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High School English Lesson Plan: Short Stories Introduction Each lesson in the Adolescent Literacy Toolkit is designed to support students through the reading/learning process by providing instruction before, during, and after reading/learning.. Literacy Support Strategies and Instruction Before reading/learning: QAR (explicit instruction, teacher modeling) • Materials: image/visual text (e.g., The Scream, by Edward Munch, http://images.google.com), chart paper, marker, questions for modeling During reading/learning: QAR and Paired Reading (guided practice) • Materials: short story text (e.g., The Most Dangerous Game by Richard Connell http://fiction.eserver.org/short/themostdangerousgame.html ), questions for guided practice After reading/learning: Quick Write (individual practice) • Materials: paper 1 The content for this component of CCSSO’s Adolescent Literacy Toolkit was provided by Public Consulting Group’s Center for Resource Management, in partnership with the Council of Chief State School Officers (August 2007).. For example: • Why are the sailors jittery when they pass the island • How does the author create a sense of foreboding • What is the relationship between Whitney and Rainsford • What will happen to Rainsford after he falls off the yacht Ask the students to read the story up to the point where Rainsford falls off the yacht (“…the sound of an animal in the extremity of anguish and terror.”), reading independently or using the Paired Reading strategy (one person reads a paragraph, the other summarizes, and then they switch roles).. • What does the teacher do to support students’ literacy development and content learning before, during, and after reading/learning • What challenges do you anticipate if you were to implement this lesson in your own classroom How would you prepare to meet these challenges • How would you make improvements to this lesson Mrs. Plaziak was excited to begin the unit on short stories with her ninth grade class after finis
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