Do Androids Dream of Electric Sheep Unit Plan

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction ndr oi ds Dr D r eam of Title of Lesson: Introduction to D o A ndr

Date: October 20th, 2017 Grade Level: 12 Lesson Length: 85 Minutes

E lect lectrr i c She S hee ep? Overview of the Lesson Lesson Summary : In this lesson students will begin to read and an alyze the novel Do novel Do Androids Dream of Electric Sheep? through Sheep? through interactive text activities. Lesson Objectives : The students will be able to… predict

what the book will be about. The students will be able to…read the first few pages of the text. The students will be able to… annotate the text. The students will be able to… watch the film Blade Runner in preparation for their field trip. Materials/Equipment to be Used in Teaching the Lesson : Copies of Do of Do Androids Dream of Electric Sheep? Computer Board Markers Possible Sentences Worksheet Annotation Rubric Annotation Handout Pens/Pencils/Highlighters Blade Runner Movie Massachusetts Framework Standards : RL1. 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.

RL2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Annotation is a helpful tool for active reading More careful reading of the text can help a student better understand it Predictions can help a reader get involved in the text    

Concepts Annotation Predictions Essential Questions : What do you predict the book will be about? How can annotating be helpful to your reading of the text? What annotating method works best for you? Content Factual Content : The students will know that predictions and anno tations are helpful tools to get readers involved with the text. Vocabulary : Annotate, Predict Tier 1: Predict Tier 2: Annotate Tier 3:   

Critical Thinking Skills (Reading, Writing, Speech, Listening) Write a journal response Write predictions about the text Read the first few pages Annotate the text Discuss which method works best for them Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Write a Journal Response Completion of Possible Sentences Participation in class reading and annotation

Springfield College Lesson Plan Template

Action/Instructional Action/Instructional Procedures Procedures : For each procedure, list the teacher or student actions (with accommodations and modifications) as well as the anticipated amount of time it will take to accomplish each task. 

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Journal (15 Minutes) What if you found out that your best friend was really an android (a human o looking robot) after after all these years? years? Would you still want to be their friend? How would them being an android change your relationship? How would you feel knowing that there are most likely more androids and roids roaming your school, your town, the world? Write 7-10 sentences in response to these questions. o Allow 10 minutes for students to write. o Take some responses. o So we are going to start reading the book Do book Do Androids Dream of Electric Sheep? o In this book, there are androids living right alo ngside humans. o Step One: Possible Sentences (20 Minutes) So let’s make a few predictions about this book. b ook. o o We’re going to do an activity called Possible P ossible Sentences. o Pass out PS On the top of this page are 20 key vocabulary words from the text. o With those words, you’re going to come up with possible p ossible sentences that might be o found in the book. I’m going to pretend that I have not n ot read the book and this is the first time I’m o seeing these words. So, I might write… write… Rick Deckard battles the Rosen Association using the Nexus-6. A nuclear war has devastated San Francisco and animals now very valuable. Then, after you make seven sentences, you’re going to make two sentences about o these sentences. For example… o Who is Rick Deckard? Why is he battling the Rosen Association? Is the devastation only in San Francisco? What animals are the most valuable? You can work with the person p erson you’re sitting next to for this. o o Let’s take about 20 minutes to do this. After they finish, ask for a few possible sentences. o  

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Step Two: Read to Page 6 Together (5 Minutes) o So let’s see if any of your predictions were right. We’re going to read the first few pages together. o I’ll start off reading and then when I stop, someone else can pick it up. Then that o person can read for as long as they would like and then stop so a new person can keep reading.

Springfield College Lesson Plan Template o

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Read with students to halfway down page pa ge 6 —stop after “He turned on the television”.

Step Three: Annotation Presentation (10 Minutes) So how many of you drifted a bit while we were reading? Its fine if you you did, it o happens to everyone. (Show of hands) So what were going to do now is take some steps to to prevent that drifting. We’ll o do that with annotation. Does anyone know what annotation is? o Show Prezi Presentation o o https://prezi.com/batrbxvnxunz/copy-of-how-toannotate/?utm_campaign=share&utm_medium=copy&webgl=0 There are all different different ways to annotate. You should find the one that works best o for you. o Here is a packet that you should look through — it it has all different ideas and methods for annotating that might be helpful for you. Hand out packet. o Step Four: Annotation Practice (10 Minutes) Let’s have a bit a bit of practice with it. o I’ll show you how I annotate a passage, and then you’ll do to the bottom of page 5 o on your own. Annotate the passage on the board using different color makers. o Please do this quietly on your own — you you are reading and thinking on your own. o You should start to think about which method works best for you. Step Five: Blade Runner Movie (20 Minutes) with the movie Blade Runner in o Now, for the rest of class we will continue with preparation for our field trip on Tuesday. Homework Read the first chapters of Do of Do Androids Dream of Electric Sheep? o 2 annotations on each page o


Reflection on Lesson a. The Lesson Plan: There was a ton of cutting cutting and adjusting in this lesson plan due to the mistakes of a substitute substitute the previous day. However, even with all the cuts, the objectives objectives of this lesson were still met. The students were still able to predict, read, and interact with the text before watching the film film version of the text. Also added in a component where students went up to the board to counter balance the sitting, reading, and writing they were doing. Each art of the lesson pointed towards the end goal of them starting and understanding the text. b. Teaching Skills: I had to gauge time versus student comprehension as we went through the lesson. I wanted to ensure that everyone was on the same page while while still moving at a decent pace. Modeled the activity well and gave good directions, but these actions need to be more consistent. I should be doing this with every activity we do, even if I do not believe believe that all students need it. One student might need it and that is my opportunity to reach them and meet their needs. Furthermore, excellent classroom management skills, but perhaps too good. I am very on top of even minor student behaviors and it is not necessary. The students respect my authority in the classroom and if I continue to pick on every tiny bad thing a student does, I will destroy the trust and comfort I have been working so hard to build in this class. c. The Students: They seemed to really enjoy the activity and seemed to follow along with the direction we were heading for the whole lesson. They really enjoyed and got involved with the activity when they got to write on the board for for prizes. It was good for for the students to share their sentence and a question of theirs before turning to the class for input on another question. However, in small class discussions they need to talk more to each other. It becomes very one-on-one between them and the teacher when we discuss journal responses. They should bounce ideas off each other more as they agree or disagree with each other.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction ndr oi ds Dr D r eam of E lect lectrr i c Title of Lesson: Annotating D o A ndr


Shee Sheep? Overview of the Lesson Lesson Summary : In this lesson students will begin to annotate and analyze the novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… read

and annotate the text. The students will be able to… discuss and share annotation strategies. The students will be able to… watch the film Blade Runner. Materials/Equipment to be Used in Teaching the Lesson : Copies of Do of Do Androids Dream of Electric Sheep? Book sign out sheet Computer Board Annotation Handout Pens/Pencils/Highlighters Blade Runner Movie Massachusetts Framework Standards : RL1. 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.

RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze Analyze the impact of the author’s choices ch oices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Annotation is a helpful tool for active reading More careful reading of the text can help a student better understand it   

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Concepts Annotation Annotation Strategies

Essential Questions : How can annotating be helpful to your reading of the text? What annotating method works best for you? Content Factual Content : The students will know that annotations are a helpful tool to get readers involved with the text. Vocabulary : Annotate Tier 1: Tier 2: Annotate Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) Read the first few pages Annotate the text Discuss which method works best for them Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Participation in class reading and annotation



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Filming Announce that we will be filming for my certification… o Read information to video o Hook (5 Minutes) Last week we talked a bit about annotation. o Eman you gave us a great definition, can you share it with us again? o So who here as used annotation before? o o Did you like it, not like it? What worked and what didn’t work work ? Step One: Hand Out Books (5 Minutes) We’re going to pass out these new books and we’re going to dive right in with o some annotation. Hand out books and pass around sign out sheet o Step Two: Annotation Presentation (15 Minutes) So what were going to do d o now is take some steps to prevent that drifting we all o experience when we read. We’re going to learn how to properly annotate. o o Show Prezi Presentation https://prezi.com/batrbxvnxunz/copy-of-how-toannotate/?utm_campaign=share&utm_medium=copy&webgl=0 Do Think-Pair-Share at end of presentation There are all different different ways to annotate. You should find the one that works works best o for you. Here is a packet that you should take just a few minutes to look through — it it has o all different ideas ideas and methods for annotating that might be helpful for you. You don’t have to read the whole wh ole thing, but please at least take a brief look at each each method. o Hand out packet, allow a few minutes for students to explore. 

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Step Four: Annotation Practice (20 Minutes) Let’s have a bit of practice with it. o I’ll show you how I annotate a passage, and then you’ll do to the bottom of page 5 o on your own. o Annotate the passage on the board using different color makers. Please do this quietly on your own — you you are reading and thinking on your own. o o Do at least two annotations on each page — that that means something circled, underlined, marked, along with a note. You should start to think about which method works best for you. o


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After students annotate, have them get up to share with two other students in the class. They should share how they annotated and why they annotated. “Be prepared to share at least one thing you had you had in common or one thing that was very different about your annotating.”

Step Five: Blade Runner Movie (40 Minutes) finish watch the first Blade Runner. o Now, for the rest of class we will finish Homework Read the first chapters of Do of Do Androids Dream of Electric Sheep? o o 2 annotations on each page

Reflection on Lesson The Lesson Plan: Well structured, highly detailed detailed lessons that incorporate a plethora activities and a variety of teaching methods such as independent work, partner work, and group work. Each piece builds off the last mini lesson/activity and into the next one making the lesson fluid and logical for students. All the work they complete in a lesson is useful to the next part as build off what they have just learned. Objectives clearly reflect standards for student learning and assessment. Everything connects back to the goals of the lesson. Teaching Skills: Ask follow up questions to student a nswers to push the students further . Modeled for the students exactly what they were expected to do. Ask students to use specific vocabulary terms that they have used in class before. Ask students to not only think critically, but think about their thinking (metacognition) The Students: Very quiet due to being nervous about being taped, but otherwise well engaged and understood annotation quite well.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Film Noir and Science Fiction Crossover


Overview of the Lesson Lesson Summary : In this lesson students will analyze how film noir played a major role in the Blade Runner films. They will also compare and contrast contrast how the two genres: science science fiction and noir interacted to create that viewing experience. Lesson Objectives :

T he stu students will be able to… analyze film noir and tech noir. The students will be able to… read

and analyze an informational article on tech noir. The students will be able to… discuss the important elements in the films. The students will be able to… write about the effectiveness of tech noir as a genre. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Tech Noir Article Tech Noir Chart Massachusetts Framework Standards : RL1. Cite strong and thorough textual tex tual evidence to support analysis anal ysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL7. Analyze multiple interpretations of a story, drama, or po em (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. RI1. Cite strong and thorough textual evidenc e to support analysis of what the text tex t says explicitly as well as inferences drawn from the text, including determining where the text leaves matters m atters uncertain. RI2. Determine two or more central ideas of a text and analyze their development dev elopment over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Film noir is a famous genre Tech noir is a combined genre of science fiction and noir Different elements add to the complexity and enjo y-ability of the film    

Concepts Film Noir Tech Noir Essential Questions : What is film noir? What is tech noir? Is tech noir a genre? Is Blade Runner tech noir?   

Content Factual Content : The students will know that there are man y film genres and sometimes those genres overlap. Vocabulary : Film Noir, Tech Noir Tier 1: Tier 2: Tier 3: Film Noir, Tech Noir Critical Thinking Skills (Reading, Writing, Speech, Listening) Read articles Discuss films Write opinionated responses Identify elements of genre

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of Genre Chart Participation in class discussions



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Step One: Finish Blade Runner (10 Minutes) Finish the last few minutes of the movie o Step Two: General Discussion of Film (10 Minutes) o So what did you think of both of the films? The first Blade Blade Runner we watched in class and the most recent one we watched in theaters. Get general responses. o Ask… o So do you think Deckard is a replicant? What about K? What is he? So the films are both definitely science fiction, but what else might they be? ( Film Film Noir )   

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Step Three: Introduction to Film Noir (10 Minutes) So has anyone heard of film noir? o o Take responses Film noir is a type of film, especially of the 1940s and 1950s, that is fatalistic, o pessimistic, or cynical cynical in mood in mood and often dealing often dealing melodramatically with urban with urban crime crime and corruption. and corruption. o Film Noir presentation http://nofilmschool.com/2015/07/stylistic-elements-film-noir-explainedone-handy-infographic o So let’s take a look at the most classic film noir out there— Double Double Indemnity https://www.youtube.com/watch?v=yKrrAa2o9Eg 

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Step Four: Introduction to Tech Noir (5 Minutes) o So Blade Runner is clearly both science fiction and it’s also a film noir… If you had to combine those genres what would you call it? o It’s actually called tech noir and many science fiction fiction movies from the 90s ended o up falling into this genre. Show Tech Noir Basics o Step Five: Article on Tech Noir and Chart (40 Minutes) So we’re going to look at how this combined genre works in Blade Runner o o You will work in partners to fill out this chart on the elements of tech noir — a combination of science fiction and film noir. You will need to analyze how these elements work in the film and if they work o well together to create a better viewing experience. You’re going to read an article article on tech noir with your your partner. It’s a higher level level o article, but I think you all can handle han dle it if you read aloud, go slow, and work


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together. There are some parts that are crossed out; I did not find those relevant to what you all need to know, so of course just skip those. If you’re having any trouble, I’m more than happy to help. I’m also going to pass out a chart where wh ere you will need to analyze anal yze the elements of tech noir and see how they work together. The article you read will give give you a few examples you could use. Hand out article and chart

Step Six: Written Response (10 Minutes) I would like you all to write an exit slip today. Do this quietly on your own o please. Homework The first two chapters of DADES is due tomorrow (Friday). Make sure there are o two annotations on each page.

Reflection on Lesson d. The Lesson Plan: We finished up Blade Runner and moved into a small discussion discussion on both films and it felt felt very natural. Finally, I had them work in partners on a tech noir (combination of science fiction and film noir genres) article and worksheet. e. Teaching Skills: I was so nervous about the science fiction lesson I was doing today but it turned out great! I did a film noir/tech noir lesson in relation relation to the Blade Runner films and I am not super knowledgeable of film noir, but I know enough and I was able to educate myself a bit. I was also a bit nervous because I thought it might be a bit of an out there lesson and when I shared shared my ideas with Kristin Kristin she seemed a bit hesitant. hesitant. But she loved it, the kids loved it, and I loved it. I felt good presenting the information to them as well. The visual I found was awesome for a basic explanation and Kristin literally said that in the middle of the lesson. I felt like even though I was a bit nervous about film noir, I have a decent knowledge on it and I owned that. I thought I was very convincing and I welcomed Kristin jumping in because she loves film noir and had good details to add. It felt more more natural like co-teaching instead of feeling like I was missing something and she had to jump in. I explained to them that it was a college database article, but I had cut parts parts out, made adjustments to it, and ensured that they knew I believed they were fully capable of o f reading at that level. They don’t read many informational or critical texts, so I thought this was a good opportunity to push them a bit and have them get practice with with this type of text. I also walked around and offered my assistance for difficult words or concepts. f.

The Students: The kids really enjoyed the movies and had some really reall y insightful things to say about both. I liked that it moved smoothly from one topic to the next as kids just just made comments and students either agreed or disagreed (I also tried the “____, what do you think about that?” method). It was nice to see what a natural discussion discussion looks like in this class — they just need to be really interested in the topic.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Technological Advances Stations


Overview of the Lesson Lesson Summary : In this lesson students will participate in stations and discuss the technological advancements made by this science fiction society. Lesson Objectives : The students will be able to… answer a survey about the book. The students will be able to… participate in stations and work in groups. The students will be able to… discuss technological advances. The students will be able to… write responses and apply text evidence as support for opinions. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Stations Packet Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 8 topics, topic s, texts, and issues, building on others’ ideas and expressing their own clearly Enduring Understandings : Big Ideas: The students will understand that… Technological advances are a major part of science fiction These elements drive the story forward   

Concepts Technological advances Essential Questions : What technological advances can be found in the novel? How do they affect the novel?  

Springfield College Lesson Plan Template Content Factual Content : The students will know that there are man y technological advances in the text tex t that are significant to the story. Vocabulary : Technological advances Tier 1: Tier 2: Technological advances Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) Read and analyze the text Discuss significant factors with group members Write responses and supply text evidence as support Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of Stations packet Participation with group members Participation in survey



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Step One: Finish Tech Noir Article and Chart (15 Minutes) We will take about 15 minutes to finish this up today. o Make sure you have read the article and that you are connecting things well in the o chart. Step Two: Tech Noir Journal (10 Minutes) Is tech noir a real genre or just a strange combination of styles? o o Does Blade Runner fall into that genre (if you think it is a genre)? How and why? Do the two styles work well together in Blade Runner? How do they affect the o films? o Write 6-8 sentences in responses to these questions. Step Three: Pre-Test Online Quiz (Survey Monkey) (10 Minutes) You all started the book last night and we’ve now finished the two Blade Runner o films. I’d like you all to take a quick survey to see how you feel about some of the topics we’re going to be discussing in this this unit. They’re all opinion based, so don’t worry about being right or wrong. “I Agree” or “I disagree” Statements— Opinion Opinion Based o https://pollev.com/juliamaturo537 o Technological advances make life better for everyone. o It would be great to have my own personal robot to take care of my needs. o o It is dangerous to place too much faith in technology. Having the latest technology is important to success. o The conveniences of modern technology outweigh the disadvantages. o Online networks (like Instagram) help develop and maintain friendships with o other people. If people let machines do too much for them, eventually people will no longer be o able to do things for themselves. o It is possible for a human to love a machine. Eventually, artificial intelligence will surpass human intelligence. o Eventually, humans and machines will merge, creating a new species. o Step Four: Advanced Technology Stations (5 Minutes) As you read, I’m sure you came across a ton of advanced technology in this book. o What are some of the advanced technologies that you noticed? o Today you will be working in groups traveling around to different stations where o you will complete different activities connected to all the technology we have viewed so far in this book. Everyone will need to fill out their own packet, but you can work together on this. o


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At each station you will need to be b e taking notes on important aspects of that th at technology. Hopefully the annotations you did can help you with these. At the end of this, you should shou ld have five completed worksheets that you will hand in stapled together.

Step Five: Penfield Mood Organ (10 Minutes) At this station, you will be taking notes on the Penfield Mood Organ, analyzing anal yzing o the different dials, and creating some of your own dials. Follow the directions of the worksheet and make sure that you’re using text o evidence. Step Six: Electric Animals (10 Minutes) At this station, you will be taking notes on anything an ything related to the electric animals, o answering a few questions, and then drawing an image to represent a small scene related to the animals. Step Seven: Emigration to Off World (10 Minutes) At this station, you will be taking notes on emigration to Off World, compare the o lives of those still on Earth versus those living on other planets, and write a short description portraying life Off World. Step Eight: Radiation Poisoning (10 minutes) o At this station, you will need to take notes o n those affected by radiation poisoning, such as John Isidore. You will need to take a look at things from his perspective and find evidence of discrimination. Also, you’ll take a look at how this could be related to our society. Step Nine: Mercerism (10 Minutes) At this station, again you’ll have to take n otes on Mercerism, come up with a o definition for it, and describe how it keeps order in this new society. society. Homework Read chapters 3-4. There will be a quiz. o

Reflection on Lesson g. The Lesson Plan: h. Teaching Skills: i.

The Students:

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Philip K. Dick and “Dickian” Elements

Date: November 1st, 2017 Grade Level: 12 Lesson Length: 85 Minutes

Overview of the Lesson Lesson Summary : In this lesson students will be able to read about Philip K. Dick (the author of of DADES ) and analyze how he influenced science fiction. Lesson Objectives : The students will be able to… read

an article about PKD. The students will be able to… analyze “Dickian” elements. The students will be able to… identify his influence on science fiction. The students will be able to… assess and discuss their comprehension of the reading. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Quiz Chapters 1-4 Review Sheet PKD Article DE Worksheet Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL5. Analyze how an author’s choices concerning how to structur e specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RI1. Cite strong and thorough textual evidence evid ence 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 RI2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 8 topics, topic s, texts, and issues, building on others’ ideas and expressing their own clearly.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… There are many important plot points they need to understand to fully understand the text Philip K Dick was a very interesting author who had a large influence on science fiction Dickian elements are present all throughout science fiction    

Concepts Philip K Dick Dickian elements Essential Questions : What can you tell me about the first four chapters you have read? What important things have happened so far? What is one significant thing about Philip K Dick? What are Dickian elements? How did he influence science fiction? Content Factual Content : The students will know that authors are sometimes ver y influential in their respective genres. Vocabulary : Philip K Dick Dickian elements Tier 1:   

Tier 2: Tier 3: Philip K Dick Dickian elements Critical Thinking Skills (Reading, Writing, Speech, Listening) Reading and analyzing an article Discussing plot points and characters Discussing the relevancy of Philip K Dick Analyzing Dickian elements Identify Dickian elements

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Reading quiz Participation in reading and discussion



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Step One: Quiz (25 Minutes) To start off today we will be taking a quiz on chapters 3 and 4. o Clear of your desk except for notes if you have them. o Step Two: Review of Chapters 1-4 (10 Minutes) So now let’s make sure we’re all on the same page with what is going goin g on in this o book. Let’s go through some characters first… o Go through characters on list Ask students what they know about them o Now what about some important plot points? Take a few responses o Hand out sheet. Go through sheet with students  

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Step Three: Finish Technological Advances Stations (30 Minutes) o Now we are going to finish up what you were working on Friday. In just a moment you will go to station you were at last last on Friday. Once you all find your groups at that station, I will tell you which station you a re moving to next. o Remember, by the end of this you are going to have a small packet of all the work you’ve done. About 10 minutes per station. o Direct and monitor students. o Step Four: PKD Presentation (10 Minutes) Who knows much about Philip K Dick? o He was a really interesting and honestly strange guy, b ut he did a lot for science o fiction. Let’s take a look at him. o Go through power point. o Step Five: Read PKD Article (10 Minutes) So in that presentation, I mentioned how PKD had basically a psychotic break at o one point. We’re going to read a short article on that popcorn popcorn style now. o o I’ll start, start, but then I’m I’m going to call on someone. Be prepared to read. You can read for as long as you or as short as you want. But if you get called on, you need to read at least 3 sentences. o o Discuss briefly afterwards. So what do you think? Madman or Mystic? o

Springfield College Lesson Plan Template 

Homework Read chapters 5 and 6 — annotate annotate for Friday (3-4 annotations per page) pa ge) o

Reflection on Lesson j.

The Lesson Plan: Did not nearly get through everything everything I wanted to today. Needed to really push half of this to the following day. Well detailed however and I now feel prepared for half of the next day’s lesson.

k. Teaching Skills: Reminded students of directions before having them start. start. Reminded them of how much time we would be spending on the stations and also reminded them along the way of how much time they had left. Had to get creative in pushing them along along using both the stick and the carrot. l.

The Students: So lethargic and unmotivated. Maybe senioritis is setting in? Needed to really pump them up for completing this activity, but they were not having it. You’d think they’d be well rested after two days off but no. Did not even really want to talk to group members during group work.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Philip K. Dick and “Dickian” Elements


Overview of the Lesson Lesson Summary : In this lesson students will be able to read about Philip K. Dick (the author of of DADES ) and analyze how he influenced science fiction. Lesson Objectives : The students will be able to… read

an article about PKD. The students will be able to…analyze “Dickian” elements. The students will be able to… identify his influence on science fiction. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Quiz Chapters 1-4 Review Sheet PKD Article DE Worksheet Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL5. Analyze how an author’s choices concerning how how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RI1. 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 RI2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 8 topics, topic s, texts, and issues, building on others’ ideas and and expressing their own clearly.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Philip K Dick was a very interesting author who had a large influence on science fiction Dickian elements are present all throughout science fiction   

Concepts Philip K Dick Dickian elements Essential Questions : What is one significant thing about Philip K Dick? What are Dickian elements? How did he influence science fiction? Content Factual Content : The students will know that authors are sometimes very influential in their respective genres. Vocabulary : Philip K Dick Dickian elements Tier 1:   

Tier 2: Tier 3: Philip K Dick Dickian elements Critical Thinking Skills (Reading, Writing, Speech, Listening) Reading and analyzing an article Discussing the relevancy of Philip K Dick Analyzing Dickian elements Identify Dickian elements

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Participation in reading and discussion



Step One: Review of Chapters 1-4 (10 Minutes) So now let’s make sure we’re all on the same page pa ge with what is going on in this o book. o Let’s go through some characters first… Go through characters on list Ask students what they know about them o Now what about some important plot points? Take a few responses o Hand out sheet. Go through sheet with students  

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Step Two: Influential People (5 Minutes) o What is your favorite sport/activity/topic? Take response o Who is an important person in that (sport/activity/topic)? o o Why are they so important? o All those people are really important to those different fields. Philip K Dick, he was like that for science fiction. o He was a really important and influential person, so we’re going to take a look at o that today. Step Three: PKD Presentation (10 Minutes) Who knows much about Philip K Dick? o o He was a really interesting and honestly strange guy, b ut he did a lot for science fiction. Let’s take a look at him. o o Go through power point. Step Four: Read PKD Article (10 Minutes) So in that presentation, I mentioned how PKD had basically a psychotic break at o one point. We’re going to read a short article on that popcorn style now. o I’ll start, start, but then I’m I’m going to call on someone. Be prepared to read. You can o read for as long as you or as short as you want. o But if you get called on, you need to read at least 3 sentences. Discuss briefly afterwards. o So what do you think? Madman or Mystic? o


Step Five: Dick Influence (10 Minutes) Before we take a look at the elements let’s take a look at this video about PKD. o This really points out his influence on science fiction. o o His fans are also really crazy about him… https://www.youtube.com/watch?v=sXYn7ZmzXFU What are some reactions or take aways you have? o 

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Step Six: Adaptations and Elements (20 Minutes) With this next video, we’ll take a look at some of the adaptations of PKD’s work. o There will be 10 adaptations in this short video, your job is to fill out this chart o with observations and possible elements you may see. https://www.youtube.com/watch?v=lmujN53yNIA o Stop along the way for students to write notes o Step Seven: Brown Bear (20 Minutes) o For the rest of class we will be working on Brown Bear Brown Bear. Who remembers doing this with Sound of Thunder? Th under? o Read through directions and pass out. o o You can work with a partner on this. Remember you can use a dictionary if you need to find rhyming words. o We will finish it tomorrow. o Homework Read chapters 5 and 6 — annotate annotate for Friday (3-4 annotations per page) pa ge) o

Reflection on Lesson m. The Lesson Plan: Well planned for the most part. The review of the chapters took longer than expected and I need to be more careful of my sources because I was not aware that schmoop is not the best site. I did double check the material, material, but I need to be careful in the future. Did not start Brown Bear since I didn’t want to start that so so close to the end of class. n. Teaching Skills: Did well at directing attention back u p to me during many man y transitions. Moved pretty well between activities — they they could have been a bit better connected (more goes with lesson planning) but things were mostly all connected. Spoke with great inflection to get students interested. o. The Students: Interested and engaged for the most part — — had had to deal with some dozers do zers but I think it was just because there were low lights and a presentation and a video. Besides them everyone was well involved and we were able to have a casual conversation after each activity about their their thoughts on the author. Felt natural.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Brown Bear and Kipple

Date: November 3rd, 2017 Grade Level: 12 Lesson Length: 85 Minutes

Overview of the Lesson Lesson Summary : In this lesson students will be able to create Brown Bear poems about Do about Do Androids Dream of Electric Sheep? and Sheep? and discuss the significance of kipple in relation to symbols and themes in the novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… compose

Brown Bear poems. The students will be able to… discuss kipple. The students will be able to… analyze how kipple is related to both symbols and themes. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Massachusetts Framework Standards : RL1. Cite strong and thorough textual evidence to support analysis anal ysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL5. Analyze how an author’s choices concerning how to structure specific parts of a tex t (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 8 topics, topic s, texts, and issues, building on others’ ideas and expressing their own clearly. Enduring Understandings : Big Ideas: The students will understand that… John Isidore is a significant character to the novel Creative poems can help reveal the important aspects of the novel Imagery and symbols can reveal themes within the novel Concepts Poem Imagery Symbolism Theme         

Springfield College Lesson Plan Template Essential Questions : What is significant about John Isidore? How can you create new meaning with the Brown Bear poem? What is kipple? What does kipple symbolize and reveal about the novel?

Content Factual Content : The students will know that creating poems with the text can create new meaning. Vocabulary : Poem, Imagery, Symbolism, Theme Tier 1: Poem Tier 2: Imagery, Symbolism, Theme Tier 3: Critical Thinking Skills (Reading, Writing, Speech, Listening) Write a journal response Discuss the novel Create a poem Analyze imagery and symbols

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Journal response Completion of Brown Bear Participation in kipple discussion



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Step One: Journal (15 Minutes) o You do not need to answer all the questions, but please consider them in a 10-12 sentence response. o What do you think about John Isidore? Isidore? What are your first first impressions of him? him? What do you think he looks like? What is most important important to him? Do you feel guilty for him? Would you want to be friends with with him? Can you o relate at all to him? How would you feel being one of the few left on Earth? Brown Bear (45 Minutes) Today we will be doing Brown Bear poems. o o Read “Brown Bear, Brown Bear” o We did this before with sound of thunder, so I know you’re all all familiar with it. o Hand out, read through directions with class. You can work with your partner on this. o o We will be presenting them when you are done, so make sure you’re getting creative! Step Two: What is Kipple? (5 minutes) o What is kipple? o It’s this really interesting concept that was just mentioned in chapter 6… Read the passage about kipple on page 61 o Step Three: Symbolism, Imagery, Allegory of Kipple (20 Minutes) Kipple is actually quite important to some bigger ideas in this novel. o You will be looking at imagery and symbolism to determine some of the big ideas o here that may point out some important themes. o Hand out worksheet and read directions. directions.

Homework o Read chapters 7 and 8 — there there will be a quiz Monday


Reflection on Lesson p. The Lesson Plan: Brown Bear took up entire class and we did not have enough time for everyone to present, so we will do that Monday rather than trying to squeeze squeez e things in. Should have written all of the direction out since it’s a c complicated activity to ex plain and follow. q. Teaching Skills: Should have been more thorough with the directions, had to go back and give some directions after the fact — — which which was okay, but not ideal. Checked in with groups groups periodically — helped helped some and redirected others. r. The Students: Very engaged and interested in in the activity. Had some fun with with it. They were pretty well paced and no group was significantly ahead or behind.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Kipple

Date: November 6th, 2017 Grade Level: 12 Lesson Length: 85 Minutes

Overview of the Lesson Lesson Summary : In this lesson students will discuss the significance of kipple through imagery and symbolism to reveal themes in the novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… discuss

kipple. The students will be able to… analyze how kipple is related to both symbols and themes. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Reading Quiz Review of Chapters Handout Kipple Worksheet Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL5. Analyze how an author’s choices concerning how to structure specific parts of a tex t (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 8 topics, topic s, texts, and issues, building on others’ ideas and expressing their own clearly. Enduring Understandings : Big Ideas: The students will understand that… Imagery and symbols can reveal themes within the novel Concepts Imagery Symbolism Theme      

Springfield College Lesson Plan Template Essential Questions : What is kipple? What does kipple symbolize and reveal about the novel? How do imagery and symbolism reveal theme?

Content Factual Content : The students will know that a imagery and symbolism can reveal themes in a novel. Vocabulary : Imagery, Symbolism, Theme Tier 1: Poem Tier 2: Imagery, Symbolism, Theme Tier 3: Critical Thinking Skills (Reading, Writing, Speech, Listening) Analyze imagery and symbols Write responses Draw images

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Reading Quiz Participation in kipple discussion Completion of kipple worksheet



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Step One: Quiz on Chapters 7-8 (25 Minutes) Hand out quiz, read directions, students should work quietly o Step Two: Brown Bear Presentations (10 Minutes) o Please take out your Brown Bear poems, we will now be presenting them. You and your partner should come to the front to both read the poem aloud and o provide an analysis of your poem. Let’s see who got the most creative… o o Call students up to present Review of Chapters 5-8 (10 Minutes) So what can you tell me about chapters 7 and 8? o o Hand out worksheet, read through with students Step Three: What is Kipple? (5 minutes) What is kipple? o It’s this really interesting concept that was just mentioned in chapter 6… o Read the passage about kipple on page 61 o Step Four: Kipple — Imagery, Imagery, Symbolism, and Themes (35 Minutes) o Kipple is actually quite important to some bigger ideas in this novel. You will be looking at imagery and symbolism to determine some of the big ideas o here that may point out some important themes. o Hand out worksheet and read directions. directions. . o Assign groups of four Informal discussion of packet o Put some answers on the board o Homework Read chapters 9 and 10 — annotate annotate 3-4 per page for Thursday o


Reflection on Lesson s. The Lesson Plan: Got through everything at a decent pace. Should have had more details on the kipple packet — — should should have reviewed imagery, symbolism, and theme just to ensure that they were on the right track. t.

Teaching Skills: So much classroom management today — so so rowdy since Kristin wasn’t there. Great with explanation and review of chapters — — related related well to the students to ensure that they all understood the the plot. Chose to let them pick their their own partners, should have reevaluated and picked partners for them.

u. The Students: Rowdy and off task task a bit. Great for review, very interactive and responded well to me. Good for the most part for the kipple packet bit had to give students multiple reminders. They also need to think deeper and more critically about different topics in the book. Very surface level thinking.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Table Twitter and Jigsaw


Overview of the Lesson Lesson Summary : In this lesson students will analyze passages in the text and annotate them in a group setting. They will then answer a question about those passages to create a puzzle. Lesson Objectives : The students will be able to… read

and analyze significant passages in the text. The students will be able to… annotate the text individually and in a group. The students will be able to… respond to an open ended question. The students will be able to… create a jigsaw puzzle as a class. The students will be able to…discuss and determine a riddle. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Twitter Table Passages Markers Jigsaw questions Jigsaw Puzzle Riddle on Board Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central c entral ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL5. Analyze how an author’s choices concerning how to structure specific parts parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 12 topics, topi cs, texts, and issues, building on others’ ideas and expressing their own clearly.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Annotation is a helpful tool for active reading More careful reading of the text can help a student better understand it By analyzing and going deeper into passages, the meaning can become clearer Collaboration can reveal a larger image and meaning     

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Concepts Annotation Passages Jigsaw

Essential Questions : How can annotating help you understand the text? What does this passage tell us about the text? How can you help the class reveal the riddle?

Content Factual Content : The students will know that annotation and an d close reading can be effective tools to understanding a complex text. Vocabulary : Annotation, Passages, Jigsaw Tier 1: Passages Tier 2: Annotation, Jigsaw Tier 3: Critical Thinking Skills (Reading, Writing, Speech, Listening) Reading and annotating the text Discussing the text as a class and with a partner Analyzing passages Writing responses to questions about the text

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Participation in table twitter Completion of open ended question Participation in Jigsaw puzzle and riddle



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Step One: Table Twitter (45 Minutes) We are going to spend today looking at some different passages because to be o honest, one of the best ways that you will all be able to understand und erstand this novel is to really pick apart the text. We will be doing twitter table. o Remember for this, you you must be silent. Even if you believe you are going to o cough, you should step out of the room for a moment. Everyone will get their own marker, and you will be basically annotating all o together, just silently. You will spend about 10 minutes at the first station, and then I will tell you when o you are free to move about the room. After that, you can move to whatever poster you want. When you get your marker, put your name on the back in that maker. o Tell students to start, ensure they remain silent, tell them to move after 10 o minutes. Step Two: Open Ended Question (10 Minutes) o Now, you will all answer one open ended question about the passages you just picked apart. Everyone will get a different question and ev eryone will need to complete their o question so that the class can work on the second half of this… You will all be building a puzzle to figure out a riddle that I will put on the board. o o You will work on your question on your own, and when you complete it, bring it up to Mrs. Hall or I and we will check it out. If you have a thoughtful response, you will get a puzzle piece in return. Step Three: Jigsaw (20 Minutes) Then with that puzzle piece, you will work with the rest of the class to put the o puzzle together. Students may do this quickly or take awhile… o Step Four: Riddle (10 Minutes) As you can see, there are some colors on the puzzle pieces. o o It reads from left to right starting here. Use the color code to figure out the answer to this riddle… o There was an android who had a sheep… Beep boop beep boop baaa  

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Step Five: Philip K Dick Episode If there is still time, watch episode o


Homework Read chapters 9 and 10 — annotate annotate 3-4 per page for Thursday o

Reflection on Lesson v. The Lesson Plan: Well planned, but I had five minutes left at the end that I just let them chat and hang out. There was a nice balance of time between the table twitter (quiet (quiet time) and puzzle/riddle (collaboration time). w. Teaching Skills: Great instructions for table twitter, but could have d one a bit better for the puzzle since they just jumped right in and got started — which which was good, but they needed a bit more direction. x. The Students: Such great, thoughtful comments o n table twitter — I could really see that they were understanding and were interacting interacting well with the text. They also did well with with the puzzle, they put it together pretty quickly and the riddle took a bit longer but they did well and seemed to appreciate it.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Fruit Bowl


Overview of the Lesson Lesson Summary : In this lesson students will select characters to analyze by comp aring them to fruit. They will then discuss the significance of the fruit fruit and characters they selected. selected. Lesson Objectives : The students will be able to… select fruit and characters. T he st st udents udents will be able to… compare characters to fruit. The students will be able to… use symbolism for deeper analysis of characters. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Fruit Bowl Fruit Bowl Worksheet Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text RL5. Analyze how an author’s choices concerning how to structure specific specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 12 topics, topi cs, texts, and issues, building on others’ ideas and expressing their own clearly.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Almost anything can be used in a comparison Characterization is significant in determining meaning in the novel Concepts Characterization Symbolism      

Essential Questions : How does your character compare to the fruit? What does that say about your character? How would they characterize them?

Content Factual Content : The students will know that characters can be compared to random objects to reveal important characteristics. Vocabulary : Characterization, Symbolism Tier 1: Tier 2: Characterization, Symbolism Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) Analyze the characters Analyze the fruit Select fruits and characters Discuss choices Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of fruit bowl assignment



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Hook (5 Minutes) What is your favorite piece of fruit? o Why is that? o o Describe it to me — everything everything about it —its —its color, its skin, its texture, texture, its taste… Write on board o Step One: Fruit Bowl Directions (5 Minutes) So today we will be comparing characters from the novel to fruit. o o Read directions. You can also have some fruit if you would like it. o Step Two: Fruit Bowl (50 Minutes) Students will work on fruit bowl assignment for the rest of class. o Homework Read chapters 11 and 12 — There There will be a quiz on Monday. o

Reflection on Lesson y. The Lesson Plan: Well timed and paced — they they took almost the full hour to do this. Spent the last five minutes watching the PKD episode. That is a good time filler filler if I ever need one for just a few minutes. z. Teaching Skills: Very clear on directions with the activity activity and with the fruit. Came around to check on students answers — pushed them to think deeper and give more thought out answers. Pushed some students who finished early to think of some more answers. aa. The Students: Really loved being able ab le to eat fruit while doing their work wo rk — made made them both focused and a bit riled up.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Painting Allusions in DADES


Overview of the Lesson Lesson Summary : In this lesson students will view and analyze paintin gs that serve as allusions in the text. Lesson Objectives : The students will be able to… view the paintings. The students will be able to… analyze and discuss the paintings. The student student s will be able to…explain how the allusion adds to the text. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Paintings Quiz Review of Ch 9-12 Allusion Worksheet Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central c entral ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text RL5. Analyze how an author’s choices concerning how to structure specific parts of a tex t (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 12 topics, topi cs, texts, and issues, building on others’ ideas and expressing their own clearly.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Allusions allow for a greater understanding of the text Paintings are a new way to view a concept Visuals can bring about the same themes as texts    

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Concepts Allusion Visuals

Essential Questions : What do the paintings reveal? How does the allusion add another layer to the text? Content Factual Content : The students will know that allusions and visuals can add another layer to the text that leads to further understanding. Vocabulary : Allusion, Visuals Tier 1: Visuals Tier 2: Allusion Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) View and analyze paintings Read and analyze text Discuss how the paintings have an effect on the text Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Quiz Participation in Review Completion of Allusion worksheet



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Step One: Quiz (25 Minutes) Hand out quiz, read directions o Step Two: Content Roundtable (15 Minutes) o We are going to start off our review today toda y with a content roundtable. We are about half way through the book, so this is a review of the entire book so o far. So you will get into groups and your job is to write as many words from the t he text o as you can in 3 minutes. You will have one piece of paper and you need to pass it around your your group. So o one person writes a word then passes, then they write a word and pass it, and a nd so on and so forth. You cannot skip a person, however you can help your group members by telling o them a word to write if they can’t think of one. o Finally, you cannot write any pronouns or common words that would be found in any text —such —such as he, she, it, the, and…And no repeating words Ready? Go! o Time students o o Stop! o Now, you are going to number your words so that I can see how many you have. The group with the most words wins. You are now going to use those words to create a summary of what has happened o so far in the play. You must use X amount of words from your list in your summary. o o Have students write then share o If anyone would like a copy of the review you can have one —I’ve —I’ve made some up so that if any parts are a bit confusing, confusing, you can follow along. Again, this can only help your reading, not do the reading for you. Step Three: Allusions (5 Minutes) So does anyone here remember what an allusion is? o An allusion is a reference to a well known story, person, or event outside o f the o text. o There was a pretty big allusion in the chapters you just read…Who has a guess? gu ess? o Edvard Munch- The Scream and Puberty Step Four: Edvard Munch (10 Minutes) To really pick apart this allusion, we’ve got to look look at both parts. We have to take o a look at the artist and his paintings. So let’s look at the artist first. o o Show PowerPoint


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Step Five: Analyzing the Paintings (30 Minutes) You will now work with a partner to analyze both the paintings and the text. o o Hand out worksheet, read directions. Homework Read chapters 13 and 14 for Wednesday — Annotate, Annotate, 3-4 per page o

Reflection on Lesson bb. The Lesson Plan: Decided to nix the second painting because I was worried they wouldn’t be mature enough for the breast in the picture, and it worked out great since they only got so far to one picture anyway. Flowed really well well today — very very logical and clear for the students. Also a good balance between group work, individual work, partner work, and class discussion. cc. Teaching Skills: Very clear with directions and moving students from one activity to the next. Checked in with students as they worked and encouraged them to get more creative creative and adventurous with the painting. dd. The Students: Awesome ideas for the painting — honestly honestly surprised me a bit but they the y were good with digging deep into the painting and buying into how it relates to the text. Very cooperative and attentive for all all parts of the lesson. lesson. They seemed to enjoy this one.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Word Gradient


Overview of the Lesson Lesson Summary : In this lesson students will look at how diction and connotation affect the meaning of a passage in Do in Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… read and analyze a passage. The students will be able to… order similar words regarding connotation. The students will be able to… debate the order and meaning of words in regard to a passage. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Words on Note Cards Passages WG Directions WG Questions WG Paragraph Directions Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. tex t. RL5. Analyze how an author’s choices concerning how to structure specific parts of a tex t (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) teacher-led) with diverse partners on grade 12 topics, topi cs, texts, and issues, building on others’ ideas and expressing their own clearly.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Words all have slightly different meanings due to connotation Words all stem from one word originally Different words have different effects on the passage    

Concepts Connotation Diction Word Stem Essential Questions : What is the order of your words? Which word might have been used in the passage? How do these words have an effect on the passage? Content Factual Content : The students will know that words have different di fferent meanings and those meanings can affect the meaning of the passage overall. Vocabulary : Connotation, Diction, Word Stem Tier 1:    

Tier 2: Connotation, Diction, Word Stem Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) Ordering words Explaining reasoning Analyzing a passage Defending reasoning in a discussion Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Ordering of words Completion of WG questions Completion of WG paragraph Participation in class discussion/debate



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Step One: Finish The Scream Allusion (10 Minutes) So let’s finish up what we were doing yesterday. yesterday. We still have a few few questions to o get through. o So we talked about the colors, c olors, textures, lines, and feelings we got from it… Let’s hear some short stories…who would like to share? o o Now what about the androids? How does this relate to them? Do you think Phil Resch was right? o Put this in the bin and come back to your seats. o Step Two: Connotation and Word Gradient Explanation (5 Minutes) Today, we are going to be working working with words. Different words have different different o connotations. Who knows what connotation is? Connotation is the feeling a word evokes rather than just the straightforward o meaning. o Words all stem from one original word — this this is called called a word gradient. One word is like the basic starting level, and then there are levels up and down from that. For example, when you see these words here, which one seems like the base o word? Which one is is the level just above that? What about the level right below it? Happy, cheery, content, joyful, gleeful 

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Step Three: Ordering Words (20 Minutes) o You’re now going to get your own o wn list of words in groups. Your job will be to debate with your group about what the order should be. o It can be in any order you would like. o o After you all decide what the order should be, you will tape them together in a horizontal line to make a string of words. You will then answer some questions about your choices with your group. o You can have one copy of answers for the group, but I better see everyone o working together. o Assign groups, hand out words, hand out word gradient directions Make sure that these are really strong arguments — you you will have to present your o reasoning to the class and I can guarantee that some group will disagree with you… Step Four: Presentations (20 Minutes) Call groups up one by one to present o They must put their word string on the board as they explain o o Have them defend their answers and debate with other students


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Step Five: Paragraph Response (20 Minutes) o Now, I am going to give you the passage that only one of these words came from. o You will be able to see which was the real word that was used in the text. You’ll then have to explain the significance of that word in a paragraph response. o Again, work all together on this to come up with a really solid response. o Step Six: Share Responses (10 Minutes) o Now let’s figure out which words were really used for everyone’s passages. o Have students go around to share the correct word and a short reasoning as to why it is significant. Homework Read chapters 13 and 14 for Wednesday — Annotate, Annotate, 3-4 per page o

Reflection on Lesson ee. The Lesson Plan: Very detailed and well planned out for for flowing from one activity from the next. I should have been a bit more more thorough though with the directions for myself. I had a bit of doubt as I was about to hand it out because I was not 100% sure of what part came first. ff. Teaching Skills: Created a fun atmosphere where the students can enjoy the activity while still learning the the information they need to. Reminded them to stay focused in on their group work rather than other groups. gg. The Students: Very interested interested and excited about both The Scream and the word strings. strings. They really got into it and debated the words in depth. They were very focused for the most part and had great reasoning for their orders.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: iCloud Character


Overview of the Lesson Lesson Summary : In this lesson students will analyze characters from the novel b y creating a characterization map. Lesson Objectives : The students will be able to… select a character The students will be able to… analyze a character. The students will be able to… identify passages to use as evidence. The students will be able to… explain choices of passages and reasoning. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board iCloud Character Map Construction Paper Markers/Crayons/Pencils Index Cards Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words wo rds and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. RL5. Analyze how an author’s choices concerning concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. W2. 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. W7. Conduct short as well as more sustained research p rojects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students The students will understand that… Characterization can be done through direct and indirect characterization Different interactions with different characters can reveal different things about a character   

Concepts Direct Characterization Indirect Characterization External Conflict Internal Conflict Essential Questions : What is an internal conflict your character struggles with? What is an external character your character struggles with? What is an example of direct characterization for your character? What is an example of indirect characterization cha racterization for your character? What have you learned about your character?     

Content Factual Content : The students will know that characterization comes in many forms to reveal ideas about a character. Vocabulary : Direct characterization, indirect characterization, external conflict, internal conflict Tier 1: Tier 2: Direct characterization, indirect characterization, external conflict, internal conflict Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) Read the text Select passages for evidence Explain passages Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of iCloud Characterization Map



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Step One: Word String Presentations (20 Minutes) We’re going to start off today today by having all of you present your word strings. o First, a representative from your group will come up and read the string. Then, o you will each explain your rational for the order. Also, groups who are listening to the rational, don ’t be afraid to respectfully o disagree! Call groups up one by one to present o They must put their word string on the board as they explain o o Have them defend their answers and debate with other students Step Two: Paragraph Response (20 Minutes) o Now, I am going to give you the passage that only one of these words came from. You will be able to see which was the real word that was used in the text. o You’ll then have to explain the significance of that word in a paragraph response. o o Again, work all together on this to come up with a really solid response.

Step Three: Share Responses (10 Minutes) o Now let’s figure out which words were really used for everyone’s passages. o Have students go around to share the correct word and a short reasoning as to why it is significant. _____________________________________________________ _________________________ _____________________________________________________ _________________________ 

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Step Four: Defining Terms (5 Minutes) Today for the rest of today, we will be working on a mini project about o characterization. So last time we worked with with characterization, we did skits; this time, we’re going o to create some posters. I’m asking you to look at direct characterization, cha racterization, indirect characterization, internal o conflict, and external conflict. o Who can tell me what those things are? DCh tells the audience what the personality of the character is. o ICh shows ICh shows things that reveal the personality of a character. o ICo takes place in a person’s mind o o ECo takes place between a person and someone or something else, such as nature, another person or persons, or an event or situation. I am going to hand out this characterization worksheet; it should look familiar — o we used it the last time we worked with characterization.


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Step Two: Assigning iCloud (5 Minutes) So you are going to work with these elements to create an iCloud. o You will be working with your group to chose any character from DADES from DADES that that o you would like to work with. with. I recommend you maybe try someone other than Rick because it would be really boring if the whole class just Rick. o Hand out sample So you will be in a group group of five, and there are five parts. Therefore, everyone o needs to do one part. With each statement you make, you need to find a passage that supports that o statement. So everyone only needs to make one statement statement and find one passage. o You will put these statements and passages on small and large note cards and attach them on construction paper or poster paper to create your iCloud. You will work together to pick a character and assign parts, but I would like lik e you o all to work individually on your part. It will all all come together when you all finish. Try to make it as creative as possible while also sticking to the text to support o your claims. o Your iCloud should be insightful and demonstrate a thorough understanding of your character. Step Three: Work on iCloud (25 Minutes) o You will work on this for the rest of class and you should have a finished project by the end of this. Homework o Read chapters 15 and 16 for Friday — There There will be a quiz

Reflection on Lesson hh. The Lesson Plan: Did not get to the iCloud today. today. They needed more time time for presenting and reordering the words than I initially thought, but it was good because the y put in some more critical thinking in those areas. ii. Teaching Skills: Asked good questions to further discussion an d pushed students to think deeper. jj. The Students: Not as enthused today toda y with the ordering or words today because we did so much with it yesterday.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: iCloud Character


Overview of the Lesson Lesson Summary : In this lesson students will analyze characters from the novel b y creating a characterization map. Lesson Objectives : The students will be able to… select a character The students will be able to… analyze a character. The students will be able to… identify passages to use as evidence. The students will be able to… explain choices of passages and reasoning. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board iCloud Character Map Construction Paper Markers/Crayons/Pencils Index Cards Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how ho w the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. RL5. Analyze how an author’s choices concerning how to structure specific parts of a tex t (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. W2. 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. W7. Conduct short as well as more sustained research p rojects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating unde rstanding of the subject under investigation.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… Characterization can be done through direct and indirect characterization Different interactions with different characters can reveal different things about a character   

Concepts Direct Characterization Indirect Characterization External Conflict Internal Conflict Essential Questions : What is an internal conflict your character struggles with? What is an external character your character struggles with? What is an example of direct characterization for your character? What is an example of indirect characterization cha racterization for your character? What have you learned about your character?     

Content Factual Content : The students will know that characterization comes in many forms to reveal ideas about a character. Vocabulary : Direct characterization, indirect characterization, external conflict, internal conflict Tier 1: Tier 2: Direct characterization, indirect characterization, external conflict, internal conflict Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) Read the text Select passages for evidence Explain passages Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of iCloud Characterization Map



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Step One: Defining Terms (5 Minutes) Today, we will be working on a mini project about characterization. o So last time we worked with characterization, we did skits; this time, we’re going o to create some posters. I’m asking you to look at direct characterization, cha racterization, indirect characterization, internal o conflict, and external conflict. Who can tell me what those things are? o DCh tells the audience what the personality of the character is. o ICh shows ICh shows things that reveal the personality of a character. o ICo takes place in a person’s mind o ECo takes place between a person and someone or something else, such as nature, o another person or persons, or an event or situation. I am going to hand out this characterization worksheet; it should look familiar — o we used it the last time we worked with characterization. Step Two: Assigning iCloud (10 Minutes) So you are going to work with these elements to create an iCloud. o You will be working with your group to chose any character from DADES from DADES that that o you would like to work with. with. I recommend you maybe try someone other than Rick because it would be really reall y boring if the whole class just Rick. o Hand out sample So you will be in a group of five, and there are five parts. Therefore, everyone o needs to do one part. With each statement you make, you need to find a passage that supports that o statement. So everyone only needs to make one statement and find one passage. o You will put these statements and passages on small and large note cards and attach them on construction paper or poster paper to create your iCloud. You will work together to pick a character and assign parts, but I would like you o all to work individually on your part. It will all come together when you all finish. Try to make it as creative as possible while also sticking to the text to support o your claims. o Your iCloud should be insightful and demonstrate a thorough understanding of your character. Step Three: Work on iCloud (40 Minutes) o You will work on this for the rest of class and you should have a finished project by the end of this.


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Step Four: Watch Philip K Dick Episode We will finish up the episode we have been watching. o Homework o Read chapters 15 and 16 for Friday — There There will be a quiz

Reflection on Lesson kk. The Lesson Plan: Well timed and paced. ll. Teaching Skills: Reminded students of past lessons with characterization and how we can analyze it in different different ways. Gave clear directions and examples before before setting them out to complete the project. mm. The Students: Liked being able to both work together and work on their own. Presentations went well so far.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Tableaus of DADES


Overview of the Lesson Lesson Summary : In this lesson students will create a tableau in a group to portray an important even or idea from the novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… summarize

the event they are assigned. The student student s will be able to…explain the significance of the moment they are assigned. The students will be able to… create a tableau of their moment. The students will be able to… discuss how they want to portray their moment. The students will be able to… present their tableau to the class. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Quiz Review of chapters 13-16 Tableau examples Tableau assignment sheet Massachusetts Framework Standards : RL1. Cite strong and thorough textual evidence to support analysis anal ysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices regarding how to develo p and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. RL5. Analyze how an author’s choices concerning how to structure specific parts of a tex t (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… A physical representation of ideas and events can be helpful in understanding the text  

Concepts Tableau Essential Questions : What is happening in your moment? Why is your moment important? What can you do to add to your tableau? What do you want to focus on in your tableau? Content Factual Content : The students will know that a tableau is a frozen pictures created by people p eople to represent an important event or idea. Vocabulary : Tableau Tier 1:  

Tier 2: Tier 3: Tableau Critical Thinking Skills (Reading, Writing, Speech, Listening) Summarize moment Analyze moment Discuss moment Discuss tableau choices Present tableau

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of tableau worksheet Presentation of tableau



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Step One: Quiz (25 Minutes) Students should work quietly on this for as long as they need o Step Two: Review of Chapters 13-16 (10 Minutes) o So now let’s do a quick review of chapters 13-16. 13-16. Who can tell me something important? o Go through review with students o Step Three: Tableaus (5 Minutes) Has anyone ever heard of a tableau…? o A tableau is frozen frozen picture created by a small group group of individuals. It often o represents an important event or idea. o Show images of tableaus https://www.youtube.com/watch?v=b-WuCi5-wDw o

Step Four: Creating Tableaus (35 Minutes) You will be creating a tableau with your group. o o Hand out directions, read with students o Assign groups, assign moment in text Step Five: Presenting Tableaus (10 Minutes) Groups will present their tableaus o They must explain the moment of the book they are portraying, show their th eir o tableau, and then explain their reasoning for how and why they portrayed it the way that they did. Homework Read chapters 17-18 — Annotations Annotations due Monday o

Reflection on Lesson nn. The Lesson Plan: Quiz took much longer than expected, had to push most of the tableau things to the next lesson. oo. Teaching Skills: Very engaging review going back and forth with the students. students. Clear instruction and provided helpful examples and visuals for students to view before having them move to groups to create their own tableaus. pp. The Students: Very involved in the review, responsive and engaged. Interested in the tableaus —“It’s just like the mannequin challenge!” I will reference this next time as to help students recognize what they will be doing as well as help them become more interested in the activity.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Tableaus of DADES


Overview of the Lesson Lesson Summary : In this lesson students will create a tableau in a group to portray an important even or idea from the novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… summarize

the event they are assigned. The students will be able to… explain the significance of the moment they are assigned. The students will be able to… create a tableau of their moment. The students will be able to… discuss how they want to portray their moment. T he students will be able to… present their tableau to the class. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Quiz Review of chapters 13-16 Tableau examples Tableau assignment sheet Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central c entral ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL3. Analyze the impact of the author’s choices author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, ho w the action is ordered, how the characters are introduced and developed). RL4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. RL5. Analyze how an author’s choices concerning how to structure specific parts of a tex t (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. SL4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Springfield College Lesson Plan Template Enduring Understandings : Big Ideas: The students will understand that… A physical representation of ideas and events can be helpful in understanding the text  

Concepts Tableau Essential Questions : What is happening in your moment? Why is your moment important? What can you do to add to your tableau? What do you want to focus on in your tableau? Content Factual Content : The students will know that a tableau is a frozen pictures created by people p eople to represent an important event or idea. Vocabulary : Tableau Tier 1:  

Tier 2: Tier 3: Tableau Critical Thinking Skills (Reading, Writing, Speech, Listening) Summarize moment Analyze moment Discuss moment Discuss tableau choices Present tableau

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of tableau worksheet Presentation of tableau



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Step One: Creating Tableaus (40 Minutes) You will be creating a tableau with your group. o o Hand out directions, read with students o Assign groups, assign moment in text Step Two: Presenting Tableaus (15 Minutes) Groups will present their tableaus o They must explain the moment of the book they are portraying, show their th eir o tableau, and then explain their reasoning for how and why they portrayed it the way that they did. Step Three: Tableau Response (10 Minutes) As you can see there is a question at the bottom of the page asking about your o classmates’ tableaus. So what was the most interesting scene you saw performed today? o o Take a few minutes to respond to this. Step Four: Philip K Dick (20 Minutes) For the rest of class we will continue to watch the Philip K Dick episode. o Step Five: Android Video (if still time left in class) https://www.youtube.com/watch?v=3IFuv1AVouM o So what was the strangest thing about this? The coolest? o o Would you want a “geminiod” of yourself? Is this moral? moral? Should we have something like like this is our society? society? o Can these androids really help us understand what it is to be human? o Homework Finish Do Finish Do Androids Dream of Electric Sheep? over Sheep? over break. There will be a quiz on o th Monday November 27 .


Reflection on Lesson qq. The Lesson Plan: They took longer developing the tableaus than I expected, but it was well worth it, they were excellent! So they took about 50 minutes instead instead of 40 but the extra time time gave them the opportunity to practice before they presented, and it definitely helped them. rr. Teaching Skills: Gave solid directions and reminders to students abo ut the requirements of this assignment. I traveled around to each group to check in and help them develop their scene. I could’ve given better better feedback after the presented, but I sometimes find it hard to do on the spot — — I need to work on that. ss. The Students: They were so creative, creative, thoughtful, and enthusiastic. They loved using props and going about this presentation in different ways. They worked well in their groups to create a dynamic picture for the class of o f what that moment and what those characters would look like. They seemed to enjoy it and I am very happy that I could see see how much they interacting with and understanding the text.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Socratic Discussion for DADES


Overview of the Lesson Lesson Summary : In this lesson students will participate in a Socratic discussion where the y analyze the end of the novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… analyze

the end of the novel and support claims with text evidence. The students students will wi ll be able to…discuss major questions pertaining to the text. The students will be able to… agree and disagree with peers over major questions. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Discussion Worksheet Discussion Cards Computer Board Film Clip Massachusetts Framework Standards : RL1. Cite strong and thorough textual evidence to support analysis anal ysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1 1 – 12 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Enduring Understandings : Big Ideas: The students will understand that… Building ideas off of peers is the best way to further a discussion A productive discussion needs text evidence as well as individual ideas Disagreements can propel a discussion even better than agreements    

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Concepts : Discussion Agree Disagree Text Evidence

Springfield College Lesson Plan Template Essential Questions : All questions on discussion sheet Content Factual Content : The students will know that a Socratic discussion involves both writing and speaking. Vocabulary : Socratic Tier 1: Tier 2: Tier 3: Socratic Critical Thinking Skills (Reading, Writing, Speech, Listening) Writing responses to questions Reading for Text Evidence Discussing Questions Responding to Peers

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Graded Socratic Discussion- both written and verbal



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Step One: Preparation for Discussion (25 minutes) Today we will be having a Socratic Discussion about Do about Do Androids Dream of o Electric Sheep? Sheep? This will be in the same format as we we have done before. o There will be two groups, each group will answer 3 questions. You should be writing approximately 200 words per question. They don’t need to o be full, eloquent sentences, but there should be enough information there where you feel fully prepared to discuss your questions. — read read through direction with them — remind remind them of the inner and o Hand out forms outer circle and what they should be watching for. Step Three: Group A (30 Minutes) o Move desks into position. Read directions and point system to students — aiming aiming for 25 points. o Begin discussion, about 10 minutes per question. o o Track students’ points points on teacher chart. Step Four: Group B (30 Minutes) Group A moves out and Group B moves in. o o Read directions and point system to students — aiming aiming for 25 points. o Begin discussion, about 10 minutes per question. Track students’ points on teacher chart. o

Reflection on Lesson tt. The Lesson Plan: uu. Teaching Skills: vv. The Students:



Overview of the Lesson Lesson Summary : In this lesson students will prepare for a Socratic discussion where the y analyze the end of th thee novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… analyze

the end of the novel and support claims with text evidence. The students will be able to… discuss major questions pertaining to the text. The students will be able to… agree and disagree with peers over major questions. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Discussion Worksheet Discussion Cards Computer Board Quiz Review Sheet Massachusetts Framework Standards : RL1. Cite strong and thorough textual evidence to support analysis anal ysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1 1 – 12 12 topics, texts, and issues, building on others’ ideas and expressing their own clearl y and persuasively. SL4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Enduring Understandings : Big Ideas: The students will understand that… Building ideas off of peers is the best way to further a discussion A productive discussion needs text evidence as well as individual ideas Disagreements can propel a discussion even better than agreements Concepts : Discussion Agree Disagree Text Evidence         

Springfield College Lesson Plan Template Essential Questions : All questions on discussion sheet and quiz Content Factual Content : The students will know that a Socratic discussion involves both writing and speaking. Vocabulary : Socratic Tier 1: Tier 2: Tier 3: Socratic Critical Thinking Skills (Reading, Writing, Speech, Listening) Writing responses to questions Reading for Text Evidence Discussing Questions Responding to Peers

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Graded Socratic Discussion- written portion Written quiz Participation in review



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Step One: Quiz (30 Minutes) Students will complete quiz quietly on their own o Step Two: Review (20 minutes) o As a class we will read through the review sheet together Step Three: Preparation for Discussion (25 minutes) Tomorrow we will be having a Socratic Soc ratic Discussion about Do about Do Androids Dream of o Electric Sheep? Sheep? This will be in the same format as we have done before. There will be two groups, each group will answer 3 questions. o You should be writing approximately 200 words per question. They don’t need to o be full, eloquent sentences, but there should be enough information there where you feel fully prepared to discuss your questions. — read read through direction with them — remind remind them of the inner and o Hand out forms outer circle and what they should be watching for. Step Four: Video on Androids (10 Minutes) https://www.youtube.com/watch?v=3IFuv1AVouM o So what was the strangest thing about this? The coolest? o o Would you want a “geminiod” of yourself? Is this moral? moral? Should we have something like like this is our society? society? o Can these androids really help us understand what it is to be human? o Homework Prepare for Discussion o

Reflection on Lesson ww.

The Lesson Plan: Good timing, got just about everything done except or the video.

xx. Teaching Skills: Many reminders and both sticks and carrots in this class. They were difficult to keep focused today, I had to keep coming up with new ideas but they didn’t work well.

yy. The Students: So hyper and rambunctious. So many side conversations and laughs to put out today. Needed to really work work to keep them them on task today.



Overview of the Lesson Lesson Summary : In this lesson students will participate in a Socratic discussion where the y analyze the end of the novel Do novel Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… analyze

the end of the novel and support claims with text evidence. The students will be able to… discuss major questions pertaining to the text. The students will be able to… agree and disagree with peers over major questions. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Discussion Worksheet Discussion Cards Computer Board Project Assignment Massachusetts Framework Standards : RL1. Cite strong and thorough textual evidence to support analysis anal ysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1 1 – 12 12 topics, texts, and issues, building on others’ others’ ideas and expressing their own clearly and persuasively. SL4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Enduring Understandings : Big Ideas: The students will understand that… Building ideas off of peers is the best way to further a discussion A productive discussion needs text evidence as well as individual ideas Disagreements can propel a discussion even better than agreements Concepts : Discussion Agree Disagree Text Evidence         

Springfield College Lesson Plan Template Essential Questions : All questions on discussion sheet Content Factual Content : The students will know that a Socratic discussion involves both writing and speaking. Vocabulary : Socratic Tier 1: Tier 2: Tier 3: Socratic Critical Thinking Skills (Reading, Writing, Speech, Listening) Writing responses to questions Reading for Text Evidence Discussing Questions Responding to Peers

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Graded Socratic Discussion- written portion Work on project in class



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Step One: Preparation for Discussion (5 minutes) Today we will be having a Socratic Discussion about Do about Do Androids Dream of o Electric Sheep? Sheep? This will be in the same format as we we have done before. o There will be two groups, each group will answer 3 questions. You should be writing writing approximately 200 words per question. question. They don’t need to o be full, eloquent sentences, but there should be enough information there where you feel fully prepared to discuss your questions. So please just look over your answers to prepare for the discussion. o — read read through direction with them — remind remind them of the inner and o Hand out forms outer circle and what they should be watching for. Step Two: Group A (30 Minutes) Move desks into position. o Read directions and point system to students — aiming aiming for 25 points. o o Begin discussion, about 10 minutes per question. o Tr ack ack students’ points on teacher chart. Step Three: Group B (30 Minutes) o Group A moves out and Group B moves in. o Read directions and point system to students — aiming aiming for 25 points. Begin discussion, about 10 minutes per question. o Track students’ points on teacher teacher chart. o Step Four: Final Project Assignment (20 Minutes) For the rest of today and all of tomorrow’s class you will be working on a project o of your choosing. o There are many different ways to complete this project. You can get to 50 points however you choose, as long lon g as your create quality and interesting work w orth those 50 points. o Hand out assignment sheet . o Read through with students. You now have the rest of class to get started and we will continue this tomo rrow. o Homework o You do not need to work on your project, but make sure you have a game plan so you can get started right away in class c lass tomorrow.


Reflection on Lesson zz. The Lesson Plan: Pretty well planned, the discussion took longer than expected but that’s okay. I wanted to push them further further with the questions. aaa. Teaching Skills: Facilitated the discussion well. Told students to take turns and some to stop talking when they reached their their points. I also pushed them to keep going with a question or comment instead of letting it die down just ju st because they didn’t feel like talking. bbb. The Students: Pretty well engaged, some definitely more th an others, but they were still good overall. Some students reacted well to my soft pushing.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Creative Response Choice Project


Overview of the Lesson Lesson Summary : In this lesson students will select different options to create a project on Do on Do Androids Dream of Electric Sheep? Lesson Objectives : The students will be able to… select

different options that best suit their strengths. The students will be able to… write a response in different forms. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Computer Board Project Handout Massachusetts Framework Standards : RL1. Cite strong and thorough textual evidence to support analysis anal ysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on gr ades 11 – 12 12 topics, texts, and issues, building on others’ ideas and expressing their own clearl y and persuasively. SL4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Enduring Understandings : Big Ideas: The students will understand that… There are different ways to represent understanding Different methods work better for some people Concepts : Poem Newspaper Speech Discussion Questions Art         

Springfield College Lesson Plan Template Essential Questions : What will you pick to create your response? How is one option a better choice for some people rather than others?

Content Factual Content : The students will know that it is up to them to pick the best options to create a valuable response. Vocabulary : Poem, newspaper, speech, discussion questions, art Tier 1: Poem, newspaper, speech, discussion questions, art Tier 2: Tier 3: Socratic Critical Thinking Skills (Reading, Writing, Speech, Listening) Writing responses in different forms

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Work on project — — complete complete at least one portion



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Step One: Final Project Assignment (60 Minutes) For the rest of today’s class you will be working on a project of your choosing. o There are many different ways to complete this project. You can get to 50 points o however you choose, as long as your create quality and interesting work worth those 50 points. . o Hand out assignment sheet o Read through with students. This will be due at the end en d of class. o Step Two: Student Surveys (10 Minutes) So as part of my student teaching, I need you all to complete a survey about me. o It’s just a few multiple choice questions about my teaching. We will go to the computer lab for this. It really shouldn’t take take too long. o Take students to lab — do do not be present for survey o Step Three: Humanoid Video (15 Minutes) https://www.youtube.com/watch?v=3IFuv1AVouM o So what was the strangest thing about this? The coolest? o o Would you want a “geminiod” of yourself? o Is this moral? moral? Should we have something like like this is our society? society? Can these androids really help us understand what it is to be human? o Homework

Reflection on Lesson ccc. The Lesson Plan: Very simple simple and clear. Focused on the project all class class and chose to introduce their paper assignment in the last few minutes of class if some students wanted to work on it tonight. ddd. Teaching Skills: Gave clear directions, but also made sure students had lots of freedom for this project. Checked in with students throughout the class class to answer questions and provide feedback. eee. The Students: Very interested and motivated to co mplete the project since they had so much choice. Worked pretty hard, at least least half finished the whole project project in class today.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Preparing for DADES Essay

Date: November 30 th, 2017 Grade Level: 12 Lesson Length: 85 minutes

Overview of the Lesson Lesson Summary : In this lesson, students will complete several activities in which they create theses and gather evidence to prepare for the Do the Do Androids Dream… essay. Dream… essay. Lesson Objectives : The students will be able to… create

several theses using the Thesis Generator. The students will be able to… select evidence from the text to support their thesis. The students will be able to… begin writing the rough draft of their essays. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Paper Board and markers Computer Lab Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. W 1. Write arguments to support claims in an anal ysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1 1 – 12 12 topics, texts, and issues, building on others’ ideas and expressing their own clearl y and persuasively. Enduring Understandings : Big Ideas: The students will understand that… Creating a thesis does not have to be a challenge Writing a well developed, argumentative paper first requires a strong thesis Supporting a thesis requires finding relevant and useful evidence from the text    

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Concepts : Thesis Evidence Argument

Springfield College Lesson Plan Template Essential Questions : How can you create a thesis by using the Thesis Generator? What are some factors that determine if evidence from the text is relevant and useful? How can you develop your argument?

Content Factual Content : The students will know that all analytical anal ytical essays require a thesis and evidence to support that thesis. Vocabulary : Thesis, evidence, argument, assertion Tier 1: Argument, evidence Tier 2: Thesis Tier 3: Assertion Critical Thinking Skills (Reading, Writing, Speech, Listening) Write ideas in the Thesis Generator Read and analyze the text for evidence Draft essay

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of Thesis Generator Completion of an outline or the introduction of their essay to show adequate progress

Springfield College Lesson Plan Template Action/Instructional Procedures Procedures : For each procedure, list the teacher or student actions (with accommodations and modifications) as well as the anticipated amount of time it will take to accomplish each task. 

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Step One: Assign Essay (5 Minutes) Today you will start working on your essays to wrap up our unit with Do with Do o Androids Dream of Electric Sheep? I have provided several topics on the assignment sheet, but if there is a topic you o would like to cover in your essay that you do not see there, you can talk to me or Mrs. Hall about it. o Read through assignment with students Step Two: Work in Computer Lab (80 Minutes) o We’re now going to move to the computer lab so that you can get started on your essays. We have plenty of time so I’m expecting everyone to have an outline or their o introduction done by time class is over. If you want to spend spend the time planning and finding quotes, that’s great. great. If you want to jump jump right in and get some some things down, that’s great great too. I just want to see you working. The rough draft draft is due Friday. Homework/Extension Activities All you have for homework tonight is to work on your rough draft. o The rough draft is due Friday at 11pm, we will be in the computer lab tomorrow o and Friday as well.

Reflection on Lesson

fff. The Lesson Lesson Plan: Went very well — — threw threw a thesis generator in there since the Principal came to observe me and it seemed to help several students. ggg. Teaching Skills: Very clear with the directions and lead them well through the thesis generator. Circulated to each student to check in with with their progress. hhh. The Students: Well behaved in front of the principal and contributed nicely to the thesis generator. Worked pretty well — — when when some students are not distracted by others they can get so much work done.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Working on DADES Essay

Date: December 1 st, 2017 Grade Level: 12 Lesson Length: 85 minutes

Overview of the Lesson Lesson Summary : In this lesson, students will work on writing the rough draft of Do of Do Androids Dream… essay. Dream… essay. Lesson Objectives : The students will be able to… select

evidence from the text to support their thesis. The students will be able to… begin writing the rough draft of their essays. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Paper Board and markers Computer Lab Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. W 1. Write arguments to support claims in an anal ysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1 1 – 12 12 topics, texts, and issues, building on others’ ideas and expressing their own clearl y and persuasively. Enduring Understandings : Big Ideas: The students will understand understand that… Creating a thesis does not have to be a challenge Writing a well developed, argumentative paper first requires a strong thesis Supporting a thesis requires finding relevant and useful evidence from the text    

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Concepts : Thesis Evidence Argument

Springfield College Lesson Plan Template Essential Questions : How can you create a thesis by using the Thesis Generator? What are some factors that determine if evidence from the text is relevant and useful? How can you develop your argument?

Content Factual Content : The students will know that all analytical anal ytical essays require a thesis and evidence to support that thesis. Vocabulary : Thesis, evidence, argument, assertion Tier 1: Argument, evidence Tier 2: Thesis Tier 3: Assertion Critical Thinking Skills (Reading, Writing, Speech, Listening) Write ideas in the Thesis Generator Read and analyze the text for evidence Draft essay

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of Thesis Generator Completion of an outline or the introduction of their essay to show adequate progress


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Step One: Work in Computer Lab (85 Minutes) We’re now going to move to the computer lab so that you can get started on your o essays. We have plenty of time so I’m expecting everyone to have an outline ou tline or their o introduction done by time class is over. If you want to spend spend the time planning and finding quotes, that’s great. If you want to jump right in and get some things down, that’s great great too. I just want to see you working. The rough draft is due Friday. Homework/Extension Activities All you have for homework tonight is to work on your rough draft. o The rough draft is due Friday Frida y at 11pm, we will be in the computer lab tomorrow o and Friday as well.


iii. The Lesson Plan: Very straightforward straightforward and simple. jjj. Teaching Skills: Got students working right away and kept them on task with reminders. kkk. The Students: A bit chatty but overall ove rall very good with some reminders to stay on task.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Peer Reviews for DADES Essay

Date: December 4th, 2017 Grade Level: 12 Lesson Length: 85 minutes

Overview of the Lesson Lesson Summary : In this lesson, students will read and review their peers’ DADES peers’ DADES essays. Lesson Objectives : The students will be able to… read

and critique peer’s essays. their peers’ essays. The students will be able to… write comments on their peers’ Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Paper Computer Lab Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. W 1. Write arguments to support claims in an anal ysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Enduring Understandings : Big Ideas: The students will understand that… Editing is an important part of the writing process Concepts : Editing Essential Questions : How can this paper be improved? What did the paper do well?    

Springfield College Lesson Plan Template Content Factual Content : The students will know that editing is an important part of the writing process. Vocabulary : Editing Tier 1: Editing Tier 2: Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening) Respond to peers’ essays Write constructive criticism

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion of Peer Reviews


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Step One: Directions for Peer Reviews Today we will be doing peer reviews. You must complete 3 of them before 11pm o tonight. So go on Turnitin.com and get started on those peer reviews. o Remember, you need to both put comments on the paper and answer all the o questions on the right side. Step Two: Work in Computer Lab (80 Minutes) Students will work on peer reviews all class o Homework/Extension Activities Peer reviews are due at 11pm tonight. o


lll. The Lesson Plan: Very clear and simple. Stuck right to that time and almost all students students were able to complete the task. mmm. Teaching Skills: Could have done a better job at listing instructions about comments — I forgot to mention that before the students got started so I had to tell them about 15 minutes in. nnn. The Students: Worked very diligently today — heard heard more keys moving than mouths moving so I was happy with that. Somewhat reluctant to edit their their own essays, but did well when they got down to it.

Springfield College Lesson Plan Template Teacher: Julia Maturo Subject: Science Fiction Title of Lesson: Working on DADES Essay

Date: December 5 th, 2017 Grade Level: 12 Lesson Length: 85 minutes

Overview of the Lesson Lesson Summary : In this lesson, students will work on finishing their Do their Do Androids Dream… essay. Dream… essay. Lesson Objectives :

The students students will wi ll be able to…review and make edits to their own paper. The students will be able to… write

a final draft of the paper. Materials/Equipment to be Used in Teaching the Lesson : Do Androids Dream of Electric Sheep? Paper Board and markers Computer Lab Massachusetts Framework Standards : RL1. 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. RL2. Determine two or more themes or central id eas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. W 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback , including new arguments or information. SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1 1 – 12 12 topics, texts, and issues, building on others’ others’ ideas and expressing their own clearly and persuasively. Enduring Understandings : Big Ideas: The students will understand that… Creating a thesis does not have to be a challenge Writing a well developed, argumentative paper first requires a strong thesis Supporting a thesis requires finding relevant and useful evidence from the text    

Concepts : Thesis Evidence Argument Essential Questions : How can you develop your argument? What edits can you make to make your paper stronger?    

Springfield College Lesson Plan Template Content Factual Content : The students will know that all analytical anal ytical essays require a thesis and evidence to support that thesis. Vocabulary : Thesis, evidence, argument, assertion Tier 1: Argument, evidence Tier 2: Thesis Tier 3: Assertion Critical Thinking Skills (Reading, Writing, Speech, Listening) Read and analyze the their essay Edit the papers Draft essay

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Completion their essay

Action/Instructional Procedures Procedures : For each procedure, list the teacher or student actions (with accommodations and modifications) as well as the anticipated amount of time it will take to accomplish each task. Step One: Work in Computer Lab (85 Minutes) We’re now going to move to move to the computer lab so that t hat you can finish your essays. o We have plenty of time so I’m expecting everyone to be able to look over their o peer reviews and make any changes you need. If Everyone Finishes — Humanoid Humanoid Video and Small Discussion Watch video o o Ask questions Homework/Extension Activities All you have for homework tonight is to finish your paper. o o The final paper will be due Wednesday at 11pm on Turnitin.com. 

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ooo. The Lesson Plan: Clear and simple. ppp. Teaching Skills: Walked around to help several students with their essays as they made the final edits. qqq. The Students: Most did well by looking at the peer reviews and their own edits to come up with ideas for a better paper.

Do Androids Dream of Electric Sheep Unit Plan

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