University of Arkansas Fort Smith

School of Education
Lesson Plan 2
Name:
11

Kendra Turner

Date:
March 14
II____Internship____
Subject Area:
Berryville

Grade Level:
Practicum 1___Practicum

English

School District:

Textbook:_______________________ Pages: _______61-80____ Other: _Speak________

Blooms Taxonomy: My lesson provides opportunities for: _XCreating __

Evaluating __ Analyzing __ Applying X_ Understanding __ Remembering
Types of Activities: __ Co-op Learning X_ Independent Work X Small
Group __ Teacher-assisted X Hands-on
Pre-assessment: (What will I use for pre-assessment, and how will I use
the results of the pre-assessment?)
Students will be asked questions about symbolism during the Socratic Seminars.
They will also be checked for accuracy in their I am poems
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Objectives: (What should students be able to do at the end of the lesson?)

Students should be able to analyze the symbols found in Speak.

Students should be able to use the narrators descriptions in Speak to assign
symbols to other characters.

Anticipatory Set, Hook or Engaging the Learner: (How will I gain students
attention?)
Students will be asked to look at common, everyday symbols, and discuss what they
represent and why. (Examples: American Flag, Money, Rain, Hearts)

Instruction: (How will I present new material and make learning relevant?
Bullet the order and content you plan to teach in the lesson. Include
proposed questions and anticipated responses from students.)
Students will be asked to define symbolism in their own terms.
As a class, students will share their answers on what the common symbols from the
bellringer represent and why. The class will come up with a list of three to five other
symbols and what they represent as well.
If students do not understand the concept, they will be given handouts with
definitions of symbolism and more examples of symbols found in everyday life.

Guided and Independent Practice: (How will I get students to

practice/apply what has just been taught?)
Once students show a thorough understand of symbolism, they will be asked to get
into groups of three to five students. In their groups, they will make a map of the
cafeteria at Melindas school. Each social clique will be given their own table. Based
on Melindas descriptions of each clique, students will be asked to assign symbols
that represent each.
Each group will be asked to share their map with the rest of the class and give a
quick defense to each of their symbols and why they were chosen to represent each
clique.

Closure: (How can I bring closure to summarize learning and enhance

retention of the material?)

Students will be asked how having Melinda as a narrator affected their decisions in
assigning symbols. They will discuss the importance of these symbols and how they
relate to the plot as well as the characters.

Alternate Plan B: (What will I do if students do not understand the

material? What will I do if technology doesnt work?)
If students do not understand the material an extra day will be spent on March 16
defining and practicing symbolism.

Post-Assessment: (What data will give me information about students

understanding of the lesson, and how will this assessment be used?)
Students will be given a symbolism worksheet which focuses on the symbols found
in Speak. They will fill it out as homework and it will be taken up the following day
as a grade. They must site textual evidence to describe what each symbol
represents.

Accommodations: __ Extended Time __ Preferential Seating __ Segmented

Assignments __ Assignment Length __ Communication Methods X Peer
Tutors __ Instructional Assistance __ Other

Remediation
Students needing remediation will be given a list of symbols to assign to each group
instead of having to think of their own.
Enrichment
Students need enrichment will be asked to draw a map of the social cliques in their
school and assign each group a symbol as well.
Resources/Materials/Equipment: (Technology, Visuals, Supplies,
Professional References)
Students will need their copies of Speak as well as paper, pencils, and colors which
will be provided for the drawings.
Reflection: Today I. __Used data to plan the lesson __ Stated my
objectives clearly __ Actively engaged students __Integrated Blooms
Taxonomy __ Provided time for interaction __ Gave feedback

__ Kept the lesson aligned with standard(s) and objectives

Reflection: (Complete the checklist and write a summary of your teaching

experience. Address your instruction, classroom management, and
student engagement. Include self-efficacy, professionalism, and use
academic language.)