Professional Documents
Culture Documents
Standards:
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. W.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Essential Questions
What information can we draw from the interactions and relationships between characters in Catch-22? How can this information help us better understand the book?
Enduring Understanding
Authors develop characters with a purpose for each in mind, by analyzing the characters relations with other characters and their personalities, we can gain a deeper understanding of the underlying themes and morals of a story.
Lesson Plan
Objective(s)
Students will be able to develop and discuss interpretive questions, drawing deeper understanding from the text to answer interpretive questions using textual evidence with a 80% accuracy.
Student Assessment(s)
Students will share at least one question from each group out loud with the class so students can hear what kinds of questions other groups were discussing and so I can make sure they actually did it. Students will also complete a quick write/exit slip at the end of class using the structure of claim, support, conclusion, which they have been working on in class. AP classes tend to focus on using an essay structure as much as possible to prepare students for the test.
Lesson Plan
want to). What might he represent? (soldiers are helpless, cant control their own lives, defenseless) d. Dunbar: best friend of Yossarian, lots of dialogue, boredom (trying to extent life), does time go faster when youre bored or doing things? Why do you think hes trying to extend his life this way? Also fakes injuries e. Texan: Very annoying, drives others out of the ward, why is he accused of killing SIW? Why do you think he talks so much? What does he remind you of (cite his opinion on votes)? What do you think he symbolizes? f. Chaplain: What is a chaplain? Why do you think hes there? (to comfort soldiers), why does he seem uncomfortable? (he doesnt like his job, he cant really console them) Why do the soldiers feel uncomfortable around him? (religion? what else?) 4. Students will use their book to develop 2-3 interpretive questions using the text to ask detailed questions (10 min) a. Think of questions that will require some inferring to answer, question doesnt have to be fully supported by text but you should be able to work towards an answer using your text. 5. Students will get into groups of 3-4 where they are sitting and each share one question they wrote to discuss with their group. The groups will work towards an answer but may not be able to actually answer the question. (10 min) a. Try to spend about 2-3 minutes on each question looking for textual support! 6. Students will be given time to write an exit slip, page to a whole page, in which they answer the prompt: Based on the discussions you had in your groups related to your interpretive question, make a claim regarding a character in the book and support it with moments in the text or facts you discussed in your group. What conclusions did you come to regarding your question? Convince us in your synthesis statement. (15-20 min) a. If students finish early they can continue their reading in the book the goal is to be through chapter 3 by next class. What isnt done in class will be homework.
Differentiation
This lesson was originally designed with a very diverse classroom in mind. Through the partner discussions and development of their own questions, no student should struggle to come up with a question and the prompt allows the question to be on their own level of thinking. Through group work the students will be able to get help answering their question with textual evidence before they are required to write something on their own. Students who havent read the chapter as they were supposed to will be expected to read it during this work time (mentor teacher policy). At the end of class there is extra time for students to get started reading, students who struggle with writing their exit slip will be able to use this time to continue working on that instead of reading ahead.