Lesson+One

==Lesson Plan - Narrative Voice Megan, you can see my comments below--the difficulty in approving this lesson plan is that you do not clarify what it is about narrative voice in this story you want students to be able to deduce? Do you see that? Narrative voice in relationship to character construction in "....Caroline?" So the plan is "empty." You need to clarify in the objectives what it is you want students to know and/or be able to do. And then the lesson must teach the skills necessary to read this short story's narrative voice according to those objectives. ==

**Context** Students have begun their unit on John Green's novels. They will use their understanding of narrative voice to shape their knowledge of character construction.

**Objectives** //Short-range objective:// Students will be able to ** understand ** ?? narrative voice in a work of fiction. ** (how do you assess //understanding.// This is a broad objective and one that you need to break down .. what does it mean to understand narrative voice????) **

//Long-range objective:// Students will be able to apply their understand of narrative voice to understand how a character is constructed in a novel.

**Rationale** 1) Administrators: The students will use their knowledge to develop their understanding of character construction through narrative voice. They can apply this knowledge to any text they may read in a future State exam.

2) Students: Understanding how a narrative voice is constructed is key to understanding how an author is constructing a character. This will deepen understanding of discourses and breaking through those walls of societal construction.

3) Critical Pedagogues: In order to be a practicer of critical literacy, understanding how a character is portrayed in a narrative is key. Allowing students to break through the wall of accepting "author as God", and beginning to question why an author created a character the way they did will further enhance their critical literacy.

**Background Knowledge and Skills** Students already have a base knowledge of narrative voice. They will gain insight into John Green's narrative voice by reading his short story from the anthology //Twice Told: Original Stories by Inspired Original Art// called "The Approximate Cost of Loving Caroline".

**Standards** RL. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the curse of a text, interact with other characters, and advance the plot or develop the theme.

**Summary** Students will come to class prepared to discuss the short story they read for homework, "The Approximate Cost of Loving Caroline". As a class, we will review narrative voice as previously studied. We will discuss the definition and review examples briefly to ensure the knowledge is explicit for each student. Students will be in Socratic seminar to discuss what they noticed about narrative voice in the short story. They will be citing examples as seen in their text. Students will apply this knowledge to their understanding of how Green constructs characters through narrative voice.

**Procedure** 1) Anticipatory Set: Students will have read and annotated the short story they read for homework the previous class. They will bring the story with them to class to use in the discussion. Students have learned about narrative voice previously in the school year. They will use their knowledge of narrative voice and their comprehension of the story they read for homework during the lesson.

2) Instruction: Students will answer ** basic questions?? (and what would those be? What is it about NV you want students to know?) ** about narrative voice. They will define the term and then cite examples from previous reading they've done. The teacher will provide two examples to start the students off with their discussion

3) Guided Practice: The students will now cite examples, with at least three students answering out loud. This will show that they understand narrative voice and can move on to their individual discussions.

4) Independent Practice: After the students have properly reviewed the term, they will break up into Socratic seminars. There will be four groups with five or six students per group. The pre-selected leader will begin the discussion and the students will talk about their understanding of narrative voice in the short story and in any other work by Green we are reading for class. The students will share out after eleven minutes of instruction.

5) Closure: The class will draw conclusions based on their new understandings and insight through class discussion. We will discuss how the specific construction that Green has used for his characters conforms or confronts societal norms of how adolescents should or ought to behave. Students will infer as to why the narrative voice ** (in this story only right?) ** works or does not work. They will question if it is** realistic, relatable, and readable. (how are these criteria different?) ** Students will take notes on what they see when critically examining Green's narrative voice choices for his characters to use in future critical readings of his other works.

**Special Notes and Reminders to Myself** None.

**Materials and Resources Needed** - handout with five examples of narrative voice in previous texts as read in class - extra copies of the short story for students who may not have their copy -

**Accommodations for Students with Special Needs** None.

**Assessment of Student Learning** The assessment of learning is informal. I will not be assigning homework, but ** walking around the room? (this is most definitely //not// assessment.) ** to make sure the students are on the right track to understanding narrative voice more critically.

**Reflection on or Evaluation of Lesson**