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School of Education
Explanation of Lesson Plan Components
Lesson # 1
Central Focus: _The central focus of this lesson plan is to use have students analyze and
understand a text. Students are also able to connect character traits through character analysis,
while using unknown vocabulary words in the text.
Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-
assessment? ie. prior academic learning, prerequisite skills, misconception).
I will use a worksheet with pre-selected vocabulary words, that students were supposed to define
by using textual evidence from the text, from the previous nights reading. The activity that is
planned for this lesson will require that the students researched the pre-selected vocabulary
words.
Standard(s):
RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Objective(s) (What should students be able to do at the end of the lesson: Consider Language
Functions, Bloom’s Taxonomy and/or Depth of Knowledge [DOK])
Students will start class with bellwork as usual in this class. Since students are maintaining a journal while
reading the text, I will post a guided question for students to answer. The question will be:
Given Rachel’s position in the Adams’s household, do you think her risking her position so that
she could see Matthew, as a friend in jail, was worth the sacrifice? Explain your answer, and how
you would have handled the situation. Use textual evidence to support your reasoning.
Instruction and Planned Supports: (How will I present new material, ie instructional strategies, and
make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed
questions and anticipated responses from students)
English journals.
o Students are able to take notes about specific events that may happen,
o Students are able to record questions that they may have while reading the text
or while listening to a lecture
o To expand vocabulary
Use textual evidence to make text-based inferences on meanings of
words
Students expected to write down the sentence where they found
the word
o Helps isolate the sentence to help students better use an
inference to come up with their own definition
“Kick-Me” Method
o Students are assigned vocabulary word from reading
o Students must work together to help each other find definitions to vocabulary
words
Definitions are located on students back
Students hold up vocabulary words in front
These strategies are meant to support student’s self-efficacy by guiding students to think for
themselves.
Instruction (I do)
I will:
Questioning and Closure: (Include proposed higher order thinking skills [HOTS] questions aligned
with objectives. How can I bring closure to summarize learning and enhance retention of the material?)
Students are asked why they think we performed the “kick-me” activity
o To make own connections to vocabulary words and their definitions through textual
evidence
Students also asked to think about Rachel and her development over the course of the text
o Students encouraged to write notes in journal
Alternate Plan “B”-(What new strategy will I use if students do not understand the material? What will I
do if technology does not work? What alternative instructional resources can I use? )
If technology is not working, I will write bellwork on dry-erase board. The lesson plan is not
dependent on students using technology, therefore, lesson remains the same.
Post-Assessment:(How will you measure the degree to which students met the objectives? How will
this assessment data be used for future learning?)
Students will have review questions of why they think the class performed the “kick-me” activity. Students
will also be measured by the worksheets that they turned in and how well they performed during the
activity.
Accommodations/Modifications: (Explain which of the following you will use and why: Extended
Time; Preferential Seating; Segmented Assignments; Assignment Length; Communication Methods; Peer
Tutors; Instructional Assistance; IEP/504/ELL/GT; Other).
If there were students with a learning disability, I would have students perform the “kick-me”
activity in pairs and the students would be paired heterogeneously so that there would be
someone there to help those students with a learning disability, understand the definition.
Certain students may have ADD/ADHD, therefore this “kick-me” activity is a good exercise is
good for them. If there are students with dyslexia, then I could create an audio file and release
the file to those students through Google Classroom. For the “kick-me” activity, I will pair
students up heterogeneously. Each student will have an assigned role, and the definitions will
have a small visual representation as well.
Enrichment: (How will you extend the learning of students who grasp the content quickly?)
This activity is very engaging because it activates prior knowledge and gets students engaged by
keeping them active. I will reward the whole class, if they finish the activity before the time runs
out. This will help ensure that the students are helping their peers as well.
This lesson is not dependent on technology, but students will have notecards with vocabulary
words on them. The definitions are placed on the back of their shirts.