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Critical Reading: Two Stories, Two Authors, Same Plot?
|Grades||9 – 12|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Four 45-minute class sessions|
Villanova d'Asti, Asti
- Develop and apply specific reading comprehension strategies (i.e., questioning, predicting, inferencing, summarizing, synthesizing)
- Convey personal responses and opinions about a text reading through discussions
- Develop critical thinking skills
- Distinguish between fact and opinion
- Recognize differing viewpoints in a story
- Use the compare and contrast technique to analyze two stories
- Work cooperatively
|1.||Divide the class into two groups. Distribute copies of "The Luncheon" by W. Somerset Maugham to one group and copies of the "The Luncheon" by Jeffrey Archer to another group. Students should not know at this point that they are reading two different stories.
|2.||Prepare students to read the texts by introducing the title of the story.
|3.||Ask students to make predictions about what they are about to read by answering the following questions written on the board or on an overhead transparency:
|4.||Ask students to read the first two paragraphs of the story silently and answer the following questions:
|5.||Once students individually find the answers to the questions, have them share their findings within their group. Play only the role of moderator or facilitator, do not make judgments upon the students' findings.
|6.||Before having students read the next segment of the story, pose the following purpose-setting questions:
|7.||Have students read the rest of the text silently. Circulate around to each group to facilitate discussion of the text. Once students finish reading, ask them to discuss the story within their group.|
Have students reconstruct the story that they read using the online interactive Literary Elements Map and share their printed maps within their group. During this activity, students should:
- Interact with the story
- Focus on important information
- Better understand the story
- Work cooperatively
During this class session, students will realize or confirm that they have read different stories. To accomplish this task, mix students from each group and form new groups to share and discuss the stories.
Distribute copies of "The Luncheon" Comparison Table and ask students to compare and contrast the two stories. Story elements to be discussed include characters (description, actions, and feelings), setting (time and place), events, conflict, and resolution. As a concluding activity, have students choose one story element and use the Compare & Contrast Map to compare this element in the two stories.
Invite students, in groups of five or six, to review their earlier predictions now that they have finished reading the story. Students can also share their comparisons of the two stories. Write the following question on the board, "Two authors, two stories, same plot?" Ask students to think about and discuss this question.
After approximately 20 minutes, open a whole-class debate to bring closure to the lesson. During the debate, students will, as literary critics, determine if the two stories are similar or not. Ask them to support their conclusions with examples from both stories. Depending on the number of students in your class, you may prefer to have groups choose a representative speaker. Take notes on the board or overhead using the following categories:
- Response journal activity: Have students complete a journal entry in which they write about the strategies they used to read and analyze the stories, what they learned from the stories, and whether or not they enjoyed the lesson.
- A literary column: Invite students to write a literary column in which they give their opinion about one or both of the stories. Post their writings in the classroom, on an instructional board in school, or in the school's newsletter.
- Trading cards: Have half the students in the class create Character Trading Cards for the characters in one story, half for the characters in the other. Students can then work in pairs to discuss where the characters are similiar and where they are different. Ask students to exchange the cards and write their own stories using these characters.
- Teacher observation of student's participation in individual, group, and whole-class activities
- "The Luncheon" Teacher Assessment Sheet to summarize the student's participation in the lesson
- Student Self-Assessment Sheet to determine the reading strategies that students used most frequently during the lesson and their progress toward independent use of these strategies
- "The Luncheon" Comparison Table and interactive Literary Elements Map printouts to determine student's understanding of the various story elements