The View from Saturday Lesson Plan | Introduction
This LitPlan has been designed to develop students' reading, writing, thinking, and language skills through exercises and activities related to The View from Saturday. It includes 22 lessons, supported by extra resource materials.
The introductory lesson introduces students to the process of group collaboration and individual contribution as students participate in an “Information Scavenger Hunt” in the school library. Following the introductory activity, students are given a transition to explain how the activity relates to the book they are about to read. Students also are given the materials they will be using during the unit. The class will have an opportunity to draw conclusions about the novel based on a cursory examination of the cover and table of contents.
The reading assignments are approximately thirty pages each; some are a little shorter while others are a little longer. Students have approximately 15 minutes of pre-reading work to do prior to each reading assignment. This pre-reading work involves reviewing the study questions for the assignment and doing some vocabulary work for 6 to 12 vocabulary words they will encounter in their reading.
The study guide questions are fact-based questions; students can find the answers to these questions right in the text. These questions come in two formats: short answer or multiple choice. The best use of these materials is probably to use the short answer version of the questions as study guides for students (since answers will be more complete), and to use the multiple choice version for occasional quizzes.
The vocabulary work is intended to enrich students' vocabularies as well as to aid in the students' understanding of the book. Prior to each reading assignment, students will complete a two-part worksheet for approximately 6 to 12 vocabulary words in the upcoming reading assignment. Part I focuses on students' use of general knowledge and contextual clues by giving the sentence in which the word appears in the text. Students are then to write down what they think the words mean based on the words' usage. Part II nails down the definitions of the words by giving students dictionary definitions of the words and having students match the words to the correct definitions based on the words' contextual usage. Students should then have an understanding of the words when they meet them in the text.
After each reading assignment, students will go back and formulate answers for the study guide questions. Discussion of these questions serves as a review of the most important events and ideas presented in the reading assignments.
After students complete reading the work, there is a vocabulary review lesson which pulls together all of the fragmented vocabulary lists for the reading assignments and gives students a review of all of the words they have studied.
Following the vocabulary review, a lesson is devoted to the extra discussion questions/writing assignments. These questions focus on interpretation, critical analysis and personal response, employing a variety of thinking skills and adding to the students' understanding of the novel.
There is a group theme project in this unit. Students will divide into groups or 4 or 5 students based upon a common investigative interest. Each group will research a particular hobby, skill, subject or issue they would like to explore, thereby becoming the class experts on that topic. Each group will then develop an original product based on their study. A presentation day is scheduled in the unit so that students may benefit from one another’s work, in addition to practicing their public speaking skills.
There are three writing assignments in this unit, each with the purpose of informing, persuading, or having students express personal opinions. The first writing assignment calls upon students to write a thank-you letter to someone who has bestowed kindness on them. The second writing assignment asks students to compose a narrative essay recalling a positive experience they have shared with a parent or grandparent. The third writing assignment allows students to express their own opinion regarding the “decline of Western Civilization,” and charges them to write a speech that will persuade their classmates to take action in order to change that downward course.
There is a nonfiction reading assignment. Students must read nonfiction articles, books, etc. to gather information about their themes in our world today.
The review lesson pulls together all of the aspects of the unit. The teacher is given four or five choices of activities or games to use which all serve the same basic function of reviewing all of the information presented in the unit.
The unit test comes in two formats: multiple choice or short answer. As a convenience, two different tests for each format have been included. There is also an advanced short answer unit test for advanced students.
There are additional support materials included with this unit. The Unit Resource Materials section includes suggestions for an in-class library, crossword and word search puzzles related to the novel, and extra worksheets. There is a list of bulletin board ideas which gives the teacher suggestions for bulletin boards to go along with this unit. In addition, there is a list of extra class activities the teacher could choose from to enhance the unit or as a substitution for an exercise the teacher might feel is inappropriate for his/her class. Answer keys are located directly after the reproducible student materials throughout the unit. The Vocabulary Resource Materials section includes similar worksheets and games to reinforce the vocabulary words.
The level of this unit can be varied depending upon the criteria on which the individual assignments are graded, the teacher's expectations of his/her students in class discussions, and the formats chosen for the study guides, quizzes and test. If teachers have other ideas/activities they wish to use, they can usually easily be inserted prior to the review lesson.
