Rene Acklin, Nicole DiFilippo, Laura Ponivas Lesson Plan November 2013 Cornerstone #1 Reading Close Reading

A Close Reading The Monsters Are Due on Maple Street

Objectives and Learning Goals The students will be able to use a close read to agree or disagree with statements related to a text. The students will go beyond the text and cite details to provide evidence as support. CCLS:English Language Arts 6-12, 6th Grade , Reading: Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Common Core Learning Standards Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Responding to Literature 11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures. 11. Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. CCLS:English Language Arts 6-12, 6th Grade , Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research

Background Information

The students have completed reading, The Monsters Are Due on Maple Street, a teleplay by Rod Serling. The main focus of the first read was outlining the plot and discussing the various plot elements. The students also focused on fluency and intonation as this was a play. This text was taken from the seventh grade textbook. Several readings were put into the sixth grade curriculum to increase text complexity and rigor. Students will view the epilogue from the Twilight Zone episode, The Monsters Are Due on Maple Street. On a post-it they will answer whether they agree or disagree with the narrator. http://www.youtube.com/watch_popup?v=3Ze4SJnxPc&vq=medium The teacher will perform a think aloud about whether she agrees or disagrees with the narrator in the epilogue. Using the projector the teacher will perform a close read in the text and look for evidence to support her agreement/disagreement with the text. She will summarize in the left column and make logical inferences in the right. The teacher will then write a statement agreeing/disagreeing with the narrator that includes textual evidence as well as the inference. The students will work in homogenous groups to complete a close read of a second chunk of the text. They will be looking for a second detail to cite to support or refute the narrator. The students will bring their support up to the projector and explain what they discovered to the class. Students will work in small heterogeneous groups to agree or disagree with several statements regarding the text. They will be looking for specific details to cite and provide support for their statements.

Guided Practice

Model/Shared Instruction

Direct Instruction

Anticipatory Set

The students will respond to the essential question for the unit utilizing evidence from the text as their proof. They will refer back to the beginning of the unit and the videos of mobs they viewed. Using those ideas, text details and background information they will answer, What turns a crowd into a mob?
Students will be formally and informally assessed. An informal assessment will be based on discussion and the evidence provided. The students will be formally assessed using a ticket out the door. Students will independently complete the final statement on the reading for meaning. (The aliens in the teleplay are the real monsters in the story.) The first groups the students were placed in were homogeneous, guided groups. An appropriate amount of guidance was provided. The students were then placed in heterogeneous groups so peer models could be used. The groups were given choices of statements to agree with. Some students were also provided page numbers to help focus their reading.

Evidence of differentiation

Assessment and culminating task

Closure

The Monsters Are Due on Maple Street Standard

Determine what a text says explicitly (R.CCR.1)

Statement
The statement, A little power failure and right away we get all flustered and everything, is very important in the development of the conflict in the teleplay.

Agree or Disagree and Proof

Agree Disagree

Agree
Make a logical inference from the text (R.CCR.1)

Disagree

Charlie would not have shot the gun under normal circumstances.
Agree Disagree

Identify the main idea or theme (R.CCR.2)

People become their own worst enemies when they act as a mob.
Agree Disagree

Analyze how and why individuals, events and ideas develop, connect and interact (R.CCR.3)

Creating a scapegoat can divert suspicion from you.

Agree Disagree

Assess how point of view or purposes shapes the content of a text; distinguish between what is said and what is meant or true (R.CCR.6)

The aliens in the teleplay are the real monsters in the story.

The Monsters Are Due on Maple Street Student Work Standard

Determine what a text says explicitly (R.CCR.1)

Statement
The statement, A little power failure and right away we get all flustered and everything, is very important in the development of the conflict in the teleplay.
Agree

Agree or Disagree and Proof

Disagree
Charlie immediately wants to check with the police (page 139 lines 105-107) The people stare at Steve as he tries to start his car (Page 139 line 121-122) Page 148 Lines 277-280 Just stop a few of their machines and radios and telephones and lawn mowers Throw them into darkness for a few hours and then sit back and watch the pattern.

Make a logical inference from the text (R.CCR.1)

Charlie would not have shot the gun under normal circumstances.

Agree Disagree Charlie seems very reasonable in the beginning. He tries to reason why it is not a storm on page 139 line 96-99. That doesnt seem likely. Skys just as blue as anything. Not a cloud. On page 140 he does not realize who Them is until Tommy explains. Agree Disagree Charlie becomes a suspect after he is quick to shoot Pete Van Horn on page 146 Les says, maybe you had to kill accusing Charlie of being the alien.

Identify the main idea or theme (R.CCR.2)

People become their own worst enemies when they act as a mob.

Agree
Analyze how and why individuals, events and ideas develop, connect and interact (R.CCR.3)

Disagree

Creating a scapegoat can divert suspicion from you.

After Charlie shoots Pete, the light in his house go on. Les, who had previously been accused turns on Charlie (Page 146-147) You were quick to tell us who to be careful of who there was among us we should watch for Charlie accuses Tommy of being the alien to divert attention from him. On page 147 Lines 237-238 Its the kid. Its Tommy. Hes the one.

Assess how point of view or purposes shapes the content of a text; distinguish between what is said and what is meant or true (R.CCR.6)

The aliens in the teleplay are the real monsters in the story.

Agree Disagree On page 148 lines 182 184 They pick the most dangerous enemy they can find and its themselves.

The Monsters Are Due on Maple Street Students Work Standard

Determine what a text says explicitly (R.CCR.1)

Statement
The statement, A little power failure and right away we get all flustered and everything, is very important in the development of the conflict in the teleplay.

Agree or Disagree and Proof

Agree Disagree I agree with this statement because in the text it says that, just stop a few of their machines and radios and telephones and lawn mowers. This is how the mob started and people started becoming agitated.

Make a logical inference from the text (R.CCR.1)

Charlie would not have shot the gun under normal circumstances.

Agree Disagree I dont think Charlie would have shot Pete Van Horne. On page 146 the text states, I certainly didnt know who he was. This proves he was frightened and acted irrationally.

Identify the main idea or theme (R.CCR.2)

People become their own worst enemies when they act as a mob.

Agree Disagree I agree with this statement because things get very crazy. For example, the text states, you killed him Charlie. Even after that the people still yell at each other and try to create a scapegoat of each other so no one can blame them. Agree Disagree After the lights go on in Charlies house everyone starts to point the finger at him. Les is the first to accuse him which is interesting because Les was the first one accused. He is anxious to make Charlie the scapegoat so people forget that they thought he was the guilty one. Then Charlie accuses Tommy of being the alien to make the crowd look at someone else. The text states on page 147 Its the kid. Its Tommy. Hes the one. Agree Disagree I disagree with this statement because in the text it states that, dangerous enemy they can find and its themselves. This demonstrates that the aliens did not need to do much for the neighborhood to turn on each other and commit dangerous acts that they normally would not do.

Analyze how and why individuals, events and ideas develop, connect and interact (R.CCR.3)

Creating a scapegoat can divert suspicion from you.

Assess how point of view or purposes shapes the content of a text; distinguish between what is said and what is meant or true (R.CCR.6)

The aliens in the teleplay are the real monsters in the story.