CSD of New Rochelle Mini - Lessons for Task IV
"Time Ripens all Things"

Lesson 1 | Lesson 2 | Lesson 3 | Student Task Sheet | Parallel Tasks IV

Lesson #: 1

Task Developers: Alex Forero, Elly Perl and Paul Melamed

NYS Standards Addressed:

Duration of Lesson: 1 class (42-50 min.) Could be compressed or expanded as appropriate.

Topic/Theme: Critical Lens/Interpretation

Materials/Resources:

Outcomes :

Skills Addressed:

Procedures:

  1. Begin by explaining how people write statements that suggest ideas about life and literature. Explain how a quotation is a selected statement.
  2. Remind students that any quotation should be enclosed within quotation marks to show it is borrowed from someone else.
  3. Put one quotation on board. Have students read it.
  4. Ask them to take 3-5 minutes to write down on scrap paper any questions they have in relation to the quotation including vocabulary. They can also write down words they know or ideas they think they know.
  5. Then elicit responses from students and validate on board.
  6. As responses develop be sure to tell students that this kind of thinking is exactly what people do in their own heads when they read unfamiliar quotations and it is the key to success.
  7. Now ask them to think about the quotation again and finish this sentence: "This means…. " Students can work individually for about 3 minutes. Then have volunteers write their sentences on board.
  8. Discuss/Examine similarities and differences and explain how there should be many different ideas. As teachers, we may need to add or amend some responses to elaborate.
  9. Now put students in groups of 3 or 4 and explain that they, as a team, will each get a new quotation that they must break down by writing ideas or questions. Together they should discuss their interpretations and finally develop one interpretation they all agree upon. Give students 10 to 15 minutes. Monitor groups and prompt when necessary.
  10. Have 2 groups switch quotations, and then give them another 10 minutes to work with this quotation.
  11. Bring the two groups that worked on the same quotations together and have them compare/discuss their interpretations and synthesize one final interpretation for each quotation.
  12. Finally, (teacher should have written quotations on board) have student representatives from combined groups write their interpretation under the appropriate quotation.
  13. Wrap it up – Talk about the importance of this type of brainstorming for succeeding on Part IV of English Regents.

Assessment: Observation.

Ideas for Other Language Levels: In a school year, this activity or parts of it can be used and applied to specific literary texts. You can even make a game from it.

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Lesson #: 2

NYS Standards Addressed:

Duration of Lesson: Two Parts of 42-47 minutes each.

Topic/Theme: Supporting Thesis/Interpretation – Accessing Prior Knowledge of Literature.

Materials/Resources:

Outcomes :Students will learn how to use literature to support quotations, and they will activate knowledge of literature and augment their understanding.

Skills Addressed:

Procedures:

  1. Write on the board the model quotation from previous lesson. Explain how the Regents will ask students to use literature to support the interpretation they have developed. They will need to use 2 different pieces of literature, but that is no problem. Ask students if they know any novel, play or short story that has a theme that or characters who relate to the sample interpretation. If not, supply example for students. You may have to briefly tell theme, plot and character actions so they can see how you made your choice.
  2. List all responses and explain how this is also a brainstorming activity necessary to succeed on Regents Task IV.
  3. Supply individual students with a small pack of Post It Notes. Then, display large posters, each having an original quotation from previous day along with interpretations (There should be room underneath so students can eventually write titles and authors.).
  4. Ask students to write down 2-4 different titles of novels, plays or short stories that they’ve read. If possible they should also write author’s name. Give students 5-10 minutes.
  5. Students should read the interpretations again and decide which titles relate to one or more quotation/interpretation. Then, they can put a Post It Note (with title and author on it) on the poster that matches the appropriate quotation/interpretation. Encourage students to move around, and get them to post as many titles as possible. Note that the same title may be relevant for multiple quotations. Give them 5-10 minutes.
  6. Examine each board and titles – Discuss/expand or amend as necessary. Ask students to explain why titles are relevant. If possible have them explain characters and theme of literature. This could take 15 minutes.
  7. Give students a chance to write titles and authors directly on to poster boards. Teacher(s) can facilitate.
  8. Now, after reiterating how literature can be used to support quotation/interpretation, teacher should give students a short story to read in class. Make sure it is short. For our lesson we will use "Raymond’s Run" by Toni Cade Bambara, and we are going to use the following quotation: "When there is an open mind, there will always be a frontier," by Charles Kettering. (The story should be pre-selected to fit one or more of the quotations.)
  9. Before students read, tell them to use pen or pencil to underline or box important information in the story such as character names, important actions and outcomes. This will help them summarize relevant information after reading. Also tell them that the story will fit one or more of the quotations we’ve already analyzed so they should keep this in mind as they read. Give students time to read and jot down notes/ideas.
  10. Have students share with class. Develop prompting questions as necessary. Questions should elicit details or examples about characterization/characters or theme, and plot that helps support characterization or theme (This is important because the Regents Task IV specifically requires students to avoid mere plot summary). For "Raymond’s Run" some questions might be as follows: Who is the main character? What is she like? How do you know? What happen in this story? Does the character change or learn anything? Which events, actions, quotations, ideas prove that the character changed or learned?
  11. After this, have all students look back at quotations. Teacher should choose one of the quotations that is not supported by the text. Teacher should model how s/he try to match story to quotation. Then let students try to match the other. Lead them if necessary so they see how "Raymond’s Run" supports Kettering’s quotation.
  12. Have students write down Quotation – Interpretation and literature that has been matched. Explain in one or two sentences why or how the literature matches. 10 min. individually.

Assessment: Check students’ written ideas and observation

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Lesson #: 3

NYS Standards Addressed:

Duration of Lesson: 42-47 minutes

Topic/Theme: Interpreting Task IV and Developing a Solid Introductory Paragraph with Controlling Idea.

Materials/Resources:

Skills Addressed: Writing an Introductory Paragraph

Procedures:

  1. Introduce another, new quotation ("Time ripens all things," by Miguel de Cervantes
  2. Ask students to interpret quotation on their own. Give them 5-10 minutes to write down one or two sentences (This means….)
  3. Discuss ideas and ask if "Raymond’s Run" can be used to support this quotation? Then discuss.
  4. Then, in pairs, have students compile a list of other works they know that may address or support this quotation. Elicit responses and discuss.
  5. Give students the Xerox of the Task IV template (See attached). Ask students to read and isolate terms they do not understand.
  6. Take this opportunity to explain or answer questions. Be sure to explain that the "Critical Lens" is simply a statement someone made to express an idea – IT IS A QUOTATION.
  7. Now read/review task, critical lens and guidelines along with the students.
  8. Have them box important action words in the task and guidelines so they can determine what the final writing sample must contain. Discuss. Make a link to a multi-paragraph essay/outline. Draw a four box outline (see attached). Briefly explain outline.
  9. Tells student that we will now work on a simple way to develop the introductory paragraph for your response. The introductory paragraph will focus the main idea and explain which pieces of literature support the main idea.
  10. Have students look at guidelines again. Have them draw a line under the bullet point that says "Choose two works you have read…" The reason for doing this to isolate the information that must go into the introductory paragraph.
  11. Show students how to write an introductory paragraph by using the quotation for the first sentence (Cervantes once said, "Time ripens all things.") Then follow the guidelines and write one sentence to respond to each. For example: 2nd sentence(s) should begin with "This means…" The third sentence should agree or disagree and provide a reason. The fourth sentence names the two works, provides author names, and optionally explains how each work supports the interpretation. Stress that details or examples do not go in this paragraph, but they will be developed in paragraphs two and three.
  12. Now have student write an introductory paragraph based on this information using "Raymond’s Run" and any other work they feel applies to Cervantes’s quotation. Tell students to pay attention to content, organization and mechanics.

Assessment: Check student introductory paragraphs. Check for content, organization and mechanics.

Suggestions for Further lessons:

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