Lesson Plan Format

NAME: Tiffany Poritz

Lesson Topic: Language Arts

Grade level: 7th Grade

Total Time: 90 minutes

# Students: 27
Learning Goal:
(Content
Standard/Common
Core)

CC.RL.1
Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
CC.RL.2
Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective
summary of the text.

Target Goal or Skill:

Students will use the close reading strategy to help in using text
evidence to support answers.
What role do bold actions play in society and everyday life?

Essential Question(s):
Topical question(s):
Instructional
Objective(s):

Assessment
(Criteria / Look Fors/
Performance Tasks)

How do the actions of one character affect those of another? For

example, how do Arachnes actions affect Athenas?
- Students will be able to use text evidence to support their
ideas. Students will also use the Yes Maam format to
format their responses.
- Students will also be able to generate the theme of a short
story using inferencing strategies.
Formative Assessment:
Close Reader
Observation
Summative Assessment:
n/a

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications

-OHI (ADHD) *students w/ current IEPs

-SLD
-EBD
This is a co-taught Language Arts class. There are 11 students with
IEPs in the class. Many of the students for the exception of 5 are
below grade reading level. Many of the students are at a 2nd -3rd
grade reading level.
There are many accommodations that are made to help support the
needs of the learners in the classroom.
For example, Close Read questions were modified students had a
reduced number of questions to answer and were given a model to
follow.

Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)

Learning Activities:

Closure:

Academic Language

Language Demands
(see Handout)

5 Questions (Blooms)

1. Silent Read 10 minutes (check reading logs while students

are reading)
2. Grammar Nouns (Smartboard Activity w/ worksheet) 10
minutes. Students will identify Common and Proper
Nouns in a sentence.
3. Close Reader re-read the short story Arachne. (pages 1722) 20 minutes
4. Use the Close Reading strategies in the book to answer the
questions (highlight/underline important details, define
vocabulary words, circle words we do not understand, find
text evidence, theme of story) - 50 minutes
- Model the strategies for the students using the Smartboard.

Short Response Students will complete the short response portion

of the short story Arachne as an exit form.

Text Evidence Explicit

Theme
Vocab Words to text obscure, indignantly,
Central Idea
obstinacy. Strive, descendants
Arachnophobia
Function: Students will identify vocabulary and theme.
Vocabulary: Define define the vocabulary words within the short
story. .
Syntax: Students will apply the vocabulary word within their text
evidence to support responses.
Discourse: Students will discuss inferencing with the text and what
the theme or central idea of Arachne is.
Remembering Students will remember the first read of Arachne
and apply the close read strategies to the second read.
Understanding Students will answer comprehension questions
about Arachne using text evidence.

Curriculum (APA)
e.g.

Applying Students will apply their knowledge of theme and prior

readings of Greek Mythology and create a theme for Arachne.
Evaluating Students will evaluate their writing and apply text
evidence to their ideas to support.
Creating Students will create themes for the story Arachne.
Houghton Mifflin Harcourt COLLECTIONS & Close Reader 2015

Investigations in
Number, Data, and
Space. (2012).
Pearson.

Materials

Close Read curriculum book The story Arachne

Notes

Students finished the first read of Arachne on Monday. Today we

are doing the second read the Second Read consists of rereading
the text, highlighting important evidence, circling words we do not
know, defining vocabulary words, and inserting comments in the
margins or connections.