Learning Experience Plan #2
Subject: English Grade level: 7th grade
Unit: Alice’s Adventures in Wonderland Day/periods: 2/4 50 minute periods
Topic: Puns
Content Standards:
Reading Standard for Literature:
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.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Speaking and Listening Standard:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Learning Experience Outcomes
Students will:
Learning Experience Assessments
Differentiation
Approaching Teacher prompts students with page numbers if they cannot locate a pun in the text. The approval of the teacher helps make sure students are on task in their groups.
On-level Teacher will walk around to make sure that students do not need assistance and that all students are contributing to the group and are on task.
Beyond These students already knew what a pun was, so they were asked to create their own pun for homework. These students helped lead their group and assist the ones who were having trouble.
Curriculum Integration: Literacy, Art
Materials/Resources
Alice’s Adventures in Wonderland copy of text
Poster boards for groups
Markers
Scissors
Prepared puns for students who don’t have internet access
Tape and/or glue
Sample poster
Pun Resource: www.sparknotes.com
Procedures/Strategies
Write pun statements on the board, have students complete the “Do Now”, teacher leads “chalk-talk” while students take notes and respond, groups are formed based off learning levels and teacher decides them, groups complete pun poster, students all perform a gallery walk, teacher leads closer with a discussion leading back to the book.
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Multiple puns will be displayed on the board and students will observe these puns as they walk into the classroom.
Puns on board: I used to be a ballet dancer, but found it too-too difficult. I used to be a carpenter, but then I got bored. I used to work for H&R Block, but it was just too taxing. I used to be a transplant surgeon, but my heart just wasn't in it.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
Do Now: After you have read the statements on the board, write in your journal what you notice about them. What is similar between them?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience)
After students complete their journal entry, ask the class if they know what this literary technique is called in order to assess their prior knowledge. After a student responds, or if there is no response from class, the teacher will write “pun” on the board and ask students to come up and write words or phrases that they can associate with the word pun. This is called a concept map. Encourage students to refer back to the statements they first saw when they walked into the room.
Direct Instruction (input, modeling, check for understanding)
The teacher will now engage the class in “chalk-talk” where the teacher will ask questions that will guide student responses as she write notes on the board. The purpose of this is to create more of a discussion as opposed to lecturing.
1. Write the definition of Pun on the board - the use of words that are alike or nearly alike in sound but different in meaning; a play on words. Have students copy this down in their notebooks. Instead of giving the students the definition, use inquiry in order to allow the students to come up with a definition as a class that makes sense to them.
2. Review the puns on the board and explain why they have two or more meanings. Example- I used to be a ballet dancer, but found it too-too difficult. Explain to students the play on words has to do with “too-too” and the clothing worn by a ballet dancer called a tutu. The words sound the same, but have different meanings.
3. Ask the students: “Have you ever heard a pun before that you can think of?”
4. Teacher will ask the students to take a minute to silently search and identify a pun in the text.
5. Once someone has found a pun for the class to review, the teacher will write it on the board. The class will describe why it is a pun and what the multiple meanings are. This is to give the students a clear idea of what is expected when they will work in groups.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Split the class into groups of 3-5 depending on class size and assign each group a chapter of the book to focus on.
2. Directions for students:
a. Each group will locate a pun in their assigned chapter.
b. Once the pun is identified, they will show the teacher to make sure it is a pun.
3. Walk around the class to help students find puns in their chapters if they are having difficulty.
4. After the teacher has approved the example, one person from each group will get a poster and markers.
5. The students will write their pun on the poster and decorate it with pictures that represent the multiple meanings the pun is using. They should also include the chapter and page number that the pun is from so other students can locate it if they want. Allow students to use a computer (if available) to print pictures if they would like to supplement their drawings.
6. Before the groups break up, the teacher will have a poster complete and show the students what the poster should look like. (See small scale poster example following the lesson plan)
7. After each group has completed their posters, the students will do a gallery walk and take their notebooks with them. (Gallery walk directions: display the posters in different parts of the room, the students walk around with their notebooks in groups. They move to the next poster upon instruction from the teacher. Students will spend about two minutes at each poster.)
8. While on the gallery walk, they will write down the puns the other groups came up with and why it is a pun. Include the meanings, be specific and be sure to write down questions if they don’t make sense to the student. These questions can be answered by the teacher after the activity is completed.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
ii. An author may also use a pun to assist the development of a character or setting.
iii. Puns allow for a more playful and sarcastic tone in literature.
Independent Practice (what students will do to reinforce learning of the lesson)
For homework the students will find a pun on the internet and write it in their notebook. (If they do not have access to the internet, teacher will provide them with one before they go home.) They will describe why it is a pun and what the meanings are. Write on the board “For homework search “pun” on the internet and find one you think is funny or witty. Once you find the pun, copy it into your journal and explain what the multiple meanings are.
Poster Example:
“The master was an old Turtle - we used to call him Tortoise.”
“Why did you call him Tortoise, if he wasn't one?” Alice asked.
“We called him Tortoise because he taught us.”
Chapter 9 The Mock Turtle’s Story – Page 142
Meaning of pun: The turtle was the teacher, but they called him a Tortoise (which is different from a turtle) because the word sounds similar to the phrase “Taught us.” It is a play on words because the text uses a word with one meaning to stand for a phrase that truly has an entirely different meaning.
Subject: English Grade level: 7th grade
Unit: Alice’s Adventures in Wonderland Day/periods: 2/4 50 minute periods
Topic: Puns
Content Standards:
Reading Standard for Literature:
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.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Speaking and Listening Standard:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Learning Experience Outcomes
Students will:
- Identify a pun.
- Locate a pun in the text.
- Explain the significance of the pun to the story and how it functions in literature.
Learning Experience Assessments
- · Students accurate completion of group poster illustrating their pun
- · Teacher’s approval of group’s explanation of pun from book
- · Student’s application of other group’s puns in their journal
Differentiation
Approaching Teacher prompts students with page numbers if they cannot locate a pun in the text. The approval of the teacher helps make sure students are on task in their groups.
On-level Teacher will walk around to make sure that students do not need assistance and that all students are contributing to the group and are on task.
Beyond These students already knew what a pun was, so they were asked to create their own pun for homework. These students helped lead their group and assist the ones who were having trouble.
Curriculum Integration: Literacy, Art
Materials/Resources
Alice’s Adventures in Wonderland copy of text
Poster boards for groups
Markers
Scissors
Prepared puns for students who don’t have internet access
Tape and/or glue
Sample poster
Pun Resource: www.sparknotes.com
Procedures/Strategies
Write pun statements on the board, have students complete the “Do Now”, teacher leads “chalk-talk” while students take notes and respond, groups are formed based off learning levels and teacher decides them, groups complete pun poster, students all perform a gallery walk, teacher leads closer with a discussion leading back to the book.
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Multiple puns will be displayed on the board and students will observe these puns as they walk into the classroom.
Puns on board: I used to be a ballet dancer, but found it too-too difficult. I used to be a carpenter, but then I got bored. I used to work for H&R Block, but it was just too taxing. I used to be a transplant surgeon, but my heart just wasn't in it.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
Do Now: After you have read the statements on the board, write in your journal what you notice about them. What is similar between them?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience)
After students complete their journal entry, ask the class if they know what this literary technique is called in order to assess their prior knowledge. After a student responds, or if there is no response from class, the teacher will write “pun” on the board and ask students to come up and write words or phrases that they can associate with the word pun. This is called a concept map. Encourage students to refer back to the statements they first saw when they walked into the room.
Direct Instruction (input, modeling, check for understanding)
The teacher will now engage the class in “chalk-talk” where the teacher will ask questions that will guide student responses as she write notes on the board. The purpose of this is to create more of a discussion as opposed to lecturing.
1. Write the definition of Pun on the board - the use of words that are alike or nearly alike in sound but different in meaning; a play on words. Have students copy this down in their notebooks. Instead of giving the students the definition, use inquiry in order to allow the students to come up with a definition as a class that makes sense to them.
2. Review the puns on the board and explain why they have two or more meanings. Example- I used to be a ballet dancer, but found it too-too difficult. Explain to students the play on words has to do with “too-too” and the clothing worn by a ballet dancer called a tutu. The words sound the same, but have different meanings.
3. Ask the students: “Have you ever heard a pun before that you can think of?”
4. Teacher will ask the students to take a minute to silently search and identify a pun in the text.
5. Once someone has found a pun for the class to review, the teacher will write it on the board. The class will describe why it is a pun and what the multiple meanings are. This is to give the students a clear idea of what is expected when they will work in groups.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Split the class into groups of 3-5 depending on class size and assign each group a chapter of the book to focus on.
2. Directions for students:
a. Each group will locate a pun in their assigned chapter.
b. Once the pun is identified, they will show the teacher to make sure it is a pun.
3. Walk around the class to help students find puns in their chapters if they are having difficulty.
4. After the teacher has approved the example, one person from each group will get a poster and markers.
5. The students will write their pun on the poster and decorate it with pictures that represent the multiple meanings the pun is using. They should also include the chapter and page number that the pun is from so other students can locate it if they want. Allow students to use a computer (if available) to print pictures if they would like to supplement their drawings.
6. Before the groups break up, the teacher will have a poster complete and show the students what the poster should look like. (See small scale poster example following the lesson plan)
7. After each group has completed their posters, the students will do a gallery walk and take their notebooks with them. (Gallery walk directions: display the posters in different parts of the room, the students walk around with their notebooks in groups. They move to the next poster upon instruction from the teacher. Students will spend about two minutes at each poster.)
8. While on the gallery walk, they will write down the puns the other groups came up with and why it is a pun. Include the meanings, be specific and be sure to write down questions if they don’t make sense to the student. These questions can be answered by the teacher after the activity is completed.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
- After the gallery walk, the students will return to their desks. As a class, they will have a discussion of what puns they liked the best out of the groups and why.
- The teacher will then have a discussion focused on the use of puns in literature to end class.
- Why would an author use them?
ii. An author may also use a pun to assist the development of a character or setting.
iii. Puns allow for a more playful and sarcastic tone in literature.
- How does this shape the language of the text in Alice’s Adventures in Wonderland?
- Why is it an important component of the language and how is it used in Alice’s Adventures in Wonderland?
Independent Practice (what students will do to reinforce learning of the lesson)
For homework the students will find a pun on the internet and write it in their notebook. (If they do not have access to the internet, teacher will provide them with one before they go home.) They will describe why it is a pun and what the meanings are. Write on the board “For homework search “pun” on the internet and find one you think is funny or witty. Once you find the pun, copy it into your journal and explain what the multiple meanings are.
Poster Example:
“The master was an old Turtle - we used to call him Tortoise.”
“Why did you call him Tortoise, if he wasn't one?” Alice asked.
“We called him Tortoise because he taught us.”
Chapter 9 The Mock Turtle’s Story – Page 142
Meaning of pun: The turtle was the teacher, but they called him a Tortoise (which is different from a turtle) because the word sounds similar to the phrase “Taught us.” It is a play on words because the text uses a word with one meaning to stand for a phrase that truly has an entirely different meaning.