1. Daily Lesson Plan
Student: Brian McCrane__________Cooperating Teacher’s Approval: Ms. Rosemary Parmigiani___
Date: ____November 22, 2010
Subject: American Literature Topic: The War Prayer – Mark Twain Grade: 11
Allocated Time: minutes
Student Population: A total of 35 students: 19 girls, 16 boys. 25 Caucasian, 4 African American, 3 Indian, and 3 Asian. 1 students with an IEP include: 1 student requiring accommodation for dyslexia.
State Standards:
B Analyze the structure of informational materials explaining how authors used these to achieve their purposes
C Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts.
G Make, and support with evidence, assertions about texts.
A Read and understand works of literature.
B Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.
A Write complex informational pieces (e.g., research papers, analyses, evaluations, essays).

2. Introduction/Motivation/ Prior Knowledge
20 minutes
“This Day in History”
Quick Review Discussion of intro material (realism, regionalism, Twain)
Answer any questions from students
Brainstorming Technique
Stimulate prior knowledge, motivation, and transition into “The War Prayer”

3. American Literature: Regionalism/Local Color

4. State Standards:
B Analyze the structure of informational materials explaining how authors used these to achieve their purposes
C Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts.
G Make, and support with evidence, assertions about texts.
A Read and understand works of literature.
B Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.
A Write complex informational pieces (e.g., research papers, analyses, evaluations, essays).

5. Goal for Understanding
By reading a piece of American literature by Mark Twain, students will be able to identify realism and regionalism in the text through structure, characters, and descriptions.

6. Instructional Objective
Students will read, watch, and discuss Mark Twain’s The War Prayer using reading activities to grasp a better understanding of how the realist and regionalist background is incorporated into the text. Students will also examine how the author conveyed his message to his audience. Students will be able to identify the characteristics of the regionalist aspects of The War Prayer.

7. This Day in History
November 22

8. Let’s Review! Intro. material from yesterday
Realism: representation in art or literature of objects, actions, or social conditions as they actually are, without idealization or presentation in abstract form.
Regionalism: it refers to fiction or poetry that focuses on specific features – including characters, dialects, dialects, customs, history, and topography – of a particular region.
Mark Twain

9. BRAINSTORMING

10. “The War Prayer” by Mark Twain Brainstorming Questions
American Literature
“The War Prayer” by Mark Twain
Brainstorming Questions
Before Reading
Propose questions to students to get them thinking and motivated for the lesson on “The War Prayer” and the other activities that follow
What is a stereotype?
Are stereotypes bad?
Are there stereotypes in everyday situations?
Are there stores or malls that people stereotype? Why?
Can you easily tell what certain people wear, eat, enjoy just by looking at them?
Can you tell if people are crazy by what they have to say?

11. Reading Anticipation Guide
Name:______________________________ Date: ___________________________
Reading Anticipation Guide
Directions: Each of the following statements is connected in some way to the reading assignment you are about to complete. Before reading, mark your level of agreement or disagreement with each statement. Consider the statements as you read and mark your level of agreement again once the reading assignment is complete. If your opinion changes, use details from the reading assignment to explain the cause of the change.
Statement1: Realistic texts are fiction and do not have any relevance to real-life events.
Level of agreement:
Strongly Agree Agree Somewhat Strongly Disagree
Reasoning before reading:
Did your level of agreement change due to the reading assignment? Why or why not?

12. Developmental Activities
40 minutes
Students will be divided into groups prior to reading the text.
Reciprocal Learning worksheet
Read “The War Prayer”
After reading, students will teach their section of the worksheet to their group
Class discussion on Reciprocal Learning W.S.

13. Reciprocal Teaching Summarizing Questioning Predicting Connecting
Directions: You will assume the responsibility for helping your group to use one of four reading strategies to discuss the assigned reading: summarizing, questioning, predicting, and connecting. As you read, take notes based on your assigned strategy and be prepared to lead a discussion for your role in your group.
Reciprocal Teaching
Summarizing
Questioning
Predicting
Connecting
Beyond retelling what happens in the reading, identify what you think are the three most important events/details from the reading and explain why they are important and how they are connected.
Pose at least three questions about the reading; these could include questions that address confusing parts of the reading, or thought questions that the reading makes you wonder about.
Identify at least three text-related predictions; these predictions should be based on new developments in the reading and your predictions should help the group to anticipate what will happen next.
Make at least three connections between ideas or events in the reading to your own experience, the world around you, or other works of literature. Be prepared to explain these connections to your group.

14. Read The War Prayer by Mark Twain pp. 322-324

16. Once the students have finished reading The War Prayer, each student will then “teach” their group their section of the assignment. Explain to the students that they are responsible for the information they relay to their classmates, for this will benefit them as well as his or herself for better understanding and future assessment.
After group discussions, the class will be brought together, and will have a class discussion about each of the four topics relating to the text. The teacher will have students address the class and give their remarks for each section. Students will add on to what their classmates have said about their area of expertise.

17. Closure 20 minutes 10 minute movie version of “The War Prayer”
“Exit Slip”

18. Transition the topic by explaining that since we have just connected the text with realistic and regionalist style and broke-down Mark Twain’s style of writing, we will now watch a movie version of The War Prayer so we can visually see what we have read. The lines are exactly the same as the actual text. (Remind students to look for the points that we have just discussed: the characters, the ‘war prayer,’ the dialogue, costumes – how can you explain that this is a realist piece of literature by watching this segment? Etc, etc.)
At the end of class, students will have 5 minutes to complete an “exit slip” prior to dismissal.

19. Exit Slip
Topic: Tell me 3 things you have learned in today’s class. Did you find Name (first & last):
any of the material difficult to understand? If so, explain. Date:
be as specific as possible. Use the back of this slip and/or Teacher:
a sheet of loose-leaf paper if you need more room. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20. Assessment After Reading Reflection/Assignment
After Reading Reflection/Assignment Presentation
Summative test at Unit-end

21. Follow-Up
Class will discuss their anticipation guides to see if their levels of agreement have changed sine reading the short story. Students will present their papers to the class and will be evaluated by the rubric attached to the lesson plan. At the end of the unit, students will complete a summative unit test to evaluate thei comprehension, understanding, and knowledge of how to connect the texts to each other and the unit’s themes.

22. Materials/Resources/ Technology
Anthology, PowerPoint presentations, Anticipation guides, reciprocal teaching worksheet and transparency, overhead projector markers
Teacher’s computer, projector, speakers, headphones (if necessary), overhead projector