Title of Lesson: Talk Show and Date: October 26, 2006
Author(s):Janet Tombre School District: East Grand Rapids High School thSubject Area(s):English Grade Level(s)/Course: 10 grade
; Differentiate styles of writing
; Recognize authors’ attitudes toward specific topics
; Analyze how authors use literary techniques: symbolism,
character development, point of view, mood and tone.
; Demonstrate effective delivery techniques, including eye
contacts, posture, voice, projection.
; Demonstrate comprehension through class discussion
; Demonstrate comprehension through note taking
Stated The objectives of this lesson include:
Objective(s) ; Students will do a close reading of the book The Joy Luck Club,
by Amy Tan paying close attention to characterization and theme.
; Creating higher level questions concerning theme.
; Students will construct answers using the voice of the different
characters and quotes from the book.
; Students will perform their talk show in front of an audience of
Explanation Day one: watch an episode of Oprah. Brain storm how she
conducts her interviews. What kinds of questions does she use and why?
As a class we will discuss question types and interview techniques. Hand
out Blooms Taxonomy of higher thinking.
Day two: I will divide up the class into groups of 5 or 6. Each group
will assign each person the following roles: 1. talk show host, 2. writer,
3. guest (you will need 2—a mother and a daughter), 4 researcher, and
producer. Also each group will be assigned a daughter and a mother
from the book. For this lesson you will put on a 15 minute episode (think
Oprah) about one of the themes talked about in class (Identity,
communication, link between mothers and daughters, love and loss,
connection of the past and present, expectations and reality). As a
group you will come up with a series of questions based on your theme
and come up with the answers based on the text of the book. (These
must be one question from each of the levels of Bloom’s Taxonomy ) You
will then perform your episode in front of the class.
Day three: write out the script. With the help of the entire group
decide which questions you will work with and then come up with the
answers based on the book. One or two of the students can research
and write out “Oprah’s” introduction.
Day four: Students should begin memorizing their scripts and
practicing the show.
Day five--six: tart the group presentations.
Modeling Watch an episode of Oprah
; Students will watch and take notes on what types of questions
Oprah asks her guests and also how her guests respond to her
; Students will also take notes on interviewing and the role of the
; Students will model their talk show after Oprah and follow her
methods of interviewing. There will be the intro (historical
background on the book and the characters), the interview, and
then final comments from the host. These different steps will be
the responsibility of the host (introduction and conclusion)
Opportunities ; As a group students will ask questions and come up with the to Relearn responses as their character would respond. So students are (Reteach) looking at characterization of their characters (how would they
answer the questions if they were on an episode of Oprah.
; Students will become their characters and assume her voice.
Independent Students will be given time in class to do run through of their episode
Assessment or Students will be assed on the following:
; A script. The script will include all the questions and answers. As
a group the students will come up with these, but the writer will
type it all up and give a copy to all members and the teacher.
; Performance: All members will be graded on the performance of
the group. The producer is responsible for keeping people on
task and making sure that the “guests” are keeping with the voice
of the characters and keeping the performance with in the time
; Group work: All members of the group are responsible for
research (the researcher is responsible to make sure the others
are using evidence that pertains to the theme and the characters
they are assigned to), question asking, and the general flow of
the performance. The producer does have the last say in what
questions will be asked and if the characters are staying with in
Enrichment Students will have the option of videotaping the performance which will
be viewed by the class on the day of the performances.
Closure Discussion the following day about :
1. process (interviewing and script writing)
3. taking on a character’s voice
4. what insights do they have about the characters
5. what would they have done differently if they were to do the
Materials ; Joy Luck Club
; In class notes on voice, the different themes, and
; Access to a computer lab to type up scripts
; Bloom’s taxonomy: higher order thinking skills
; Extra space to practice their performance
Pearson education. Taxonomy of educational. Boston: Allyn and Bacon, 1984. 2 Nov. 2006
Tan, Amy. The Joy Luck Club. New York: Ballantine Books, 1989.