Lisa's Teaching Page

Below are the most sought after of all the lessons, tips, and ideas I have posted on my website over the years (from my previous life as a resource specialist at the high school level). I hope you find them helpful.  Hope you find something useful. Click on the link below or scroll down the page as all but one of the lesson plans are on this page. 

English/Language Arts/Literature Lesson Plans:

 
bullet"The Lady, or the Tiger" Lesson plans for essay writing
bulletInspirational Stories & Jokes These don't have lesson plans to go with them, but I have used some of them to help motivate students. (This goes to a different page on this site)
bulletWriting Journal topics for secondary students
bulletSummary of Romeo and Juliet, by William Shakespeare
bulletGuide to understanding Shakespeare's English
bulletThe Lion, the Witch, and the Wardrobe Comprehension questions and Post-reading activities
bulletStory starters for elementary students
bulletGo to Lisa's Links page for other stuff

 

Short Stories: The Lady, or the Tiger
 By Frank Stockton

 Lesson Plans developed by Lisa Goodell

Teacher Plans:

1. Read story in class, discuss. Also show laser disc from county Instructional Media Center with discussion.

2. Brainstorming. Class is to come up with ideas and themes.

bulletTheme: Love makes people do strange things
Make a list of how people do strange things when they are in love (or think they are)
Examples: While daydreaming about the person, someone puts their hat in the refrigerator or, someone hurts or ignores boyfriend/girlfriend over a rumor
bulletConflict: The princess against herself
Describe what was going on in her head, give reasons why she could have chosen each door.

bulletCharacterization: Based on her personality, which door does the princess signal to? Do this in cooperative group - see below

3. Cooperative learning- Each group is to explore a different aspect of the story and report back to class.
Make a copy of the handout (below) for each group, circling which area (a, b, or c) you want the group to focus on.

Cooperative group handout:
Directions for group: Make a list of what you learn about the princess (focus on the item circled below). Use what is written, but also add your own ideas based on the story.

What have you learned about the personality of the princess
 a. through her actions
b. through her thoughts
c. through other's reactions to her


Possible essay questions:

bullet Characterization: Based on her personality, which door does the princess signal to? Use quotes from the story.

bullet Theme: Love makes people do strange things. Write about a time in your life when you or someone you know did something strange because of love.

bullet Suspense: Describe the princess's inner conflict. What was she confused about?

4. Essay Writing - students with write a rough draft on the topic. Paragraphs must include introduction (title, author, briefly give plot of story, thesis statement), body (2-3 paragraphs), and conclusion (restate thesis statement in other words).

5. Editing - go over scoring rubric, edit each other's papers and then...

6. Re-write final draft


Sample Handout outlining the whole process for students:


"The Lady, or the Tiger" By Frank Stockton

1. Read short story in class, discuss. View laser disc from county IMC with discussion.

2. Cooperative learning- Each group is to explore a different aspect of the story and report back to class. Take notes so you can use this info for your essay!

Essay Assignment.

Based on her personality, which door does the princess signal to? Use quotes from the story.
Essay must include paragraphs with

bullet Introduction (title, author, briefly give plot of story, thesis statement)
 
bulletBody (3 paragraphs):
Describe the princess's personality (use info from groups)
Describe the princess's inner conflict. What was she confused about? Which door does she end up telling her lover to take?
Tell which door she chose and explain why. You must support your opinion with evidence from the story (not necessarily what you would do in the same situation)
bulletConclusion (restate thesis statement in other words).

Rough draft due ________ (15 points)
Editing must be done, final draft due ________ (70 points)

Notes:

These lesson plans were originally used with high school students with learning disabilities. Feel free to adapt to fit your classroom needs. However, they are copyrighted material. © 1997 Lisa Goodell

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Writing Journal: For Secondary Students

Created by Lisa Goodell

(Writing prompts are below introduction)

To make writing meaningful, reflect or think awhile on the topic before you begin to write. Do not just write down what first comes into your head. Remember learning is what you put into it. Stop, look around you, ponder the answers to "what if?" Be creative, write a poem one day, add a sketch to different entry. Doodling allowed. Once you have gathered your thoughts, write. Many people find that writing about events that occur in life actually helps them to sort out everything, so clear decisions can be made. Perhaps some of you will discover you enjoy writing, when it's about something you want to write about.

You may choose what to write about each day. You may want to write about your daily activities, or your thoughts and feelings regarding your experiences. You may choose any topic (school appropriate). You may respond to something you have learned in this class. You may also choose to write in response to one of the prompts below. If so, copy the prompt first, then respond. In each entry you must write 125 words or more (the paragraph above has almost 150 words). No, copying the prompts below does not count towards the 125 word requirement). This assignment will be graded on content more than grammar. 

For a grade of: A = write 10 entries or more
B = write 8-9 entries
C = write 7 entries
NM = write 6 or less entries (still turn in whatever you do because a few points are better than 0!!!)


Writing Prompts

If you lost your driver's license and could never again drive a car, how do you think it would change your life?

If you were a stranger just getting to know your parents, what do you think you would most like about them? What would you most like about your brothers and sisters?

Have you ever set up a surprise party for someone? How much would it mean to you to have all your friends throw a surprise party in your honor?

What is the most important thing to you right now? What do you think will be the most important things in your life 20 years from now?

In the course of your life, have you more often lied or been lied to? Explain.

If you were sentenced to one year of solitary confinement in a small room and allowed to take only one of the following with you, which would you choose... a pet? 50 books of your choice? an audio tape player and 50 tapes of music, a pen and lots of paper? Explain why.

When were you most embarrassed because you forgot someone's name? Does it bother you when someone forgets your name?

If you had to move at least 150 miles from your current home, where would you go? Assume you would have an equivalent job in the new location.

If you could go to a hospital and observe a birth, would you want to? What about open-heart surgery, etc.? Explain.

When things go wrong, is your first impulse to look for your own mistakes or for other people's?

Have your ever experienced a moving spiritual experience? Is so, what long-term impact has it had on the way you treat other people?

Do you find any meaning in the dreams you have when you sleep? If so, what have you learned from them?

If you saw something so incredible and impossible that you suspected it might not have really happened, whom would you feel safe telling? Whom would you be afraid to tell? Explain.



More Writing Prompts

Pick a quote and discuss what you think it means, whether or not you agree with it, and tell why it is important. You can also find your own quotes to discuss - from the novel, or other sources. Just be sure to copy the quote in your entry.
 "For success, attitude is as important as ability."

"We can choose to throw stones, to stumble on them, to climb over them, or to build with them."

"You earn respect by what you live, not by what you demand."

"Make an effort, not an excuse."

"We are what we repeatedly do. Excellence, then, is not an act but a habit."

"Build bridges, not walls."

"Let the choices you make today be choices you can live with tomorrow."

"Money is the root of all evil."

"Walk your talk."

"You can teach what you believe, but you will reproduce who you are."

"You are responsible for your own actions and the consequences which follow, be they positive or negative."

"Clothes do not make a man (or woman)."

"Mud thrown is ground lost".

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Summary of Romeo and Juliet

by William Shakespeare

ACT ONE



Scene 1---- The fight between the houses of Montague and Capulet results in a street fight between the two families. The ruler of Verona, Prince Escalus, is mad about the latest disruption of the peace by the Montagues and Capulets and declares that the penalty for another fight will be death.

Scene 2---- When Paris asks Capulet for Juliet's hand in marriage, Capulet says that Juliet, who is 13, is too young; but he gives his permission if Juliet wants to marry him. He gives a party that night at which Paris can compare Juliet to other ladies. The servant is sent with a list to invite people to the party, but he can not read. He meets Benvolio and Romeo in the street and asks if he could help him read the names on the list. Rosaline's name is on the list and Benvolio convinces Romeo to go to the party to compare her with other ladies. Romeo agrees, but he says he will always be true to Rosaline.

Scene 3---- Juliet's mother prepares her for the marriage proposal by Count Paris. Juliet is not sure she is ready for marriage but says she will think about marrying Paris.

Scene 4---- The three friends, Romeo, Benvolio, and Mercutio, are disguised in masks and costumes to avoid being recognized as they make their way to Capulet's party. In order to perk up Romeo's spirits, Mercutio tells him about a dream he had about a tiny fairy queen. Romeo is not interested in Mercutio's dream. He has a feeling something bad will happen tonight because he went to the party.

Scene 5---- Capulet welcomes Romeo and his friends and invites the guests to dance. As Romeo watches the dancers, he notices a very beautiful girl. When he asks a servant about her, Tybalt, a Capulet, recognizes Romeo's voice and becomes very angry. Capulet forbids him to fight with Romeo. Romeo and Juliet speak briefly together and immediately fall in love. After they have parted , they both learn they are the heirs of the families that are fighting.


ACT TWO


Scene 1---- Now that Romeo knows who Juliet is, he does not want to leave her house. He ditches his friends by climbing over the garden wall. Mercutio continues to make jokes at Romeo's expense.

Scene 2---- While Romeo is in the garden, Juliet appears at her bedroom window. Romeo hears her talk of her love for him and her despair at his being a Montague. They admit they are in love and Juliet says she will send a messenger to Romeo tomorrow to find out where and when they can be married.

Scene 3---- Romeo hurries away to talk to Friar Laurence about marrying Juliet immediately. The Friar is concerned about Romeo's sudden change of heart about Rosaline but agrees to marry him and Juliet that day, hoping that the marriage will end the fighting between the two families.

Scene 4---- Benvolio and Mercutio meet Romeo in the street. Romeo is his old self, sharp and high spirited. Juliet's nurse finds Romeo and he tells her that he and Juliet are going to get married that afternoon at Friar Laurence's.

Scene 5---- Juliet can hardly wait for her nurse to come back from her meeting with Romeo. The nurse tells Juliet to say that she is going to confession at Friar Laurence's. When she gets there Friar Laurence will marry them.

Scene 6---- Juliet meets Romeo at Friar Laurence's so they can be married.


ACT THREE


Scene 1---- Tybalt meets Benvolio and Mercutio on the street. Romeo shows up and Tybalt purposely insults him, but Romeo ignores him. Mercutio gets mad and challenges Tybalt to a fight. They start fighting and when Romeo tries to break up the fight. Tybalt's sword passes under Romeo's arm and kills Mercutio. Romeo is aware the when he marries Juliet he will be related to Tybalt but he does not want to be a coward so he fights with Tybalt and kills him. The Capulets demand that Romeo be killed because of what the Prince said about what would happen if anyone fought. Even though Benvolio tried to explain what had happened Romeo is banished from Verona.

Scene 2---- The nurse tells Juliet that Romeo has killed Tybalt. She is sad for her cousin but she knows that Tybalt wanted to kill Romeo. Knowing that Romeo has been banished she makes the nurse promise to bring him to her secretly before he leaves Verona.

Scene 3---- When Friar Laurence tells Romeo that he has been banished instead of being killed, Romeo is desperate over being away from Juliet. The nurse appears and tell him to hurry to Juliet's side. Friar Laurence hoping that Romeo will be allowed back to Verona some day, sends Romeo to Juliet. Romeo will live in Mantua, and Friar Laurence will send his friend Balthasar with the news.

Scene 4--- Paris still talks about marriage to Capulet. Knowing that Juliet is sad about Tybalt's death and hoping to see her happy again, Capulet agrees to the marriage in three days to Paris.

Scene 5--- Romeo and Juliet separate at daybreak. Immediately after her mother arrives to tell Juliet of her marriage to Paris. Juliet is stunned and tries to change her parents mind about the wedding. They are furious at her for not listening to them and threaten to disown her if she does not marry Paris. Her nurse argues that Paris would be a better husband than Romeo and so Juliet pretends to agree. Juliet realizes the nurse must not find out anything more about her and Romeo and realizes she can only trust Friar Laurence.


ACT FOUR


Scene 1--- As Paris is talking about his marriage plans with Friar Laurence, Juliet enters. After Paris leaves, the Friar gives Juliet a drug to take on the night before the wedding. The drug will make it look like Juliet is dead and she will be placed in the burial vault. When she wakes up, Romeo and Friar Laurence will be there to take her away from Verona

Scene 2--- Wedding preparations are in progress in the Capulet household. Juliet is pretending to go along with their plans, and her father is so pleased that he decides to have the wedding the next day. He leaves quickly to tell Paris.

Scene 3--- Juliet asks her nurse to leave her for the night. She considers all the possible bad effects of the drug, but finally gets up enough courage to drink it and immediately falls into a deep sleep.

Scene 4--- On the morning of the wedding, the nurse is sent to awaken Juliet as the household is busy with last minute preparations.

Scene 5--- The nurse discovers Juliet's apparent lifeless body, and the household turns into mourning. Funeral instead of wedding plans are begun.


ACT FIVE

Scene 1--- Romeo learns from his servant Balthasar that Juliet is dead and has been placed in the Capulet vault. Wishing to join Juliet in death, Romeo buys poison and hurries to Verona.

Scene 2--- Friar John tells Friar Laurence that he has not been successful in delivering his letter Romeo. The letter contained the explanation of Juliet's wedding and the plan to prevent it. Friar Laurence, greatly worried, hurries to Juliet to be on hand when she awakens.

Scene 3--- When Romeo finds Paris at the Capulet tomb, he kills him when he refuses to leave. Romeo drinks the poison just before Friar Laurence arrives. When Juliet awakens, Friar tries to hurry her out of the tomb, but she sees Romeo's body and will not leave. The Friar, afraid of being discovered there, leaves and Juliet kills herself with Romeo's dagger. The guard, summoned by Paris' servant, enters and finds the bodies. The Prince arrives, along with the Capulets and Montagues, and the Friar tells the entire story. Filled with grief at the series of misfortunes, Montague and Capulet agree to end their feud.

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Guide to Understanding Shakespeare's English

Language is constantly changing and growing. William Shakespeare's English (called Early Modern English) uses many words and phrases which we no longer use today. This is a guide to many of the now archaic words which were used by dear William and his contemporaries.

PERSONAL PRONOUNS: thou, thee - forms of you
thy - your
VERB FORMS TO GO WITH PRONOUNS: Thou shalt beget kings.
Thou art mad.
Thou knowest all.
Where hast thou been?
USE OF YE, IN REFERENCE TO SEVERAL OTHER PEOPLE: Are ye all here?
OTHER VERB FORMS: He hast lost
It seemeth
MacBeth doth come


AUXILIARY OR HELPING VERB FORMS ARE OFTEN MISSING:

I know not.
See you not.
Goes Benevolio with you?


VERBS SOMETIMES USED WITHOUT THE CONDITIONAL LET OR MAY ADDED:

 Retire we to our chamber.
So please you.


THE WORD "WOULD" IS ALSO USED TO INDICATE CONDITIONAL FORMS:

 Would they have stayed!
Thou wouldst be great.
EXPRESSIONS

Many expressions which were common in Shakespeare's day are no longer used today. This list contains only some of them, with their modern equivalents.  Most are found in Romeo and Juliet. an- if
anon- soon, right away
aught- anything
aye- always, ever
beseech- to plead
coz- cousin, friend
durst- dared
ere- before
fain- gladly
forsooth- truly
hark- listen
hie- hurry
hither- to here
issue- offspring
liege- lord, master
loath- unwilling
marry- "By the Virgin Mary" or indeed
methinks- I think
maw- stomach
mettle- courage
nigh- near
of late- recently
prithee- please
quoth- spoke, said
thither- to that place
thrice- 3 times
trick- habit
twain- 2
were- would be
whence- from where
wherefore- why
whither- where to
withal- with, with this
within- inside
without- outside

 

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The Lion, the Witch, and the Wardrobe

by C. S. Lewis


Comprehension Questions, Post-reading activities
developed by Lisa Goodell


The Lion, the Witch, and the Wardrobe, by C. S. Lewis, is set in England during World War II. Four British children find their way through a wardrobe into a fantasy land called Narnia. Under the leadership of the great king, they play an important role in the struggle to free Narnia from evil.

Before Reading.
Important themes are truthfulness, courage, loyalty, and self-sacrifice. Discuss what these mean and look for them as you read.

Vocabulary words you should know:
 sledge - sled
inquisitive - curious
spiteful - mean, cruel
row - argument, fight
queer - weird, strange, unusual


Reading the Story. 
After you read each chapter, answer the following questions on another paper. Use complete sentences.

Chapter 1.
 1. Name the children in order from oldest to youngest.
2. Why did the children go to the house of the old Professor?
3. What is a wardrobe?
4. Use the author's descriptions of the house to design a floor plan showing the different rooms.

Chapter 2.
 1. Give the name of who Lucy met in the wardrobe.
2. Describe what a faun looks like.
3. What is a daughter of Eve or Son of Adam?
4. Explain why the faun got upset.

Chapter 3.
 1. List 3 reasons why the children did not believe Lucy's story.
2. Why did Lucy begin to wonder if she had really been in Narnia?
3. How did Edmund happen to get into the wardrobe?
4. Who did he meet?

Chapter 4.
 1. Why was the Queen nice to Edmund?
2. What was magical about the Turkish Delight?
3. Why didn't the Queen want the other children to know about her?
4. Do you think the Queen is good or evil? List 3 reasons for your answer.

Chapter 5.
 1. Who lied about Narnia and why?
2. Why do Peter and Susan go and talk to the Professor?
3. How did the Professor treat Susan and Peter?
4. Where do the children finally hide when Mrs. Macready has a tour of people in the house?

Chapter 6.
 1. What happened to Mr. Tumnus?
2. Why did the children want to look for Mr. Tumnus?
3. Who did they meet and then follow?
4. How did Edmund try to make Peter doubt the goodness of the faun?

Chapter 7.
1. How did the beaver prove he was a friend?
2. How did each child feel after hearing the beaver say, "They say Aslan is on the move -- perhaps has already landed."
3. Why do you think Edmund felt a mysterious horror because of Aslan?

Chapter 8.
 1. List 5 phrases that Mr. Beaver uses to describe Aslan.

Chapter 9.
 1. Where did Edmund go?
2. What did he find in the courtyard?
3. Was the Queen glad to see him? Why or why not?
4. What news did Edmund tell her?

Take a break from reading. Go to the library and find information on the author, C. S. Lewis. Write 125-150 words on his life. What was his real name? Where and when was he born? What was his childhood like? How did he make a living when grown up? What other books did he write? What was his family like? When did he die?

Chapter 10.
 1. Where are they going and why?
2. Describe the presents each child was given and what each was to be used for.

Chapter 11.
1. Where does the Queen send the Wolf, and what is he to do?
2. Has the Queen been truthful to Edmund? Give examples from the story.
3. Why does the Queen get furious at the squirrel family? What is she afraid of?
4. How is the Queen's magic changing? List 4 examples.

Chapter 12.
 1. Based on the description on page 125-26, draw a picture of what Cair Paravel looks like from the Stone Table. (Use blank paper and colored pencils).
2. What did Peter do to "earn his spurs?"
3. Did Peter feel brave when he saw the wolf? Were his actions or feelings courageous? Why?

Chapter 13.
 1. What do the witch and dwarf plan to do to Edmund? Why?
2. Why does their plan fail?
3. What does the Deep Magic say concerning Edmund?

Chapter 14.
 1. Why couldn't the girls sleep?
2. Why do you think Aslan willingly let the Witch kill him?
3. What would have happened if Aslan chose not to die? How would that have affected the future of all Narnia?

Chapter 15.
1. What two things happened just as the sun rose above the sea?
2. Did Aslan really die? Explain the Deeper Magic from before the Dawn of Time.
3. Who did Aslan die for?
4. Would you be willing to die for anyone? Who?

Chapter 16.
 1. What does Aslan do at Cair Paravel?
2. Which Narnian character do you like the best? Why?
3. Where does everyone go with Aslan?

Chapter 17.
 1. How did Edmund redeem himself in battle?
2. What happened in the Great Hall of Cair Paravel?
3. What happened during the hunt for the White Stag?
4. Why do you think the Professor understood so well about Narnia?


After Reading. Complete the following activities after reading The Lion, The Witch, and the Wardrobe.

Activity 1.
Write the name of the character in front of the sentence telling what he/he did, felt, or said. (Some characters will be used more than once)

_____________________ 1. first to discover Narnia
_____________________ 2. was turned to stone for hiding a daughter of Eve.
_____________________ 3. said he and Lucy were only pretending (just to be mean)
_____________________ 4. willingly let himself be killed to save others
_____________________ 5. almost killed by the wolf before Peter came to the rescue
_____________________ 6. was proud after Edmund broke the witch's wand
_______________________________ 7. all felt betrayed when Edmund went to the White Witch
_____________________ 8. was going to wear a crown and eat lots of Turkish Delight
_____________________ 9. who cast a spell of Narnia that kept it winter with no Christmas

Activity 2.
Narnia Banner. Use construction paper and colored pencils or markers to make a banner that represents Narnia. Show Narnian characters, things or scenes from the story. You must have at least 5 things. On a separate piece of paper, name each thing and tell why it is important to the story.

Activity 3.
Make a colorful map of Narnia. Include the following things or places (go back to the story to see where to put each one): wardrobe entrance, lamppost, Mr. Tumnus's house, Mr. & Mrs. Beaver's home, Cair Paravel, Stone Table, rivers, hills, the sea, Fords of Beruna.

Extra Credit.
 You can rent the video "Shadowlands" most any video store. It is a movie about something unusual that happens to the author later in his life. Describe in one page what the movie is about for 20 extra credit points.

Student Handout for writing essay:
Final Essay on
The Lion, The Witch, and the Wardrobe
There are several themes in this story. Some are truthfulness, courage, loyalty, and self-sacrifice. Each can also be used to describe a person's personality. Pick the character trait you feel is most important and write a 5 paragraph essay containing the following:

Paragraph 1: Introduction: (Give the title of the book, and the author's name). Briefly tell what the book was about.
Paragraph 2: Tell what character trait you think is the most important for someone to have. Describe the character in the story who had that trait.
Paragraph 3: Describe situations from the story where the trait was used by this character.
Paragraph 4: Think of someone you know who has this trait. Describe him or her and a situation where it was used.
Paragraph 5: Conclusion. Tell how this trait would make the world a better place if more people had it.

3. Rough draft due ______________
4. Final draft due on the day of final ____________

Don't forget....

Final draft must be written in blue or black ink (or typed). Indent each paragraph (don't number them), skip lines, and write on 1 side of the paper only!


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Story Starters: For Elementary Grades


Read through the story starters to find a topic that interests you. Then be creative, and write. Be sure to either copy down the prompt first, or make sure you write in complete sentences so the topic is clearly described within your paragraph.

You have found a pirate's treasure chest. What is in it? How did you find it? And what are you going to do with what you found?

You climb down into a dormant volcano. What do you find inside?

Pretend you are a car. What kind of car are you? What is your life like?

You have found a magic bottle that has a genie inside. He/she comes out and grants you three wishes. Write a story about what happens.

You are trapped on a desert island. What kind on house would you build? Write a story about how you got there, your life there, and how you escaped.

Some people think that dolphins are very smart. What do you think that they think about when they do tricks?

Choose a new year's resolution. Write a story about trying to keep it.

Write a story about the best April’s fool trick you ever played on someone.

Write a biography of a baby tree's life. Talk about its friends and enemies.

Do you like your name? Why, or why not?

As a child, what was your favorite toy? Now?

As a child, what was your nickname, and how did you feel about it?

What is the funniest thing that ever happened to you?

 

What is the scariest thing that ever happened to you?

 

What is the most embarrassing thing that ever happened to you?

Name something you hate to do and why.

Look inside a crystal ball. You can see into the future 50 years. What do you look like, what are you doing?

Describe a daydream you have had recently.

Draw the worst villain in the world. Write a story about him/her.

Draw an alien from outer space. What would it like most about the earth, the least?

You are a unicorn. Draw a picture of where you live. Describe it, and how you live.

Pick a topic such as football, Christmas (or anything that interests you).  Then make a list of words associated with your topic.  Now write a story using those words.

What in life is most important to you?

Who in life is most important to you?

What you do in your free time?

What magazines do you read? What do you like about them?

What TV shows do you watch? What do you like about them?

Who will be you in 10 years?

What are 10 words that best describe you?

What are the qualities you respect and admire the most in someone? The least? How are you going to be like the former, and not like the latter?

Invent three kinds of new junk food. Design labels, and commercials for them. (or food, hair spray, car, etc).

Invent a new kind of transportation that has both wheels and wings. Write a story about using it for the first time.

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All the lesson plans  were developed and used successfully  with students with learning disabilities at the high school level. Feel free to adapt them to any age level... but for  classroom use only. All contents ©1997 Lisa Goodell. All rights reserved.

 

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