University of Arkansas - Fort Smith

School of Education
Explanation of Lesson Plan Components

Lesson # 3

Name: Jasmine Hayes_____________ Date: September 5, 2019____

Subject Area: English____ Grade Level: 10th Grade______

Central Focus: Students will use specific detail to determine how the story is developed over
the course of the text. Students will come to their conclusions while following the outline of the
plot diagram. Students will use certain events that took place and cite the textual evidence.__

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 )

Students will be shown a picture of a plot diagram on the projector. Students should have prior
knowledge of what a plot diagram is, therefore, this will be considered review.

Standard(s):

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots, nonlinear plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.

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 be able to:

 Analyze structure of the text using events that happened within the story
 Be able to identify defining moments that led to climax of story
 Use plot diagram as a reference to story development

Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention and/or
connect prior knowledge to lesson objectives?)
Students are told to write in journals different types of symbols that relate to the theme of the
text. This will be used for upcoming project in about 20 minutes. Students are also informed to
find a couple of quotes and mark them or write them down.

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)

Strategies being used:

 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
 One-pager
o Students think deeply about a text
o Produce sketchnotes that represent important aspects of text
o Draw conclusions on theme topic

Instruction (I do)

 Journals are used for reading assignments

o Promotes self-efficacy
o Encourages students to further analyze text
 Plot Diagram Worksheet
 Promotes self-efficacy
 Encourages students to analyze story development
 One-pager Project
o Students draw connections between text and current events
o Students provide proof of understanding of theme of text
o Student engagement

Guided Practice (We do)

 Plot Diagram Worksheet

o Introduction
 How character is introduced in the story
o Conflict
 What issues surrounded character
o Rising Action
 Events leading to climax of character’s outbreak
 o Climax
 Character begins to take control of situation/makes big decision
o Falling Action
 Result of character’s action/decision
o Resolution
 How character finished out the story
 One-pager Project
o Students given sheet of paper and art supplies (crayons, markers, color pencils,
etc.)
o Students told to sketch one visual symbol of theme
o Students told to provide two quotes that show the author’s style
o Include sketch that represents the setting
o Make connections between the text and current events using sketches and text.
o Examine one or two main characters and their development.
o Identify three symbols through sketches or text.
o Include a statement about one thing they connected with in the reading.

Independent Practice (You do)

I will:

 Encourage student engagement

 Provide classroom management by setting rules
 For plot diagram worksheet
o Review of plot diagram is given
o Instructions on how to fill out worksheet is given
 Instruction on how to complete one-pager project is given

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 given three days to complete “one-pager” project. Students reminded to think of the theme
of the text, the development of the character and the story. Encouraged to work on project at home.

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 are given 3 days to complete assignment. The project is the post assessment, therefore, once
project is complete, I will know if students have met the objectives.
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).

Students that have specified accommodations in their IEP’s or 504 plans, are given extra time
and extra help. The in class discussions and activities has helped those who are struggling
readers.

Remediation: (Rationale for specific students’ accommodations/modifications)

Students who have ADD/ADHD are given the opportunity to sit somewhere else besides their
seats, like on the ground or by a friend (however students must be working during that time).
Struggling readers will have extended time, for those who are specified in their IEP’s or 504
plans.

Enrichment: (How will you extend the learning of students who grasp the content quickly?)

Students who quickly grasp the concept are given the opportunity to get creative. Students do not
need to be artistic in order to complete this project, they can also print and cutout pictures to
paste on their papers.

Resources/Materials/Equipment: (Consider: technology; visuals; supplies; professional; internet

research; other)

This lesson is not dependent on technology. Student were given a worksheet which was filled out
before students began their one-pager project. The worksheet was used as a reference for talking
points during the activity.

Reflection Narrative: Today I...

Reflection: (Consider the following in your response: Used data to plan the lesson; stated my
objectives clearly; actively engaged students; integrated Bloom’s Taxonomy; provided time for
interaction; gave feedback; kept the lesson aligned with standard(s) and objectives. Address
your instruction, classroom management, and student engagement. Include self-efficacy,
professionalism, and use academic language).