The Lesson Plan

Template
STAGE THREE (Learning Experiences: Daily Lesson Plan)
Thursday
Name: Lauren Best
Title of Lesson: The Hitchhiker
Grade Level(s): 8th grade
Strategy (Direct/Indirect): Direct
PA Academic Standards and Assessment Anchors (where applicable):
CC.1.3.8.C Analyze how particular lines of dialogue or incidents in a story or drama propel action, reveal aspects
of characters, or provoke a decision.
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.
Enduring Understanding(s):
Students will understand that interacting with text metacognitively provokes thinking and response.
Essential Question(s):
How does interacting with text provoke thinking and response?
Specific Content (Code)

Specific Objectives (Code)

1. Grammar
2.Radio Play
A. What is it?
B. Historical Context
3.The Hitchhiker
4. Metacognition

1. Students will be able to apply

the rules of grammar they have
learned.
2. A. Students will be able to
identify what a radio play is.
2. B. Students will be able to
interpret the play based on the
time period it was written.
3. Students will be able to interpret
literary elements in The
Hitchhiker
4. Students will be able to apply
metacognitive thinking.

Specific Formative Assessments

(Code)
1.Bell work
-They are applying grammar
strategies they learned through
instruction and taking notes.
2. A.-B. Discussion
Students will respond to questions
posed about the time period the
story was written in and the
importance of the radio during this
time.
3. Discussion
Students will answer
comprehension questions about
the radio play.
4. Post-It Notes
Students will write comments and
share comments they wrote as

they were reading.

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
Bell work:
-Grammar: pronoun antecedent agreement
-Slide 209
Motivation:
-What is a hitchhiker?
-How does our society view/react to hitchhiking/hitchhikers?
Review:
-Yesterday we finished Tell Tale Heart
-We discussed suspense and how it was created
-Who can tell me something about suspense?
-What are the three ways authors commonly create suspense?
-We also talked about some of the vocabulary in the story
-Dialect
-Multiple meaning words
Overview:
-Moving on to a new story
-Radio Play
-Historical context
-Listen to audio play
-Practice using metacognition
Lesson Development
-Radio Plays
-What do you think a radio play is?
-Radios were the main form of entertainment w/o TVs, computers, iPods, etc.
-families would sit around listening to radio plays like yours might watch a weekly show
-FDR was president
-coming out of depression
-had fire side chats with his fellow Americans over the radio
-Intro to The Hitchhiker"
-guy traveling on Rt. 66 which was the major highway. There was no I-80. Rt. 66 was a symbol of freedom and
adventure. Hot dog and hamburger stands were there in place of our modern-day Sheetz, McDonalds, etc.
-Think of the movie Cars.
-Listen to audio book
-differs slightly from your text, but follow along
-think metacognitively
-being aware of your thinking
-think alouds on post-it notes or notebook paper
-pause throughout to jot down ideas and discuss thoughts
Lesson Ending (Review, Preview, Closure)
Review:
-began a new story, a radio play
-whats a radio play?
-why did people listen to radio plays?
-Thought metacognitively

-what is metacognitive thinking?

-what did we do to think metacognitively?
Preview:
-Tomorrow well finish listening to the audio book of The Hitchhiker. We will discuss the thoughts you have
written down as a class.
-You will break into groups and take a look at foreshadowing and how it is done using a couple of different literary
elements.
Closure:
-Your only homework is to keep reading and working on your book testimony. Have a good day!
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson):
Students will record the bell work and make necessary corrections. They will also share the corrections they
made. Students will actively listen to the audio book of The Hitchhiker and think metacognitively by writing
thoughts invoked by the story on post-it notes.
Special Adaptations/Modifications:
Procedures are posted on the board so that students know what to expect for class. The corrected grammar
example will be displayed on the projector, and verbally spoken to make sure all learners understand. The
students are also required to follow along with the audio book by reading in their books. Depending on the class
and their level, the discussions will be more or less guided. The prompting to record thoughts on post-it notes will
also be different depending on the class as some will need more direction than others.
Anticipated Difficulties AND Modifications:
The students may day dream or not actively engage in the story while they are listening. I will have them writing
their thoughts and any questions they have about the story on post-it notes in hopes of preventing this as much
as possible.
Physical Structure:
Students will be working individually to complete the bell work. We will be working as a class as we discuss what
a radio play is, the time period The Hitchhiker was written in, and the introduction of the play. They will be
working individually to complete think-alouds on their post-its, and then as they share their think-alouds, too.
Materials:
-PowerPoint
-Anthology
-YouTube video
-Post-it notes
References (2)
Allen, J., Applebee, A.N., Burke, J., Carnine, D., Jackson Y., Jimenez, R.T., Tomlinson, C.A. (208).
McDougal Littell Literature. Evanston, Il: McDougal Littell

[David Von Pein's Old-Time Radio Channel]. (2013, Jan. 22). SuspenseThe Hitchhiker (9-4-42). [Video File].
Retrieved from https://www.youtube.com/watch?v=D_vGz_Jbn54.
M. Bell, personal communication, January 24 , 2016.
th

Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson
was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy and why.
This lesson went over pretty well. My favorite way to introduce a new story is by giving some applicable historical
information. When planning for this story I knew this would work really well. Being able to tell the students about
FDR helped to reinforce how important the radio was at the time-the president frequently used it to communicate

with the American people. The audio book was really great, and the students seemed to truly enjoy it. Bringing in
some different media forms is something they greatly appreciate. If I did this lesson again, I would allow the
students to move their seats into a different formation. Maybe we would do a big circle with the audio in the
middle or something. This would create a more unique and fun atmosphere with this simple change rather than
having them stay in their normal seats. I would also give them a heads up about how the audio differs from the
text slightly. I forgot to tell my first class this information, and they were a little bit thrown off at first. I would also
increase the amount of time I gave them to jot down thoughts when I paused the recording, because they may
have written more.