Lesson+For+Day+2+BHJ

__Day 2__

Objectives
 * Discuss the setting of the 1960s in the novel
 * Discuss the issues of the 1960s
 * Discuss the differences and similarities between the 1960s and 2012
 * Talk about identity in terms of the medias portrayal

Plan (45 Minutes)
 * Warm-Up- Journal Entry- Keeping the first chapter in mind, what is the impression of the setting? Include your thoughts on the time period and the place and what clues helped you arrive at these? (10 minutes)
 * Discussion- Discuss the journal entry. Compare the setting of the 1960s to now. How is it similar or different. Guided note included. (15 minutes)
 * Introduction to the story and Ponyboy. Who is Ponyboy? Who do we learn about in chapter one? Discuss the story elements: introduction, setting, mood, and theme. What has the story taught us at this point? Using the discussion yesterday on identity and cliques what has setting of the outsiders taught us? Using Cornell style note taking (10-12 minutes)
 * Closure- What are differences and two similarities between the 1960s and 2012?

Materials Needed 1) Notebook 2) Pen/pencil 3) Guided notes

__Accommodations__- In accordance with Luke’s IEP Luke will be able to read the book out loud with the inclusion specialist. Luke will be able to do a recorded journal entry. Eric and Anna will be the note takers on the board. Eric will write the similarities and Anna will write the differences.

__Reasoning and Strategy Use__- Luke has been diagnosed with dyslexia and reading and writing are difficult for him. Luke will be able to read The Outsiders out loud with the inclusion specialist. This gives Luke one on one opportunity to comprehend and discuss what he is reading. Luke will meet with the inclusion specialist to do the reading before the days lesson plan. Making sure Luke comprehends and understands what he is reading is crucial for his learning. Luke will also be able to do his journal entry in the form of a voice recording. He will be able to record what he would write in his journal into a tape recorder. This way he has enough time to complete his journal entry and move along with the rest of the class. Eric and Anna will be assigned as the note takers for the class during the class discussion. When discussing the similarities and differences between the 1960s and 2012 Eric will write down the similarities and Anna will write down the differences for the class. Eric does well when he is given a leadership position. He feels like he has purpose and a direct activity is good for him. Similarly, Anna is better able to stay focused by having a direct task. Having a key role in the class discussion will help her to remain focused and interested.

__Difficulties with Strategy__- Luke is given the opportunity to read The Outsiders out loud with the reading specialist before the lesson on the reading. Although this gives him the opportunity to better understand and comprehend the reading, it can be difficult to time out a good opportunity for him to meet with the inclusion specialist before each reading is due. Good planning in his IEP will be required. Luke is also able to record his journal entry instead of hand writing it. While this allows him to finish in a timely manner with the rest of the class, recording the journal entry is not allowing him to improve on his writing skills. Choosing Eric to be the writer for the class discussion the board allows him to have a direct task. However, depending on his mood, he may or may not want to be the direct center of attention. Since he will have to be at the front of the room to write on the board. It will be best to see if he is up for the task before hand. Having Anna being the other writer gives her a direct way to focus her attention on the lesson. However, it could end up distracting her and the class further by being the center of attention. Both Anna and Eric will have seats in the front of the room always.

Homework- Read chapter 2

Handouts:


 * Name: ___________ ||  || Block: ___________ || Date: _____________ ||
 * Language: ||  ||   ||   ||
 * 1960s || Meaning: || Meaning Now: || Words that means the same now. ||
 * A Gas || A lot of fun. ||  ||   ||
 * All show and no go. || Referenced to a car that had all the pretty chrome goodies, but wouldn't get out of its own way. ||  ||   ||
 * Bad || Awesome. ||  ||   ||
 * Badass || A tough guy. A guy you really don't want to mess with. ||  ||   ||
 * Bag || To Steal. Example: Who bagged my towel? ; also see Score Also; "What's your bag" meaning what's your problem or where are you coming from ||  ||   ||
 * Blitzed || Drunk ||  ||   ||
 * Cruising || Driving up and down the same street looking for races, girls, guys, etc. ||  ||   ||
 * Deuce || A 1932 Ford. As in, "She's my Little Deuce Coupe, you don't know what I got". ||  ||   ||
 * Dude || In the 60's, a dude was a geek or a panty waist. ||  ||   ||
 * Pad || Someone's house. Example: There wasn't much to do so we all hung out at John's pad, drank Cokes and listened to records. ||  ||   ||
 * Thongs || In the 60's, thongs were something you wore on your feet. ||  ||   ||


 * Music: ||  ||
 * __1960s:__ || __Now__ ||
 * Beatles ||  ||
 * Elvis Presley ||  ||
 * Chubby Checker ||  ||
 * The Everly Brothers ||  ||
 * Frank Sinatra ||  ||


 * Movies: ||  ||
 * 1960s: || Now: ||
 * Psycho ||  ||
 * The Alamo ||  ||
 * The Time Machine ||  ||
 * The Magnificent Seven ||  ||