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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: __Brittany Clouser ________
Date: __September 18, 2015______
Cooperating Teacher: ___Mrs. Amy Giuffrida______________
Coop. Initials: __________
Group Size: _1:28, 2:15, 3:15, 4:22___ Allotted Time: ___42 minutes_
Grade Level: _8___
Subject or Topic: __English: The Outsiders____________ Section: _____________________
STANDARD(s):
PA Core: English Language Arts
1. CC.1.3.8.A: Determine a theme or central idea of a text and analyze its development over
the course of the text, including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
2. CC.1.3.8.J: Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
3. CC.1.3.8.K: Read and comprehend literary fiction on grade level, reading independently
and proficiently.
Speaking and Listening
1. CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade level
topics, texts, and issues, building on others ideas and expressing their own clearly.
2. CC.1.5.8.G: Demonstrate command of the conventions of standard English when
speaking based on grade 8 level and content.

I. Performance Objectives (a bulleted list of Learning Outcomes use Webbs DOK chart or
Blooms Verbs/Wheel to identify verbs and nouns for student performance an
objective is a performance indicators what the student will be able to do as a result of this
lesson)
As a result of this lesson, the student will be able to
Analyze the elements of literature in The Outsiders by determining theme, plot, setting,
character, and point of view given the elements of fiction web accurately.
Interpret vocabulary words using context clues given Vocabulary Self-Collection Sheet
and The Outsiders novel proficiently.
Engage effectively in discussion using conventions of standard English given discussion
topics proficiently.
II. Instructional Materials
Student:
o The Outsiders Novel
o Vocabulary Self-Collection Sheet (80)

o Period 1: Elements of Fiction Web 2 (28)


o Periods 2 and 4: Story Map Using Story Grammar (37)
o Period 3: Elements of Fiction Web 1 (15)
Teacher:
o The Outsiders Novel
o Soft Ball for Introduction
III. Subject Matter/ Content
Prerequisite Skills: Students will have the prior knowledge from the first eight chapters of
The Outsiders which they will need in order to discuss their Elements of Fiction assignment.
Key Vocabulary:
Theme- central message
Setting- time and place
Plot- events of the story
Character- protagonist and antagonist
Point of View- Narrator of the story
Divert- reroute, distract, redirect
Big Idea: Students will gain an understanding of the elements of literature and the
importance of identifying the elements while reading fictional texts. They will be able to use a
graphic organizer to sort their ideas and create a clear picture of the relation of the different
elements of literature.
New Content (Outline):
1. Students will have the opportunity to review the material from yesterdays lesson on
elements of fiction. They will work as a team to develop a solid web cooperatively.
2. Students will make decisions in a group to decide which reading strategy will work
best for their reading group. They will read Chapter 9 of The Outsiders.
3. Students will choose the three main ideas from Chapter 9 they found most important
from todays reading. They will turn in a written assignment for me to assess.
IV. Implementation
A. Introduction
2. Students will discuss with their groups the responses from the
elements of fiction web. They will create the best response as a
group.
3. I will have drawn the map on the white board. I will have one
student from each group report to the board to fill in the answer
their group decided on.
4. This will serve as a review from the previous chapters as well as
an introduction into Chapter 9.

B. Development
1. In class, the students will be reading Chapter 9. Today I am going to tell the
students they can decide as a group how they would like to read the chapter from
the following choices:
1. Teacher read aloud
2. Partner reading
3. Silent reading
2. Period One will work on the attached Self Questioning questions (Buehl) while
reading Chapter Nine. They serve to assess a higher level of understanding for
period one because they are the honors class.
3. Periods two, three, and four will answer the attached comprehension questions
(Buehl) while reading Chapter 9. They will work in their groups to complete the
questions.
4. I will read aloud the comprehension sheet to period three. They are students who
struggle with comprehending text and reading aloud.
C. Closure
1. Be the Teacher: Students present three key ideas they think everyone should
have taken from Chapter 9. Students will work with their groups and turn in one
written response per group.
D. Accommodations / Differentiation (Have you made accommodations for
different learning styles, multiple intelligences, and learning readiness
levels, disabilities, and/or ESL/ELL? Specify what instructional
strategies you incorporated to differentiate, attach leveled activities,
describe how you will support various learning abilities, etc.)
2. I have differentiated my lesson by adapting the elements of
literature activities to meet the educational needs of my students.
In period three, the class is the lowest ranking academically in
Language Arts. I have provided them with a version of the web that
allows them to focus on the main terms of the elements of
literature. I will be able to provide them more specific instruction.
3. In period 2, I have a student DM who needs several reminders and
prompts to stay on task and complete homework. I will adapt my
instruction to include him more readily in discussion in order for him
to stay on task. By implementing partner reading, I am giving him
one on one time with another student to ensure participation with
the class.
4. In period 4, I have a student EH who requires emotional support in
the classroom. He has very negative comments about himself and
the situations we may be discussing. I will provide more direct
attention to the student while completing assignments to help him
remain focused and positive when referring to the novel.

E. Assessment/Evaluation plan
1. Formative: The students will be assessed on the elements of fiction
web. They will be graded by appropriate responses to the questioning the author or self
questioning sheet I have attached to this lesson plan. I will also be assessing their vocabulary
self-collection to ensure accurate depictions of the given vocabulary words from the novel. I will
be assessing active discussion participation by implementing the whip around in the introduction
to activate participation.
2. Summative: The students will be evaluated on the material from this
lesson on their post-test at the end of the unit including literary elements and vocabulary.

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on
students performance written after lesson is taught, includes remediation for students
who failed to meet acceptable level of achievement)
I have ten students who did not complete their assignment, so they received a zero on the
assessment. There is a large number of students in this grade that have trouble returning
assignments completed outside of class. I have implemented assignment book checks for my
students who are struggling to keep their schedules organized.
Unacceptable

Acceptable

Target

Didnt complete

Period One

26

Period Two

13

Period Three

11

Period Four

14

B. Personal Reflection
1. How can I incorporate more movement into this lesson? How could I have more
appropriately engaged the students in the reading?
1. I could have incorporated movement into this lesson by having them answer the
questions in stations after reading the chapter. This would have allowed them to support
each other and get up from their seats into motion.
2. I am trying to build my lessons upon the appropriateness for middle level learners. The
students responses were very well constructed and interested in the material and I was
very pleased with the responses to questioning the author and self-question strategies.
2. What could I have done to better assist my struggling learners?
1. I think the most trouble I am having with students in the classroom is the issue of the
students who do not return the work from outside of the classroom. I am going to try an

intervention with them to assist them with homework materials during the sixth period
enrichment and intervention.

VI. Resources
1. 40 Ways to Leave a Lesson. (n.d.). Retrieved September 17, 2015.
2. Buehl, D. (2011). Developing readers in the academic disciplines.
Newark, DE: International Reading Association.
3. Johns, J., & Lenski, S. (2014). Improving reading: Strategies, resources,
and Common
Core connections (Sixth ed.). Dubuque, IA: Kendall
Hunt Publishing Company.
4. Weiler, C. (n.d.). ELU 346: Lesson Introductions. Retrieved September
16, 2015.Chapter 9: Questioning the Author

Name

Period

Chapter 9: Questioning the Author


Period 2, 3, and 4
1.

What is the author telling you?

2.

What does the author assume you already know?

3.

Why is the author telling you this?

4.

What is the point of the authors message?

5.

What does the author want you to understand?

Name

Period

Chapter 9: Self-Questioning
1.

How do the characters feel about one another?

2.

How does the author use conflict in this chapter?

3.

How can I connect this chapter to my life and experiences?

4.

What emotions is the author generating in the reader?