Lesson

Title: The Garden Party pt. 2

Prepare By: Gurinder Kalsi

Stage 1 Desired Results

Prescribed Learning Outcomes:

- To interpret, analyse, and evaluate ideas and information from texts including tone, style,
and emotion through imagery, symbolism, and narrative.
- To speak and listen to make personal responses to texts, by making connections with prior
knowledge and experiences.

Established Goals for the Lesson:

- To read a short story and think critically about themes, literary devices, symbols, and
underlying issues that highlight the authors reasoning and vision.
- To encourage students to think about class-consciousness and values within society, and how
these factors influence our daily lives/decisions.

Connection to / or Activation of
Students will Walk out With:
Students will know
Background Knowledge:

Students will understand that

Students will have had experience doing a

close reading of a text in the Poetry unit.

Students will have experience analyzing
text and pulling out main themes, concepts,
narrative, and tone.

Students will have been exposed to values,
identity, and other aspects of society in
English 8 and Humanities 8.

Students will know of concepts such as themes,

symbolism, contrast, and tone and how these
factors influence a story. Students will know that
when a story is broken down, the original
reading of the story can be different from the
second. They will know why authors choose
certain devices to bring their work to life and to
change the overall meaning of a text. They will
also know how authors use short stories to
address larger issues that are prevalent within
society today.

Students will understand that themes, text,

symbols, and writing can be understood in many
different ways. When a text is read, the initial
thought may differ from the second or third time
it is read. Therefore, not everyone will have the
same interpretation of the same text. They will
understand that authors use specific devices to
convey a message, an image or a greater idea

that is portrayed through symbols, writing, or

choice of words.

Students will be able to

Students will be able to do a close reading of a

short story not only as a group, but individually
as well. Students will be able to read a story, and
then break it down to address what message the
author conveys. Students will be able to examine
themes of class-consciousness, social structure,
values, beliefs, and growth within the text. After
addressing these themes, they will be able to
use examples from the text to support their
understanding while making connections to their
own lives. Lastly, they will be able to write a
critical response addressing a theme they have
chosen from the text.

Stage 2 Assessment Evidence

Informal Checks for
Formal Checks for
Summative Assessment /
Understanding
Understanding
Transformation of Learning



Student
Students will be examining
Students will be taking their
participation/answering
the text and starting to
knowledge of themes, symbols,
questions and providing
break sections to address
poetic devices/literary devices
examples. Seeing if students themes, symbols, devices,
and analyzing the short story.
are able to make larger
etc. After the students have When they have completed
connections between the text completed an independent their analysis with their group,
and their own lives.
reading, they will be asked
and individually, students will

to address one of the main
be asked to submit a critical
themes found within the
thinking/written response at
text. By doing so, students
the end of class to represent
will be able to draw from
their understanding of not only
personal experiences while the short story, but the themes
making connections back to within in it as well. They will be
the text.
asked to make connections to
their own experiences with
class-consciousness, growth,
and values within their
community and culture.

Places to Hold Their Thinking:

Students will be given a copy of the short story, which they can write on/make notes on while
reading independently, and in their group discussions. They will be asked to consider the
themes in The Garden Party, and making connections between their own experiences in a
written critical response that will be handed in.

Stage 3 Learning Plan
Processing / Learning Activities Designed to Ensure
Possible Ways to Differentiate
Understanding and Promote Critical Thinking:


Students will be given the chance to
After doing an independent read-through of the story, discuss in groups of 2, or 3 to share
and discussing major themes in groups, students will
responses and thoughts of the story.
then have the rest of class time to complete their
For students who work better
responses.
individually, there will be time given
in the second half of class to work
and write independently.

Step by Step Through the Lesson:

Teacher
Student


Place name cards on desks.
Students will take their seats and
Ask students to hand in their name cards to the
hand in name cards to the middle.
middle.



Start off by asking students what they know of class-
Students answering questions as a
consciousness. What is class-consciousness? Does it
class by putting up their hands,
reflect our values within society? Does it shape how
offering responses and suggestions.
we view people from different backgrounds or

economic status? Wait for students to

respond/discuss.



I will make connections back to The Garden Party by Students examining the text and
Katherine Mansfield. After asking theme-related
sharing ideas with their peers. They
questions, I will ask the class if they noticed any other are also encouraged to refer to any
themes in the text; Making notes on the board as
notes that they took in the previous
students offer suggestions by raising their hands.
class, seeing if they can expand on

their ideas, or better their

understanding.
I will ask students to examine the text: they will be

asked to locate specific examples of the themes being

discussed, or even themes that they have chosen to

look at independently.

I will circulate the classroom and check for
understanding; checking in with students to see what
themes they are focusing on, what personal
experiences they can draw from, where they may be
struggling. Addressing questions, concerns, comments,
etc.

I will give the students the remainder of class time to
complete their response; it will be handed in before
they leave.

Wrap up, and remind students to hand in their
responses before they leave.

Students begin thinking of their
responses. What connections can
they make to their personal lives, the
text, and even on a larger scale, the
community (global perspective).


Students will be working silently and
independently on their critical
responses

Wrap up, pack up, and hand in
responses before leaving the
classroom.

Potential Barriers to Success / Areas to Differentiate:

- Some students may have trouble understanding the language being used in the story,
especially ELL students. So, they will be able to ask their peers, use dictionaries, etc.
- Some students will have difficulty examining the story on their own, so they will work with
the EA, their peers, or myself to discuss ideas and connections.
- Some students may not be engaged or motivated to write a critical response, or make
personal connections.
- Some students may finish their responses faster than other students, so they can read for the
remainder of the block.

Stage 4 Follow Up
Follow Up/Reflection: What went right? What would I change for next time?