Drew Najor DATE: 4/2/2014 1 day for activity + homework Standards

Maze Runner Quote Game

(7th grade)

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Objectives

Students will play a trivia game about quotes from the book in order to review theme, literary devices, characters, and plot. Strips of paper with book quotes Writing utensil for scoring Something to write on

Instructional Materials and Resources

Learner Factors

Visual based students see the sentences and we will also visualize the sentences. Visual based learners benefit the most from this lesson because we draw and see the relationship between the sentences and the images. Auditory learners get to hear the sentences spoken, and

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

will hear natural pauses for the modifiers. The mentor text helps students who learn by example. The interactive drawing activity helps students who learn by doing.

Environmental Factors

Students work individually to gather quotes and in teams of 4 5 to play the game.

Instructional Day one Activities and Tasks Students assigned homework: come to class tomorrow with three quotes from your assigned chapter range. Students must write a short paragraph, 3 5 sentences, about why the quote is significant (theme or character or literary figures or plot), the context, and the speaker. (30 students, 62 chapters = 2ish chapters per person = 90 quotes. Teachers homework: Review the quotes and make a list so that the quotes are challenging, rich with content, and worth being a trivia question. Print a list of questions, and then cut them into strips. Put the strips in a pile corresponding to the categories of theme, characterization, literary figures, or plot. Divide students into heterogeneous teams, with students you suspect have not read with students you know to have read. Play game, with teacher as moderator. Rules of the Game -No books or phones allowed. -Teams buzz for their response. -Teams must answer as soon as they buzz. -The team that answers correctly chooses the next category. -Each answer is worth 3 points. To earn all three points, teams must answer with the character who is speaking, the context of the quote, and its significance as it relates to theme, plot, characterization, or a

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Instructional Day one Activities and Tasks Students assigned homework: come to class tomorrow with three quotes from your assigned chapter range. Students must write a short paragraph, 3 5 sentences, about why the quote is significant (theme or character or literary figures or plot), the context, and the speaker. (30 students, 62 chapters = 2ish chapters per person = 90 quotes. Teachers homework: Review the quotes and make a list so that the quotes are challenging, rich with content, and worth being a trivia question. Print a list of questions, and then cut them into strips. Put the strips in a pile corresponding to the categories of theme, characterization, literary figures, or plot. Divide students into heterogeneous teams, with students you suspect have not read with students you know to have read. Play game, with teacher as moderator. Rules of the Game -No books or phones allowed. -Teams buzz for their response. -Teams must answer as soon as they buzz. -The team that answers correctly chooses the next category. -Each answer is worth 3 points. To earn all three points, teams must answer with the character who is speaking, the context of the quote, and its significance as it relates to theme, plot, characterization, or a literary device within the quote. Assessment Activities This activity lets me assess students current knowledge of the books plot, its characters, its themes, and also it lets me gauge their so-far figurative elements of literature as weve been studying in this course. This activity is for a participation grade only, and it lets me get the class together on the same page before any culminating activities or projects. After this review session, I can see what students participated eagerly and confidently, how many students were unsure, and I can use this information in order to move forward at the appropriate pace. It is a formative assessment.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Instructional tasks and What activities will you and your students do and how are they connected to the objectives? activities (Make sure to include timeframes) What will you be doing? What will the students be doing? End of class day 1 homework is assigned. Be sure to Listening attach page numbers. Quotes turned in without page numbers are not awarded credit. Teacher goes home and reviews the students selections and keeps most of them, adds his own, and discards some quotes if they are too vague or of little substance. Beginning of class day 2 teacher collects quotes Turning in their quotes. Divide students into heterogeneous teams. Getting their teams. Day 3 Trivia Game actually starts. (whole class period) Teacher does the pick a number between 1 and 10 game to select what team goes first. Some example quotes Harsh sounds of chains and pulleys, like the workings of an ancient steel factory, echoed through the room, bouncing off the walls with a hollow, tinny whine. (ch. 1, narration/Thomas, context: when he is being lifted through the box in the shaft to the Glade. Important to the plot becausethis is when we find out how people reach the Glade and in what state/also a simile. I swear I was just sick in the head from the Changing. I never wouldve killed himjust lost my mind for a second. Please, Alby, please. (ch. 14, Ben) context: Ben is being sentenced to exile because he tried to kill Thomas. Important to the plot becauseshows how strict the rules are in The Glade. Or, theme of responsibility and community because it shows they have rules and are responsible of those rules to keep the community running. Adapted from Brown University Teacher Education Lesson Plan Template (2008) Students arrange their desks into a huddle with their teammates.