Lesson plan
Long-term plan unit: School: The Republican sport college
Concept: Interaction
Lesson
Date:_ Teacher name: N.U.Umbetkaliyeva.
Theme of the lesson Literature Analysis – ‘Everyday Use’ by Alice Walker
Learning objectives(s) 11.C8 develop intercultural awareness through reading and discussion
that this lesson is 11.C10 use talk or writing as a means of reflecting on and exploring a range of
contributing to perspectives on the world
11.L2 understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and a growing range of unfamiliar topics
11.S3 explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics
Lesson objectives By the end of this lesson students will know...
The author
Setting
Characters involved in the story
Plot
They will understand…
Types of characters (dynamic vs static)
Characterization (direct vs indirect)
Value links Intercultural awareness, perspectives
Cross curricular links Social studies, Psychology
ICT skills PPT, Whiteboard, Chat rooms
Previous learning Poetry Literature analysis
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Beginning Lead-in: PPT1-2
2mins Introduce your lesson and LOs
Check that students have read, or have started reading the
short story, ‘Everyday Use’.
Warm-up:
5mins Groups / Break out rooms
Ss discuss the prompts – they are to share stories about PPT3
family heirlooms i.e. things that have been in their family
for generations and that are valuable to the family.
Teacher monitors – if ss are struggling, teacher may give
examples like a piece of furniture, jewelry, a book, a secret
family recipe, etc – teacher may also give a personal
example.
Elicit whole class feedback
Introduce the author and setting
Activity 1: Monitoring Learning [LO:2] *Pre task
7mins *Note to teacher - ss should have read the story on their own PPT4
AND watched the videos and taken notes.
Groups/ Break out rooms
Video 1: Types of character,
Put ss into break out room to discuss/compare their answers
characterization [mp4]
to the prompts before eliciting whole class feedback.
Video 2: Characterization
Feedback options [mp4]
Teacher may use these questions to concept check, or, use
feedback slides 6-7 for ss to check
How does an author reveal a character’s personality? PPT5
What is a dynamic/round character?
What is a static/flat character? Or, what is the difference
between dynamic or round characters and static or flat
6mins characters? PPT6-7
What is the difference between direct and indirect
characterization?
Activity 2: Character sketches
Group work/ Break out rooms
Have ss read the text and work on their character sketches – PPT8-9
teacher monitors
End Plenary\Homework:
1min
Additional information
Differentiation – how do you plan Assessment – how are you Health and safety check
to give more support? How do you planning to check learners’ ICT links
plan to challenge the more able learning?
learners?
· by outcome -self assessment (MI survey); Breaks used.
· by individual support - peer-assessment (listening Advice for improvement
activity/ writing activity) Multiple intelligences
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning
objectives realistic? Did
all learners achieve the
LO?
If not, why?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan and
why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that
will inform my next lesson?
