Closure and Assessment Closure Ask the students to pair-share and tell the rest of the class one thing that they learned. Let the students know that now that they can recognize devices in speeches, they can also recognize them in literature and in the speeches of today (i.e. presidential speeches) Assessment For homework have the students look up another famous speech (give some suggestions) speech and identify the devices used. On the next quiz, include a speech (either famous or made-up) and have them answer multiple-choice and/or short answer questions about the devices found in it.

14. Lesson 3: English 9th and 10th Standard covered 3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy

15. Lesson 3: Description Objective The students shall be able to determine and list a character�s traits from the clues they find in the text. Motivation Show the students a caricature that you have drawn on one of the characters in the current book that they are reading. Have them try to guess the character.

16. Lesson 3: Practice Practice Let the students get into groups of two and have each group pick one of the major characters from the book. Have them first make a list of the characteristics that they found and in what kind of text they found it. (i.e. dialogue, monologue, etc.)Once the students have their list compiled their list, distribute art supplies and poster board and have them draw their caricature. (May need extra class time) Advanced Practice Have the students present their posters to the class and have the other students try to guess the character by the caricature.

17. Lesson 3: Input Input of Information Prepare a PowerPoint presentation that breaks down the different traits and the quote from the text that supports it. Go through the poster and explain what kind of text it is (narration, dialogue, etc.) Technological Enhancement PowerPoint

18. Lesson 3: Comprehension Checking for comprehension For the second half of the traits (on the poster) have the students raise their hands and tell what type of text it is. (maybe by finding it in the text)

19. Lesson 3: Closure and Assessment Closure Ask the students to summarize what this lesson was about: �what are different types of text that we kind find character traits in?� Assessment Grade the work that the pairs of students turn in (including the list that they compiled) and on the next quiz give questions about the different quotes that the groups used to identify characters. (see if they were paying attention to the reading and the presentations)

20. Appendix References California Content Standards http://www.cde.ca.gov/board/ Getty Images (for PowerPoint) http://creative.gettyimages.com/ Feedback Erin- Awesome job on the powerpoint. It was clear and got the point across. All of your lessons involved the students and were interesting enough to capture their attention. The three lessons all are very informative and involve some sort of technological aspect to enhance the lessons. (Gabrielle Bidart) I liked the pictures that you added to the presentation they grabbed the readers attention. It was also great that the lessons were clear and understandable if anyone else should want to use them. ( Raquel Rodriguez)