Lesson Plan Template
Grade: Subject:
10th Language Arts
CCSS:
ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or
develop the theme.
ELA-LITERACY.RL.9-10.10
By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9-10
text complexity band proficiently, with scaffolding as needed
at the high end of the range.
ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly
and persuasively.
Learning Outcomes
Learning Objectives: By the end of this lesson, the student will be able to
Read a short story
Complete a quiz and reading comprehension exercises
Identify literary elements in a text
Analyze the literary elements in the text
Analyze the authors use of literary elements: theme, point of view, characterization, setting, plot
Provide evidence from the short story to support analysis
Lesson Title:
Short Stories: Elements of Literature
Standards
ELP Standards:
Reading
The student will demonstrate knowledge of fluency
and accuracy by:
Reading grade level text aloud fluently with
90% accuracy.
The student will demonstrate knowledge of
reading comprehension by:
answering literal, inferential, prediction,
evaluation, and/or personal response about
text
summarizing connections to text while
reading
describing the characteristics of the major and
minor characters in a fictional text
explaining different elements of figurative
language, including simile and metaphor in a
literary selection
Language
The student will demonstrate knowledge of POS
by:
using sensory and personality adjectives.
using comparative and superlative adjectives
Language Objectives for ELLs: By the end of this lesson, ELLs will be able to

Read and comprehend a short story
Answer questions about a short story
Use and understand adjectives to describe characters
Use and understand adjectives to compare characteristics of characters
Identify elements of literature
Summarize textual events

Key Vocabulary

Content-Obligatory Content-Compatible
New: handicap
Character Traits ballerina
Dialogue Amendment
Recycled: buzzer
Irony impediment
Allusions emperor/ress
Paradox
Imagery
Conflict
Plot Diagram

Collocations High-Frequency
Physical handicap Identify
Mental handicap Describe
that was a doozy Provide an example of.

Grammar Structures Language Functions Learning Skills

Superlative Adjectives Description of Cooperating with others
Descriptive Adjectives characters Interpreting Information
Verb in dialogue Defining literary Provide evidence from
Adverbs in dialogue (said elements text
blankly) Summary
similes
past tense


Depth of Knowledge Levels Addressed

[ x ] Level 1: Recall and Reproductions [ x ] Level 3: Strategic Thinking and Reasoning
[ x ] Level 2: Skills and Concepts [ x ] Level 4: Extended Thinking

Questions:

How do literary elements help in interpreting meaning of a story?
How do characters influence development of a plot?
How does conflict help to advance the plot of a story?
How do characters in short stories, even those written a long time ago, help us understand our
modern society or our future?

Materials:

Sentence Starters
Text: Harrison Bergeron by Kurt Vonnegut
Plot Diagram
Harrison Bergeron Quiz (and modified quiz)
Character Cube Assignment

Teaching/Learning Activities

Activity Interaction Time

Activation:

1. Project the sentence starters on the board. T-WC 10 mins.

2. Individually, students should complete the sentences. S

3. Students share their sentences with a partner Ss

4. Generate a class list of sentences related to the Ss-WC
starters and discuss.

5. Bridge to the short story we will read todayask the T-WC
question as a precursor: How do characters in short
stories, even those written a long time ago, help us
understand our modern society?

Activities:

1. Assign students into groups of 6. T-Ss 3 mins.

2. Assign each student a role to read in the story
(George, Hazel, Harrison, Ballerina, Handicapper
General and narrator) *Assign ELL S the part of the
ballerina

3. With their group, students read Harrison Bergeron Ss-Ss 25 mins.
aloud with a small group. Plot major events on a plot
diagram. *Modified for ELL Ss.

4. Discuss events of the story as a whole class using the T-WC 10 mins.
questions at the end of the story in the text including:
How do literary elements help in interpreting
meaning of a story?
How does conflict help to advance the plot of a
story?
Ask again: How do short stories, even those
written a long time ago, help us understand our
modern society?

5. Students complete HB quiz S 20 mins

6. Ask the question: How do characters influence Ss-Ss 8 mins
development of a plot? Student share with a partner and Ss-WC
then with the class

7. Ask students to think about the most important T-WC
character or most interesting character in HB while
passing out character cube and explain directions.

The students should complete the character cube, for
their chosen (or given) character for homework.




Sentence Starters:
Complete the sentence using the key word Character or Characters. You may use the key word
anywhere in the sentence. Your sentence must be at least 8 words long.

1. character.
2. character.
3. ...character
4. ...character
5. character.













Harrison Bergeron Quiz
Literary Terms: Define each of the terms below and then find an example in Harrison
Bergeron. Be sure to include the page number with your example.

1. Irony:

Example:

2. Allusion:

Example:

3. Paradox:

Example:

4. Imagery:

Example:

Comprehension Check: Answer the following questions in complete sentences.

1. Describe the type of society that Harrison and his family live in.



2. Describe Harrisons handicaps and then describe his dads, and those of the ballerina.



3. Identify 3 types of conflict from the story and include textual support for each.






4. Do you think it is possible that our society could ever become like this? Why or why not?
Use examples from history or present day society to support your answer.


*Modified Quiz for ELL
Harrison Bergeron Quiz
Literary Terms: Define each of the terms below and then find the example in Harrison
Bergeron. Write the page number next to the quote or evidence from the text.

1. Irony:

Example: Who knows better than I what normal is, said Hazel

2. Allusion:

Example: He flung away his rubber-ball nose, revealed a man that would have awed Thor, the
god of thunder.

3. Paradox:

Example: The handicapper general is not equal to everyone else.

4. Imagery:

Example: They leaped like deer on the moon.

Comprehension Check: Answer the following questions in complete sentences.

1. Describe the society that Harrison and his family lives in.



2. Describe Harrisons handicaps. Describe Georges handicaps. Describe the ballerinas
handicaps.




3. Identify 3 types of conflict from the story and include textual support for each.





4. Do you think it is possible that our society could ever become like this? Why or why not?
Use examples from history or present day society to support your answer.