Lesson Seed 01
Pre-Assessment – Key features of dramatic text
RL.7.1, RL.7.3, RL.7.10, W.7.10
Unit Essential Questions:
What are the defining characteristics of dramatic text?
What can we learn from the challenges that have been overcome by others?
What choices can we make when faced with adversity?
Introduce Unit Performance Assessment – Creating and performing a character monologue
Comparison of prose version of A Christmas Carol to dramatized version
Transform a poem into a drama
Homework: Create monologue from perspective on a character in A Christmas Carol or the dramatic version of the poem
Lesson Seed 02
Building background knowledge related to characters and historical time period
RI.7.1, RI.7.2, RI.7.3, RI.7.10, W.7.9, W.7.10
Synthesize ideas from multiple texts read in order to determine how the time period – including methods of teaching and health care available – impacted the relationship between Helen and Annie.
Develop understanding of Helen Keller’s contributions to society.
Lesson Seed 03
Discover how trust impacts communication between and among people
RL.7.1, RL.7.3, RL.7.10, W.7.4, W.7.10, SL.7.1, SL.7.6
Analyze reading to determine challenges faced by Helen and Annie.
Participate in activity built around building trust.
Homework: Provide an assignment to preview vocabulary; platforms, fluidity, episodic, unencumbered
Lesson Seed 04
Setting the stage; analysis of text to diagram/sketch staging
RI.7.1, RI.7.4, RI.7.5, RL.7.10, W.7.4, W.7.10, SL.7.1, SL.7.
Literary Non-fiction:The Miracle Worker by William Gibson
Construct diagram of staging using description provided by author; compose justification for staging choices using text support
Homework: Provide an assignment to preview the following vocabulary words: hearty, amiably, indulgent, jovial and dim.
Lesson Seed 05
Close reading of the opening scene in order to determine tone and connect to the mood established
RL.7.1, RL.7.3, RL.7.4, RL.7.10, W.7.4, W.7.10, SL.7.1, SL.7.6
Closely analyze the interactions between the characters, setting, and stage directions to determine the mood of the opening scene.
Homework: Assign students pp. 8 – 15 (through stage directions after Kate (inexorably): Are you willing to put her away?)to read at home.
Lesson Plan 01
Analyze author’s use of foreshadow and flashback to enhance text meaning
RL.7. 1., RL.7.3, RL.7.4, RL.7.5, RL.7.10, W.7.4, W.7.10, SL.7.1, SL.7.6
Engage students in reader’s theatre to hear/portray the author’s use of flashback to enhance development of characters and advance the plot
Homework: Read pages 23-30 (through KATE smiles again, ANNIE smiles back, and they precede JAMES offstage.) and complete a journal response.
Lesson Seed 06
Characters and analysis of internal and external conflicts they face in the story
RL.7.1, RL.7.3, RL.7.10, W.7.4, W.7.10, SL.7.1, SL.7.6
Students complete a chart analyzing plot events to determine the conflicts characters encounter
Homework: Read pp. 40-the end of Act I.
Lesson Seed 07
Analysis of characters’ actions to determine how they advance the plot
Analyze actions of various characters and determine how they advance the action of the plot.
Homework: Write a paragraph using text evidence from Act I to determine what will happen in Acts II and III.
Lesson Seed 08
Comparison of informational text to dramatic situation – what is it like to teach blind students to “see”/what is it like to teach deaf students to “speak”
RL.7.1, RL.7.3, RL.7.10, W.7.4, W.7.10, L.7.4, L.7.5, L.7.6, SL.7.1, SL.7.6
Literary Non-fiction:The Miracle Worker by William Gibson (pp. 48 – 58…beginning of Act 2)
Demonstrate strategies used by good readers including using text evidence to predict what will happen and modifying the predictions as they continue to read.
Homework: Assign students pp. 59 (ANNIE meanwhile . . . – . . . the lights commence to dim out on them)- 64 to read at home.
Lesson Seed 09
Comparison of film to text – close reading of pp. 58 – 66 – mapping of events to compare to film
RL.7.1, RL.7.3, RI.7.7, RL.7.10, W.7.4, W.7.10, SL.7.1, SL.7.6
Close analytical reading of breakfast scene to determine the sequence of events and physical conflict between Annie and Helen. Comparison of text version to film.
Determine: Who wins? Why?
Homework: Read pp. 68 – 82 (and with a bow, he drifts off.)
Lesson Seed 10
Analyze characters’ perspectives in order to determine what to do about the problems created by Helen
RI.7.1, RL.7.3, RL.7.6, RI.7.8 RI.7.10, W.7.1, W.7.4, W.7.10, SL.7.1, SL.7.6
Students engage in a brief philosophical chairs discussion about whether Helen should be placed in an asylum or not – refer back to information learned in LS 2 about asylums and lesson about teaching blind/deaf students…should they be institutionalized?
Homework: Complete RAFT writing assignment
Lesson Plan 02
Interpret stage directions in order to explain how these affect dialogue, interactions between characters, and plot
RL.7.1, RL.7.3, RL.7.5, RL.7.10, W.7.9, W.7.10, SL.7.1, SL.7.6
Close Reading of stage directions. Students provide predictions about stage directions prior to reading text. Comparison of predicted stage directions to text.
Lesson Seed 11
Practice composing character monologues – group activity
RL.7.1, RL/7.4, RL.7.10, W.7.10, SL.7.1, SL.7.6, L.7.1, L.7.3
Introduce – monologue (define/view)
Group activity – writing focus. Students will choose a character from prior reading and compose a character monologue reflecting on the situation. Use words from the text and add own ideas to create distinctive voice and tone.
Homework: Finish practice monologue
Lesson Plan 03
Symbols and Archetypes
RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, W.7.2, W.7.9, W.7.10, SL.7.1, SL.7.6, L.7.1, L.7.2, L.7.3
Examine universal and constructed symbols in text to identify and explain a variety of symbolic images in The Miracle Worker
Lesson Seed 12
Close reading of text – end the play
RL.7.1, RL.7.3, RL.7.10, W.7.10, SL.7.1, SL.7.6, L.7.4, L.7.5
Literary Non-fiction:The Miracle Worker by William Gibson (pp. 112 – 120…finish the play)
Students finish reading the play. React to play through dialectical journaling activity. Make personal connections/extensions to ideas/quotes from the text.
Homework: Locate information about Helen Keller or Annie Sullivan’s lives following this event to share in Lesson Seed 14
Lesson Seed 13
Film/Text comparison – end of play/closing scene
RL.7.1, RL.7.3, RL.7.7, RL.7.10, W.7.10, SL.7.1, SL.7.6
Personal Connections to the Text
View ending scene at the water pump in which Helen finally understands how to communicate with Annie – compare to text – what choices did the director make to portray this scene to enhance the emotional impact on the audience?
Homework: Continue independent research about Helen Keller or Annie Sullivan following the events in the story.
Lesson Seed 14
What happens “after the text” – what happens in the future to Helen, Annie, and the remaining characters?
W.7.7, W.7.8 – Short research into events following the text
RI.7.1, RI.7., RI.7.10
Students share information learned through independent research. Jigsaw activity with various articles about characters and events that follow the text.
Writing assessment: synthesis of information learned
Homework: Choose a character from the play (NOT Helen) and to locate 5 significant/meaningful lines of dialogue from the play that exemplify the character. For each line of dialogue selected, students should be able to explain why they chose the line and what it shows the reader about the character.
Lesson Seed 14
Lesson Plan 04
Creating and presenting a character monologue
RL.7.1, RL.7.4, RL.7.6, RL.7.10, W.7.3, W.7.4, W.7.5, W.7.10, L.7.1, L.7.2, L.7.3, L.7.5
Interpret characterization in order to compose a monologue from the perspective of a character from The Miracle Worker.
Homework: Finish monologue
Lesson Seed 15
Text to self connections: Identification of themes developed in The Miracle Worker
RL.7.1, RL.7.2, RL.7.10, W.7.10, LS.7.1
Trace the development of an identified theme throughout the course of the text
Lesson Seed 16
End of Unit Reflections
RL/7/1, RL.7.2, RL.7.3, RL.7.10, W.7.10, SL.7.1, SL.7.6
Apply lessons identified during reading of The Miracle Worker might be applied to more modern and “real life” situations.
Students respond to one several questions in the form of a one-draft essay in order to synthesize lessons learned during the unit.