Traditional

& Silent Discussion Lesson Plan

Grade 12 Dual Enrollment Class
Lesson Components
What teacher and student behaviors are planned and expected
Context: Course name; grade level; length of lesson; description of setting,
students, and curriculum and any other important contextual characteristics
This will take place in a 12th grade English classroom that is a Dual Enrollment course
with PVCC. The course is the basic level English track at Albemarle High School.
Because this is a DE class, they do not adhere closely to SOLs.

The lesson will take place in the first 30 minutes of a 90-minute class period.
Students were to have read Trifles by Susan Glaspell for homework.

Virginia SOL(s):
VA SOL 12.3 The student will read and analyze the development of British literature
and literature of other cultures.
b) Recognize the characteristics of major chronological eras.

VA SOL 12.6 The student will read and critique dramatic selections from a variety of
authors.
a) Describe the conflict, plot, climax, and setting.

Common Core State Standard(s):

CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a
text; provide an objective summary of the text.

Comments/Notes/
in Retrospect
Reflections
This Dual Enrollment
course counts as an
honors credit. These
students could receive
college credit for this
class as well. If they
receive a D, they pass
the class at the high
school but dont get
college credit; if they
receive a C they will get
college credit.


Glaspell is an American
author, but other
cultures could refer to
American literature or
even Womens Studies.

Students were not
asked to identify these
parts of the play. They
were asked to talk about
major conflicts, and
setting was talked about
because of that, but we
did not explicitly state it.
.

By the end of grade 12, read and comprehend literature, including stories, dramas,
and poems, at the high end of the grades 11-CCR text complexity band
independently and proficiently.

CCSS.ELA-Literacy.W.11-12.1 Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.1B Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete details, quotes, or
other information and examples appropriate to the audiences knowledge of the
topic.
Objectives (KUD format):
Students will understand that silent discussions foster conversation and
understanding just as much as traditional, oral conversations.

Relating silent
conversation to
students lives when
they are skeptical about

Students will know

1. The characters of Trifles and their most defining traits.
2. The plot of Trifles.
3. The major themes and conflicts in Trifles.
4. How to participate in a silent discussion.
Students will be able to
5. List the characters of Trifles and their most defining traits.
6. Explain the plot of Trifles.
7. Identify and reflect upon the major themes presented in Trifles.
8. Participate thoughtfully and effectively in a silent discussion with their group
members.

Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know by
Making a list of the characters in Trifles and their major role/traits in the
play.
Identify the major plot points within Trifles to review the text before
participating in the silent discussion.
Formative: Students will show their progress toward todays objectives by
Participating in a silent discussion with the group about major themes and
moments in Trifles.
Summative: Students will ultimately be assessed (today or in a future lesson) on
these standards by...
Discussing the play with the students teacher and taking a quiz about it in
the future.
In this lesson, they will synthesize the responses from their questions and
share their findings with the group.
Procedures: Detail student and teacher behavior. Identify possible student
misconceptions. Include:
I. Welcome/greeting/announcements (2 minutes)
Students come into the room and sit at their desks.
Good morning everyone! I am going to teach the first part of this class today, and
then Mrs. P will take over for the rest of the period. Now, you all read Trifles by
Susan Glaspell for homework. Today we are going to participate in two types of
discussion about this one act play: one out loud (as you would normally picture a
discussion) and one silently in writing.

Our first discussion will be about the major plot points and characters in Trifles to
refresh your memories and prepare for the more in depth conversations. The second
will be about larger themes and perhaps a few telling quotes from the play.

II. Hook/ bridge/ opening to lesson (5 minutes)

Before we get started, I want to give you a little bit of historical context for this one
act play by Susan Glaspell.

this activity is very

beneficial. It is
important to mention
how texting and chat
through Facebook or
Google are other
examples of silent
discussions.

One way to add
technology to this
lesson is to have a
digital discussion
through a familiar
platform. It is important
to trust your class
before implementing
that, however.

It is important to think
about how to form
groups for this activity.
You could create groups
based on ability so
students who need it
can have more
scaffolded questions
and those students who
grasp the concept
quickly can have access
to more challenging
questions.

First of all, this play was written in 1916. At this time in America, there was a major
divide between genders. Not many women went to college, and even fewer had jobs
after attending college. Women were expected to stay home, raise children, cook
meals, and clean all day; while the men went to work and participated in society and
political life. If women did have jobs outside the home, they were secretaries, factory
workers, or some other low-level positions. And if a man had that exact same job, he
would absolutely be paid more than the woman doing the same tasks.

At the time of this plays publication, women did not have the right to vote and were
not seen as valuable contributors to society.

Trifles revolves around a husband and wife who live on a farm in rural America. Mrs.
Wright and her husband had no children, so imagine how quiet and still her life would
have been. Her main job was to cook, clean, and take care of the home while her
husband worked on the farm all day long.

So with this information, we are going to get into your groups and talk about this
very interesting play.
III. Instructional steps (20 minutes)

1. Forming Groups
I need everyone to move their desks so that you are in your groups and forming a
circle with your desks. You have 30 seconds to do this. When you are finished I need
everyone to silently look at me. Go.
Students form their desks into circles.
2. Explaining First Discussion
Awesome. Thank you. I am going to pass out a piece of paper one for each group
so you all can refresh your memory. On this paper you need to list the characters in
the play, briefly describe them, and list the major plot points. This will help you when
we move to the more in depth conversation about themes. You may use your books.
You will have 10 minutes to do this. What questions do you have about this?
Students will ask questions about what to do.
I will answer the questions.
3. First Discussion (10 minutes)
I will hand out one piece of paper to each group.
Students will discuss the characters and plot.
I will walk around and act as a sounding board and/or help students think of
major plot points.
4. Coming Back Together
Okay everyone; I need you all to look up here. It looks like you all have gotten the
major moments of the play on your sheet and have thoroughly refreshed your
memory on Trifles. Are there any remaining questions about plot or characters that
you need me to clarify?
Students will ask any lingering questions.
I will answer these questions and clarify any plot points that need explaining.
5. Moving to Silent Discussion
Now we are going to move to the silent discussion portion of this lesson. Has anyone
ever heard of a silent discussion?
Students will raise their hands if they have heard of a silent discussion.
Okay it looks like this is new to all of your OR It looks like I get to introduce you all to
something new!


In this activity, I am going to hand each of you a piece of paper with a question at the
top. You will each have a few minutes to read the question and respond to it. After a
few minutes, I will have you guys pass your papers to the right. Then you will read
the question at the top of your new paper, read the response from your group
member, and respond to both the question and the response written down. We will
do this until everyone has had a chance to answer at least three of these questions.
Some groups have one extra person, so you may not be able to see all of the
questions, but other groups will rotate the papers all the way around. At the end, you
will read the responses from your group member and explain to your group what was
said. We will then share with the class. What questions do you have about this?
Students will ask questions about the activity.
I will answer the questions and explain pieces of the activity again if
clarification is needed.
All of you have an understanding of the activity, so I am going to pass out these
questions to you all.
I will pass out the papers to each student.
Each paper has the question and a number at the top so we can easily share
at the end.
6. Silent Discussion (12 minutes)
You will have 2 minutes to read and respond to this first prompt. I will say, Switch!
and you will pass your papers to the right. You may begin.
Students will read the first question and respond for 2 minutes.
Switch! Remember to respond both to the question AND to what your classmate has
said.
Student will read the question and respond to it and his classmates answer
for 2 minutes.
Switch! Respond to everything on your paper.
Students will read the question and responses on the paper. They will write
their thoughts. They will have 2 minutes and 15 seconds.
All right, this is the final round. Switch.
Students will read the questions and responses. They will write their
thoughts. They will have 2 minutes and 30 seconds.
Now I want everyone to find the question they originally had even if there is a group
member who did not get to answer that question. You will have two minutes to read
the responses. I want you all to write one or two sentences that we will share with
the class about what you and your group members said in response to your question.
I will pass out little pieces of paper for you to write these on. Are there any questions
about this portion?
Students will ask questions about the activity.
I will answer the questions and explain pieces of the activity again if
clarification is needed.
Student will read and synthesize for 2 minutes. They will write their
sentences on my squares of paper. If it looks like they need extra time, I will
give students one extra minute.
7. Coming Together as a Class
You all have your sentences written down, and so now we are going to share with the
class. Raise your hand if you had question 1.
Students with question 1 will raise hands.
I will choose 1 student to share what he/she wrote down.
Okay, Suzie, start us off with what Question 1 was and what you wrote down about

your groups response.

The first student will share her question and sentences.
All right that is interesting to see. Now lets have Jim share his sentences.
The second student will share his answers.
Now lets hear our third groups response to this question. What did you all say,
Kyle?
The final student will share his answer.
There may be a fourth student to share, depending on the question.
That is all very interesting to hear. It looks like a lot of you answered the same thing
(or said something completely different) for this question. Lets move on to the next
one.
This process will repeat until all the students have share the sentences they
wrote on the pieces of paper.
IV. Closing
I believe this has been a wonderful discussion about Trifles. Thank you so much for
participating and talking about the bigger themes in this very interesting play. You
all should keep your questions and elect the most reliable/organized member of your
group to keep the sheet with key plot points and characters. I would like to have your
squares of papers with you syntheses on them, however. Please hand them in and
move your desks back to where they were originally. After that, I am going to turn it
over to Mrs. P.
Students will move desks.
Students will turn in their small pieces of paper.
Materials:

Trifles by Susan Glaspell
4 copies Basic Information Sheet
4 copies of Question 1
4 copies of Question 2
4 copies of Question 3
4 copies of Question 4
30 pieces of scrap paper/sticky notes
Differentiation: Detail specific actions/materials you will use to differentiate

instruction in this lesson for at least one of your three case study students.

There are a lot of opportunities for differentiation in this lesson. When dividing
students into groups, it is important to keep their abilities and skill levels in mind.
You may need to form groups that need more scaffolding to get the most important
themes of the play. You can have simpler questions that still speak to the same
points, there could be more direction and quotes for students to find specific places
in the text to look, and there could be more questions presented to the group so that
they get to the major themes in smaller steps.

If there is a group who seem to have strong discussion skills and a steady grasp on
the material at hand, you can give them more challenging questions about the play.
This can involve questions that dig into deeper, more controversial themes or that
could apply more direct to their own lives.

Technology Use: Detail specific technology being used in the lesson with

explanation for why it is being used.
There is no need for technology in this lesson.

You could incorporate technology, however, by having students participate in the

silent discussion online via Google chat.
Appendices
Basic Information Sheet
Question 1
Question 2
Question 3
Question 4

Basic Information Sheet

Trifles by Susan Glaspell, 1916

Character

Concise Description

Look up the definition of trifle. Write down the definition that best applies to this play. Explain your reasoning.





Major Plot Points (May be bulleted):

Question 1
Why do you think this play was titled Trifles?

Question 2
What do you think is the moral of this play? Why would Glaspell write this play?
Explain your reasoning.

Question 3
What affect does gender differences play in Trifles?

Question 4
Did Mrs. Wright kill her husband? Explain your reasoning.