Teacher: Anastasia Thibodeau Date: 8/21/18

School: Regis Jesuit High School Grade Level: 12 Content Area: English Language Arts

Title: Fantasy in YA Literature Lesson #:_5_ of _20_

Lesson Idea/Topic and
Rationale/Relevance:
Students will be participating in an introduction of Fantasy in young adult
literature. They will watch a fantasy montage video and discuss as a class
how they have seen the elements listed in the books they are reading in
small groups. I want students to interact with their reading in the class
through a visual and auditory representation of fantasy.

Student Profile:
There are 14 students in this senior elective course. Many of the students
identify as white, some racially ambiguous, and a couple African American.
The students in this class have received a brief introduction to young adult
literature and have been reading their group texts and have been meeting
with their small groups to discuss them.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

12.2.1.a Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic
impact.

Understandings: (Big Ideas)

Students will consider common themes and elements of the Fantasy genre within the context of YA literature and draw comparisons to the texts they are reading
in small groups.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How can we apply commonalities across multiple texts?

Evidence Outcomes: (Learning Targets)

Every student will be able to: discuss elements of Fantasy in Young Adult Fiction.

I can: Analyze a text through a critical lens and draw conclusions on the similarities and differences across different texts and media.

This means: I will participate actively in the in class discussion bringing my expertise from my group text.

List of Assessments: (Write the number of the learning targets associated with each assessment)
Formative: Teacher keeps track of class participation

Formative: Reflection on Lesson

 Planned Lesson Activities

Name and Purpose of Lesson Introduction to the elements of Fantasy

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No _x__ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 50 min; Fantasy Elements Video Montage, Fantasy Elements Cheat Sheet, Group Text

Anticipatory Set The strategy I intend to use is:

Elements of Fantasy Video Montage
I am using this strategy here because:
This will spark student interest and introduce the topic of the in-class discussion we will
have. (5 min)

Procedures The strategy I intend to use is:

1. Video Montage of the Elements of Fantasy Literature
2. Whole Class Discussion

I am using this strategy here because:

1. This is the most effective way for students to get interested in the content by
using examples from films or tv shows they may know to inform their
understanding on the elements of Fantasy Literature.
2. I want students to see how the elements that display themselves in one text may
appear differently in another one. This is to help broaden the scope of what is
possible within the realm of Fantasy YA Literature.

Teacher Actions Student Actions Data Collected

 Students will watch the
video montage and
consider how the themes in
the video link to the
reading. (5 min)

Teacher will moderate the Students will discuss their Formative assessment:
discussion. texts as a class in small Observation of student
groups and draw learning.
connections to their texts.
Moderates in class work (25 - 30min) Continued observation.
time/ Reading Conferences
The students will continue
reading their group texts,
and meet with the teacher
for reading conferences.
(15-20 min)
Closure The strategy I intend to use is:
Reflection (10-15 minutes)
I am using this strategy here because:
I want students to be able to practice reflection of learning. This is to help them
understand how it is they learn best, and solidify concepts taught in class. The reflective
process allows for a student to share their thought process with the teacher. This
feedback can aid future lessons.
Differentiation Content Process Product Environment
Modifications: I will create a Student may
list of terms choose to write
and definitions their findings
for students on a separate
who have sheet of paper
difficulty if they feel as
keeping the though sharing
elements of out loud is too
fantasy straight, uncomfortable
they will also or challenging
be able to take for them to
notes on this arrange their
during the class thoughts.
discussion.
 Extensions: Students may Students may
choose to share write a blog
how the post on the
elements of connections
fantasy are between their
demonstrated novel and that
in their novel in of another
a blog post to students to
enhance their extend their
understanding learning.
and extend
their learning
from the
discussion.

Assessment Class Discussion: As a class we will discuss how the elements of fantasy present
themselves in the group texts that the students have been reading for nearly a week. This
allows for me as a teacher to take a formative assessment of their learning and
understanding. This also allows me to perform a brief reading check with my students.
Students will have met my learning targets if they are able to speak with clarity about
their text within the context of the elements of the fantasy genre. They will also
demonstrate this understanding with a reflective blog post on how the elements of
fantasy are presented within their book card text.
 Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.
 Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.
Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?
Elements of Fantasy Cheat Sheet:
Use the back of this sheet to take notes during the conversation to inform your reflection
blog post.

Plot: Often involving solutions not possible in our world. Sometimes of a cyclical nature. Having to do
with a quest, or journey.

Setting: An imaginary world, or universe. Time is ambiguous, travel through time is a possibility. It can
be set in an entirely different world or a similar one with some changes to make it magical. Can happen in
the past, present, or future.

Characters: Can have special powers, Animals can act like people. The story can be told in first, or third
person.

Theme: Often good vs. evil, right vs. wrong, just vs. unjust, etc.
Problems of young adults, Security, Fear of leaving home, Fear of not being loved or giving love,
Reflect basic values and concerns of different cultures, Happiness, kindness, friendship, loyalty,
Good triumphant over evil, Love and loyalty
Tone: Feels as though the magical world is possible, the struggle of the characters seems authentic
despite the ease with which the magical aspect is accessed.
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