Scaffolding for G11 Novel Studies Unit by Connie Li

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Scaffolding for G11 Novel Studies Unit by Connie Li by Mind Map: Scaffolding for G11 Novel Studies Unit by Connie Li

1. Big Idea: Literary work is the product of a certain region and a certain historical period.

2. Standards: Demonstrate knowledge and understanding of literary works, the cultural values expressed and the significance of the context, and substantiate and justify ideas with relevant examples.

2.1. Objective One

2.1.1. The students will be able to identify the key characters, social settings and main plots in the novel, and describe the personalities of each character using evidence from the novel.

2.1.1.1. Prior Knowledge & Readiness Level: Students have read the whole book and have a basic understanding of the plots and characters. Students are not yet ready for making oral summaries or descriptions based on a deeper level of understanding the text.

2.1.1.1.1. Scaffold Strategies 1. Teacher will provide character analysis organizers 2. Teacher will model how to make statements with texts evidence.

2.2. Objective Two

2.2.1. The students will be able to explain how does the author use characters, settings and plots to develop the conflict in the novel, using Freytag’s Analysis as a framework.

2.2.1.1. Prior Knowledge & Readiness Level: Students have gained experience of using graphic organisers to understand the characters, but don’t know the Freytag’s Analysis theory.

2.2.1.1.1. Scaffold Strategies 1. Teachers will provide students with checklist of resources to search. 2. Students will cooperate as group to make cue card with the key concepts of culture values they find in the novel. 3. Teacher will tiering the whole class into different groups, and will sort out the cue cards in different levels of abstractness.

2.2.1.1.2. Objective Three

2.2.1.1.3. The students will be able to use primary historical resources of a certain era to explain what is the cultural value expressed in the novel, and how does the social context influenced people’s way of being in the novel.

2.2.1.1.4. Scaffold Strategies 1. Give time to talk as a group: students will discuss about the plots in the novel and try to make sense of the conflict structure. 2. Teachers will provide worksheet of Freytag’s Analysis and model how to do it 3. Group practice before individual work

2.2.2. The students will be able to explain how does the author use characters, settings and plots to develop the conflict in the novel, using Freytag’s Analysis as a framework.

2.3. Objective Four

2.3.1. The students will be able to make connections to the modern society or to their personal lives, how does the cultural value in the novel change as the society develops and how can we adapt to those changes from one time to another.

2.3.1.1. Prior Knowledge & Readiness Level Students have talked about and collaboratively explored the culture values that are evident in the novel.

2.3.1.1.1. Scaffold Strategies 1. Modification of the output based on different interest. Students are provided with different topics and they have free choice. 2. Teachers will help to build up background knowledge about social changes/reforms. 3. Teacher will provide with personal stories and perspectives on this issue. 4. Teacher will provide sentence stems to start up the discussion in the group.

2.3.1.1.2. Scaffold Strategies 1. Modification of the output based on different interest. Students are provided with different topics and they have free choice. 2. Teachers will help to build up background knowledge about social changes/reforms. 3. Teacher will provide with personal stories and perspectives on this issue. 4. Teacher will provide sentence stems to start up the discussion in the group.