English Language and Literature

Tom-All-Alone’s _ Charles Dickens

Achieving Comprehension through Varied perspectives

 

 

• Cycle: VI – Third Secondary: Humanities and Literature
• Theme: Sociology: Brave New World – Part II (Unit 5)
• Lesson: Global Complexities: Poverty (Chapter 2, Part A)

Objectives:

1. Achieve comprehension at different levels – Applying the six thinking hats
2. Practice using some stylistic elements such as irony and diction , and figuring out their significance
3. Produce a similar mode of writing  (descriptive)

Duration: 2 hrs

Instructional Materials:

1. Short video (Poverty Tells Many Stories)
2. Layouts (Profile +graphic organizers: Thinking hats)
3. Paper board
4. Book text : pages, 548 - 551

The six thinking hats significance

White   = The Factual / Logical

Red = The Emotional

Black = The Skeptical/ Critical

Yellow = The Optimistic/ Positive

Green = The Creative

Blue = The Organizer/ Manager

Stages	Teaching Aids	Procedure/ content	Activity Type	Class Structure
Attention Grabbing	Clipped movie Note: Note:The spoken language is German, yet it is translated into English; (globalizing the Problem - Poverty).	Watching the clip ( on Poverty) Raising discussion regarding:  the “needs” and the “wants” of poor families manifested Irony	Brainstorming	Whole Class
Relating movie to profile	Profile (organizer 1)	Reading and filling the profile with the needed information Relating movie content to the theme of the text	Silent reading   Discussion (Max’s & Jo’s stories)	Individuals
Application (Varied thinking levels) =  ( different levels of comprehension)	Organizer (2)   (Paper board)	Referring to the text; In groups, filling out the tables with ideas revealing the six different ways in approaching the selection Demonstrating answers ( using the paper board) Sharing, discussing and modifying groups’ answers (after each presentation) Commenting on the role style and tone play in revealing the psychological and mental anguish of Jo	Jig Saw   Presentation   Discussion Analysis	Groups
Evaluation	Layout (3)	Producing a similar mode piece of writing	Synthesis and creativity	Individuals

1. Name: _________
2. Age: __________
3. Social status: ________­­­____
4. Educational level: _________
5. Psychological situation: _____      
6. Attitude towards life: _________
7. His basic needs:______________
8. His wants:__________________
9. The thematic link between The text read and the mini movie watched: __________________

Organizer (2):

1. Group One: (The White Hat):

• Prepare a list of 3 to 4 facts about Jo, supporting each with evidence from the text

Fact	Evidence
1.
2.
3.
4.

 

2. Group Two: (The Red Hat):

•   Prepare a list of 3 to 4 Phrases or sentences that arouse the feelings of sympathy towards the boy. Justify your choice in reference to the text, bearing in mind the significance of effective diction and stylistic devices such as irony, personification, or word choice.

3. Group Three: (The Black Hat):                                                         

• Identify two basic societal problems Dickens states in his story. Illustrate the way he presents each, spotting light on the stylistic devices he depends on.

4. Group Four: (The Yellow Hat):                                                                                                                                                                           

• Find 3 positive aspects about Jo in the story. State why you think they are so.

5. Group Five: (The Green Hat):                       

• Plan an interview with Jo to focus on actions he envisions could be done to better up his living conditions. Base your questions on ideas stated in the story. (Prepare a set of 4 questions at least).

a)        Q:______________________

           A:______________________

b)       Q:______________________

           A:______________________

c)       Q:______________________

           A:____________________

d)       Q:____________________

           A:____________________

6. Group Six: (The Blue Hat):

• Relating to the agonizing consequences of poverty manifested in the selection, try to set a community service plan that might help alleviate the misery of Jo.
• Write down the steps you will follow to design and execute your plan.

 

1. Steps to design:
   1. _______________________________________________
   2. _______________________________________________
   3. _______________________________________________
   4. _______________________________________________
2. Steps to execute:
   1. _______________________________________________
   2. _______________________________________________
   3. _______________________________________________
   4. _______________________________________________

 

Layout (3):

       Assuming that Jo’s miserable condition were settled and he turned to be a very rich person due to your executing the plan you had had for him, come up with a  new story, describing and surfacing his inner feelings and thoughts as he roams the same neighborhood he used to live in. Make sure you demonstrate some ironic situations and effective diction.

English Language and Literature

Tom-All-Alone’s _ Charles Dickens

Achieving Comprehension through Varied perspectives

 

 

• Cycle: VI – Third Secondary: Humanities and Literature
• Theme: Sociology: Brave New World – Part II (Unit 5)
• Lesson: Global Complexities: Poverty (Chapter 2, Part A)

Objectives:

1. Achieve comprehension at different levels – Applying the six thinking hats
2. Practice using some stylistic elements such as irony and diction , and figuring out their significance
3. Produce a similar mode of writing  (descriptive)

Duration: 2 hrs

Instructional Materials:

1. Short video (Poverty Tells Many Stories)
2. Layouts (Profile +graphic organizers: Thinking hats)
3. Paper board
4. Book text : pages, 548 - 551

The six thinking hats significance

White   = The Factual / Logical

Red = The Emotional

Black = The Skeptical/ Critical

Yellow = The Optimistic/ Positive

Green = The Creative

Blue = The Organizer/ Manager

Stages	Teaching Aids	Procedure/ content	Activity Type	Class Structure
Attention Grabbing	Clipped movie Note: Note:The spoken language is German, yet it is translated into English; (globalizing the Problem - Poverty).	Watching the clip ( on Poverty) Raising discussion regarding:  the “needs” and the “wants” of poor families manifested Irony	Brainstorming	Whole Class
Relating movie to profile	Profile (organizer 1)	Reading and filling the profile with the needed information Relating movie content to the theme of the text	Silent reading   Discussion (Max’s & Jo’s stories)	Individuals
Application (Varied thinking levels) =  ( different levels of comprehension)	Organizer (2)   (Paper board)	Referring to the text; In groups, filling out the tables with ideas revealing the six different ways in approaching the selection Demonstrating answers ( using the paper board) Sharing, discussing and modifying groups’ answers (after each presentation) Commenting on the role style and tone play in revealing the psychological and mental anguish of Jo	Jig Saw   Presentation   Discussion Analysis	Groups
Evaluation	Layout (3)	Producing a similar mode piece of writing	Synthesis and creativity	Individuals

1. Name: _________
2. Age: __________
3. Social status: ________­­­____
4. Educational level: _________
5. Psychological situation: _____      
6. Attitude towards life: _________
7. His basic needs:______________
8. His wants:__________________
9. The thematic link between The text read and the mini movie watched: __________________

Organizer (2):

1. Group One: (The White Hat):

• Prepare a list of 3 to 4 facts about Jo, supporting each with evidence from the text

Fact	Evidence
1.
2.
3.
4.

 

2. Group Two: (The Red Hat):

•   Prepare a list of 3 to 4 Phrases or sentences that arouse the feelings of sympathy towards the boy. Justify your choice in reference to the text, bearing in mind the significance of effective diction and stylistic devices such as irony, personification, or word choice.

3. Group Three: (The Black Hat):                                                         

• Identify two basic societal problems Dickens states in his story. Illustrate the way he presents each, spotting light on the stylistic devices he depends on.

4. Group Four: (The Yellow Hat):                                                                                                                                                                           

• Find 3 positive aspects about Jo in the story. State why you think they are so.

5. Group Five: (The Green Hat):                       

• Plan an interview with Jo to focus on actions he envisions could be done to better up his living conditions. Base your questions on ideas stated in the story. (Prepare a set of 4 questions at least).

a)        Q:______________________

           A:______________________

b)       Q:______________________

           A:______________________

c)       Q:______________________

           A:____________________

d)       Q:____________________

           A:____________________

6. Group Six: (The Blue Hat):

• Relating to the agonizing consequences of poverty manifested in the selection, try to set a community service plan that might help alleviate the misery of Jo.
• Write down the steps you will follow to design and execute your plan.

 

1. Steps to design:
   1. _______________________________________________
   2. _______________________________________________
   3. _______________________________________________
   4. _______________________________________________
2. Steps to execute:
   1. _______________________________________________
   2. _______________________________________________
   3. _______________________________________________
   4. _______________________________________________

 

Layout (3):

       Assuming that Jo’s miserable condition were settled and he turned to be a very rich person due to your executing the plan you had had for him, come up with a  new story, describing and surfacing his inner feelings and thoughts as he roams the same neighborhood he used to live in. Make sure you demonstrate some ironic situations and effective diction.

English Language and Literature

Tom-All-Alone’s _ Charles Dickens

Achieving Comprehension through Varied perspectives

 

 

• Cycle: VI – Third Secondary: Humanities and Literature
• Theme: Sociology: Brave New World – Part II (Unit 5)
• Lesson: Global Complexities: Poverty (Chapter 2, Part A)

Objectives:

1. Achieve comprehension at different levels – Applying the six thinking hats
2. Practice using some stylistic elements such as irony and diction , and figuring out their significance
3. Produce a similar mode of writing  (descriptive)

Duration: 2 hrs

Instructional Materials:

1. Short video (Poverty Tells Many Stories)
2. Layouts (Profile +graphic organizers: Thinking hats)
3. Paper board
4. Book text : pages, 548 - 551

The six thinking hats significance

White   = The Factual / Logical

Red = The Emotional

Black = The Skeptical/ Critical

Yellow = The Optimistic/ Positive

Green = The Creative

Blue = The Organizer/ Manager

Stages	Teaching Aids	Procedure/ content	Activity Type	Class Structure
Attention Grabbing	Clipped movie Note: Note:The spoken language is German, yet it is translated into English; (globalizing the Problem - Poverty).	Watching the clip ( on Poverty) Raising discussion regarding:  the “needs” and the “wants” of poor families manifested Irony	Brainstorming	Whole Class
Relating movie to profile	Profile (organizer 1)	Reading and filling the profile with the needed information Relating movie content to the theme of the text	Silent reading   Discussion (Max’s & Jo’s stories)	Individuals
Application (Varied thinking levels) =  ( different levels of comprehension)	Organizer (2)   (Paper board)	Referring to the text; In groups, filling out the tables with ideas revealing the six different ways in approaching the selection Demonstrating answers ( using the paper board) Sharing, discussing and modifying groups’ answers (after each presentation) Commenting on the role style and tone play in revealing the psychological and mental anguish of Jo	Jig Saw   Presentation   Discussion Analysis	Groups
Evaluation	Layout (3)	Producing a similar mode piece of writing	Synthesis and creativity	Individuals

1. Name: _________
2. Age: __________
3. Social status: ________­­­____
4. Educational level: _________
5. Psychological situation: _____      
6. Attitude towards life: _________
7. His basic needs:______________
8. His wants:__________________
9. The thematic link between The text read and the mini movie watched: __________________

Organizer (2):

1. Group One: (The White Hat):

• Prepare a list of 3 to 4 facts about Jo, supporting each with evidence from the text

Fact	Evidence
1.
2.
3.
4.

 

2. Group Two: (The Red Hat):

•   Prepare a list of 3 to 4 Phrases or sentences that arouse the feelings of sympathy towards the boy. Justify your choice in reference to the text, bearing in mind the significance of effective diction and stylistic devices such as irony, personification, or word choice.

3. Group Three: (The Black Hat):                                                         

• Identify two basic societal problems Dickens states in his story. Illustrate the way he presents each, spotting light on the stylistic devices he depends on.

4. Group Four: (The Yellow Hat):                                                                                                                                                                           

• Find 3 positive aspects about Jo in the story. State why you think they are so.

5. Group Five: (The Green Hat):                       

• Plan an interview with Jo to focus on actions he envisions could be done to better up his living conditions. Base your questions on ideas stated in the story. (Prepare a set of 4 questions at least).

a)        Q:______________________

           A:______________________

b)       Q:______________________

           A:______________________

c)       Q:______________________

           A:____________________

d)       Q:____________________

           A:____________________

6. Group Six: (The Blue Hat):

• Relating to the agonizing consequences of poverty manifested in the selection, try to set a community service plan that might help alleviate the misery of Jo.
• Write down the steps you will follow to design and execute your plan.

 

1. Steps to design:
   1. _______________________________________________
   2. _______________________________________________
   3. _______________________________________________
   4. _______________________________________________
2. Steps to execute:
   1. _______________________________________________
   2. _______________________________________________
   3. _______________________________________________
   4. _______________________________________________

 

Layout (3):

       Assuming that Jo’s miserable condition were settled and he turned to be a very rich person due to your executing the plan you had had for him, come up with a  new story, describing and surfacing his inner feelings and thoughts as he roams the same neighborhood he used to live in. Make sure you demonstrate some ironic situations and effective diction.