Name: Mr.

Wood
Lesson Plan
Lesson Title: The Body Chapters 13 and 14 + Intro to Themes Grade: 10 Date: Wednesday November 29, 2017

Subject: English Strand: Applied Location: Room 125 Time: 75 Minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

During this lesson, the teacher will continue to read The Body to the students. Today, the reading will be for chapters
13 and 14. This will take up the first portion of the class, as the teacher will pause after each chapter to dissect the
chapter and ensure that students understand the content.

The second half of the class will focus on an activity related to themes in The Body. In groups, the students will be
assigned one theme to focus on, and it will be up to them to analyze how the theme has been introduced, and
developed thus far in the book. The purpose of this activity is to have the students begin to analyze the story further.
It will also be helpful for them to look at themes as they will be assigned a project where they must analyze a
character and show an understanding of the themes.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

Reading and Literature Studies

1. Reading for Meaning
Read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using range of strategies to construct
meaning.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

Reading and Literature Studies

1.6 Analyzing texts
Analyze texts in terms of information, ideas, issues or themes they explore, examining how various aspects of the texts contribute to the presentation
or development of the elements

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 What some of the major themes in The Body
 How to recognize the ways in which themes are introduced
 How to recognize the ways in which themes are developed
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Describe how a specific theme has been introduced and developed in The Body
I can: Find proof from the text, that can help to prove a theme exists in the The Body
I can: Explain what themes are and why they are important to understanding a story
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment Mode: Assessment Strategy Assessment Tool
Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Write Complete part of a worksheet observation

Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
 Learned about themes in literature
 Read chapters 1-12 of The Body

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

 All work will be done digitally using GAPPS, the students will fill in the worksheet in groups
 Worksheet is organized into clear sections to keep tasks simple and to avoid having the worksheet seem
intimidating
 Instructions will be explicit to avoid confusion when completing tasks
 Questions will be reworded by the teacher should instructions not be explicit enough

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

 Themes
 Coming of Age
 Reputation
 Violence/Bullying
 Sibling Rivalries
 Friendship
 Growing up in a small town
 Relationships with Parents
 Exploring the Unknown
 Rebellion
 Death

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 “Themes in The Body” worksheet, shared with the students
 Copies of the book for each student

Learning Environment (grouping; transitions; physical set up)

The first portion of the class will see the teacher standing at the front of the room reading. The class will be following along in their own copies of the book. After
the reading has been done, the students will be given a short break to relax before working on the next task (if time permits). This task will see the class split into
groups, as they will all work in a shared document to fill in information that will be useful to the whole class. The teacher will be available to assist with the work,
and will circulate to ensure that the work is being completed.

Cross Curricular Links

 N/A for this lesson
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Welcome the class, explain to them the agenda for the Discuss with your partner, and stay on task so that you
day. “Unfortunately, we may not have time for a break can share what you’ve discussed.
today, but if we don’t break today, I promise that we
will take a break tomorrow.”
 “Quickly before we begin reading today, I’d like
everyone to turn to a partner and discuss what
their favorite part of the story has been so far.
Be prepared to share!”
(10 Minutes)

Action: During /working on it

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

“Great, thanks for participating. Now we are going to Follow along as the teacher reads. Make note of key
continue reading.” developments and be prepared to ask/answer questions
 Read chapters 13 and 14 pausing after each at the end of the chapter.
chapter to revisit some of the major plot points,
character development and some difficult
vocabulary
 “Are there any words that are used that
you are unfamiliar with?”
 “Can anyone tell me what happened in
this chapter?”
(45 Minutes)

*Break if there is time (dependent on if the reading is Break if there is time

done quicker than anticipated)
(5 Minutes)

Quickly review what themes are in literature, and why it Review what themes are. Think of some themes that
is important to analyze themes. may be present so far in the story.
 A theme is the central topic of a story. It’s the
answer to the question: “what is this story
really about?” Most texts will have multiple
themes, though some may only be minor.

 For example, the major theme in The Body is

coming of age. The story revolves around
four young boys who go on an adventure,
and learn lessons about life while on the
adventure. At the end of the adventure, the
boys have changed, and are now a little wiser
from their experience.
(3 Minutes)
Consolidation & Connection (Reflect and Connect)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

Have students split into pairs. Each pair will be assigned In pairs, work on the assigned section of the worksheet.
one theme to explore. They are to explain how the
theme has been introduced, and developed thus far in
the text. They must also find a quote that relates to the
theme, and an image that relates to the theme.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 (17 Minutes)

Extension Activities/Next Steps (where will this lesson lead to next)

There is potential that the students may be given a little extra time to finish their section of the worksheet at the
beginning of the next class. Either way, it will be quickly taken up during the next class in order to ensure that the
whole class understands each theme.

Soon, the students will be assigned a project that will involve them exploring themes and characters in the story,
therefore a basic understanding of the themes will be important.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
This lesson went really well. These chapters were interesting for the students, and they weren’t upset that today’s reading was a little longer than usual. Most of
the students did work on their assigned themes and got most if not all their work done.
We did not have time to take up the themes so this will be done tomorrow.

The Teacher:
Today I made a conscious effort to focus more of my time on some of the students who typically tend to struggle more. I did so because I knew that they would
need the extra guidance, and because I wanted to show them that I care about their success. They were very receptive to me.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Themes in The Body

What are themes?

A theme is the central topic of a story. It’s the answer to the question: “what is this story really about?” Most
texts will have multiple themes, though some may only be minor.

For example, the major theme in The Body is coming of age. The story revolves around four young boys who
go on an adventure, and learn lessons about life while on the adventure. At the end of the adventure, the boys
have changed, and are now a little wiser from their experience.

Your Task:

Fill in the chart below to begin our analysis of themes in The Body.

First, explain how the theme is introduced to us, then explain how that theme is developed. We won’t be able
to answer how the theme is concluded yet, but we will come back to this after we’ve finished reading the
novella. Finally, find a quote from the book and a photo that relates to the theme.

I have filled out one of the themes as an example for you. Use it as a reference if you need to.

Theme How is the theme How is the theme How is the Quote
Find a picture that introduced? developed? theme Find a quote
fits the theme concluded? that relates
to the theme

Coming of Age At the beginning of The boys start to “You ain’t

the story, the boys learn to stick up for gonna jap
are just regular themselves. Gordie me and get
kids. They play realizes that Mr. away with it.
cards, and hang- Dusset is trying to What would
out in their rip him off and tells your mother
clubhouse. Their him off. Teddy gets say if she
child-like into a heated knew you
innocence is still argument with Milo was japping
very present. Pressman. little kids?”
(King, 344).

Friendship

Reputation

Violence/ Bullying

Relationships with
Parents

Sibling Rivalry

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Growing up in a
small town

Rebellion

Exploring the
Unknown

Death

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013