November Blue Lesson Plan

Lesson Plan for "November Blue"
Dominique Ferguson
Adolescent Literature
7th grade Language Arts: Two 90 minute block periods



Focus Statement

This lesson plan focuses on improving student’s research and organizational skills by having them reserach information that pertains to the novel November Blue. In a creative and practical way students will demonstrate mastery of the novel’s themes and concepts by creating a pamphlet on a teen issue. In groups students will be assigned one of the following issues:bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.6.1.3)
This activity will be instructor-led and students will be placed into groups of four or five. The topics will be chosen by the instructor for each group and students will be given specific guidelines to follow for the creation of the pamphlets. Though this lesson may be a bit restrictive in nature (because groups and topics are chosen by teacher) students will learn the importance of following directions, generating ideas from multiple sources and writing in an informational format. The materials necessary for this activity are construction paper, scholarly journals (about adolescent psychology), markers, computer access (trips will be made to computer lab), and teen magazines.

Theme and Thinking Skill

The theme for this lesson plan is awareness and team work. Since this plan is designed for a 7th grade language arts class I want my students to become aware of the adversities teens face form the pre-teen stage all the way to older adolescence. Most students are unaware that what they are facing is an issue until they are suddenly hit with it; much like November in November Blue. I believe if students are allowed to research and view the data and articles on issues such as teen pregnancy, peer pressure, etc then the knowledge they gain will make them less of a target and more sensitive to the world around them. Furthermore it is important to build team-player skills in students. Middle school is a critical time for most students and they often have issues making friends or working together. I hope this activity will teach them to work together and the importance of following directions.

Objectives

Students will be able to:
1.generate ideas from multiple sources
2.write in an informational form
3.use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.


Standards

LA.7.2.1.5,LA.7.4.2.1, LA.7.3.1.1, LA.7.3.2.1, LA.7.6.1.3, NL-ENG.K-12.8

Procedures (90 minute period-2 classes)

1. Before class the teacher will write the following question on the board: Can pregnancy be compared to a handicap? Support or attack. Once students are seated, they will be given 15 minutes to respond to this question in their journals. After journals 5 minutes will be given for students to share.
2. Next, students will be engaged in a deeper discussion of the novel.(LA.7.2.1.5) The teacher will guide a 20 minute discussion using the following questions: What was the main idea of the novel? What was Draper’s relevance in writing it? Who was your favorite character? Why? Did you feel November handled her situation the right way? What are your felings about Ariel's treatment of Olivia?
3. These questions will serve as a review of the novel as well as a transition into teh activity. In class (may take up to two class periods) students will be given the task of designing and writing an informational pamphlet on one of the following issues: bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.4.2.1)
4. The instructor will separate students into groups of four or five and each group member should contribute equally to the assignment. This will be monitored by giving each group member a task sheet. Up to two people can be assigned to type/write, one for design and one for researching.(LA.7.3.2.1)
5. Using the internet, scholarly journals and teen magazines students will research and gather information on their assigned topic and present this information in an informational pamphlet. A rubric will be given to each group along with specific instructions on the content that should be included in the pamphlet. The students will have a choice of typing or handwriting this assignment. (LA.7.3.1.1 and NL-ENG.K-12.8) (50 minutes will be set aside each class period for group work).
6. On Day two of this assignment, students will work in the media center.
7. At the conclusion of this activity (on day two) students will turn in their completed pamphlets and given 20 minutes to take a reading quiz on November Blue (fomal assessment and answer key included).

8. Before dismissal students will be assigned to research the origin of their names.This research can be conducted online or they can simply ask their parents. The answers must be written in complete sentences and ready to be turned in next class. This activity will help to introduce the next novel, Broken China.


Each Pamphlet should include the following:

1. Cover Page: Group members' names, date, course, teacher's name and topic. Designs are optional but strongly encouraged.
2. Table of Contents
3. Statistics on particular topic, sources must be cited in Bibliography
4. Formal definition and brief synopsis of topic
5. Summary (150 words on how this topic relates to November Blue
6. Fact Page
7. Preventative Tips
8. Bibliography: Students will be given a handout from the following website:
http://albion.jordan.k12.ut.us/TeacherWebFolders/Simons/Middle_Ages/Bibliography.pdf

Task Sheets:

Designer: this person is responsible for creating a cover sheet for the pamphlet as well as organizing pages according to pamphlet format set forth by teacher. Also responsible for conducting topic research.

Researcher: is reponsible for leading research and organizing data in a coherent and concise way. Must also make sure bibliography follows the same format as the handout.

Typer/Writer: is responsible for writing or typing all data.Also needs to contribute to research.

This activity is for participation points. No letter grade will be received but the group who worked best together, followed all guidelines and turned in a great product will receive a no homework pass for one week.


Assessment


1. How is the novel, November Blue, divided? (c)

a. Books (Book 1, Book II, etc.)
b. chapters
c. Dates and chapters
d. None of the above


2. Who wants custody of November’s baby? (b)

a. Jericho and Olivia
b. Mr.& Mrs. Prescott
c. Mrs. Nelson
d. Jason’s parents

3. How old is the pregnant girl November meets on the bus? (d)

a. eight
b. fourteen
c. twenty
d. None of the above

4. “November wondered how this kid was going to take care of a baby, and she tried to figure out a way of asking that wouldn’t offend the girl” (Draper 169).

In fifty (50) words explain how November’s assessment of the girl on the bus may be hypocritical.

Sample Response:

I believe November’s assessment of the girl is hypocritical. For one November is a pregnant teen just like that girl. Even though the girl seems immature
November still has no right to act as if she is superior in any way. And then November starts asking the girl a bunch of questions as if her own life is together and orderly. Although November is older than the girl she is no better off than her.

5. What instrument does Jericho play for Sunshine? (a)

a. Trumpet
b. Saxophone
c. Xylophone
d. French horn

Sources, Materials and Accommodations

1. November Blue by Sharon Draper (class set)
2. Construction paper
3. Scholarly journals (about adolescent psychology)
4. Markers
5. Computer access (trips will be made to computer lab)
6. Teen magazines
Necessary changes will be made to the lesson to accommodate any ESE and ESOL students.
7. Bibliography handouts: one for each group