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Lesson Plan Template - Set Program

This lesson plan is for a 10th grade English Language Arts class reading The Giver. There are 29 students, most are Caucasian with a few students of other ethnicities. Four students require accommodations. The lesson objectives are to have students cite evidence from the text to support their analysis and inferences. Students will fill out a KWL chart before and after reading to track what they Know, Want to know, and Learn. Formative assessments will check understanding throughout the lesson. The lesson will involve activating prior knowledge, guided reading, partner and group discussions, and independent reading and work. The teacher will monitor closely and provide support as needed.

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54 views

Lesson Plan Template - Set Program

This lesson plan is for a 10th grade English Language Arts class reading The Giver. There are 29 students, most are Caucasian with a few students of other ethnicities. Four students require accommodations. The lesson objectives are to have students cite evidence from the text to support their analysis and inferences. Students will fill out a KWL chart before and after reading to track what they Know, Want to know, and Learn. Formative assessments will check understanding throughout the lesson. The lesson will involve activating prior knowledge, guided reading, partner and group discussions, and independent reading and work. The teacher will monitor closely and provide support as needed.

Uploaded by

api-270068031
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN TEMPLATE SET Program

Teacher Candidate _______Jessica Hammett__________________________________


Grade Level __10___ Subject/Content:_English Language Arts _Title __The Giver: KWL_______
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation
in instruction and assessment.
*My class has 29 students in it and 24 of them are Caucasian. Of the remaining 5 students, I have 3
Hispanic, 1 Asian, and 1 pacific islander student.
*There are 16 males and 13 females in the class.
*4 of the students require accommodations.

WALK-AWAY (what do I want students to know, understand, and be able


to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives
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.

Big Ideas
I can cite what I know about the text as
well as infer what I think will happen.

Content Walk-Away: Unpacked Curriculum


Students will explain what they know about the text and back-up their
knowledge with textual evidence.
Students will also think of what they want to know and infer what they
think will happen.

Essential Questions
What do I know about The Giver?
What do I want to know?
What do I think will happen?
What did I learn from the reading?
What personal freedoms would you
sacrifice to attain your personal Utopia?

Reading/Language Content Walk-Away:


*same as content walk-away.

ASSESSMENT EVIDENCE (formative/summative checks for learning)


(Match the Content Walk-Away)

Formative Evidence (checking for understanding throughout the lesson): I


will check for understanding through verbal assessments throughout the
lesson. Students will write down what they learned from the reading
compared to what they thought would happen.

Modifications/Accommodations

(ELL, IEP, GATE, etc.)

I will visit with all IEP, ELL students


individually to ensure comprehension.

Content and Language Walk-Away Evidence (Summative):


Students will fill out a KWL chart prior to and after reading several
chapters of the text.

These students will not be required to


write as many sentences as the rest of the
class.

ACTIVE LEARNING PLAN

Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences


Students will spend time writing a response to this writing prompt: Think
about what you wrote on the white board during the last class about your
personal Utopia. Knowing that there is always a price for personal freedom,
what freedoms would you or others have to give up to attain the elements of
your Utopian society?
Think-Pair-Share: Students will find a partner and each spend 30 seconds
discussing their response. Each partner will paraphrase what they heard. We
will have a group discussion after.
Students will fill out the K (what do you know about The Giver), and the
W (what do you want to know/what do you think is going to happen?).
We will read together for 25-30 minutes.
Students will then fill out the L (what did you learn? Was it what you
thought would happen?).
We will discuss what weve read and students will share what stuck out to
them and if their predictions/inferences were right.
Focus Lesson (I do it)
I will explain what a KWL chart is and how to fill it out.
I will read several chapters to the students.

I will walk the room to offer further


instruction and guidance. I will read the
posted writing prompt aloud.

While students are in pairs I will walk


the room to monitor understanding and
comprehension.

Guided Instruction (We do it)


Together we will discuss some things we already know about the text.
Collaborative/Cooperative (You do it together)
Students will partner up to discuss the text and writing prompt.
Independent (You do it alone)
Students will fill out the majority of the KWL chart on their own. They will
also take the book home and read three chapters on their own.
Summarization/Closure; We will discuss how inferring from the text can
help our understanding and critical thinking. If time allows, students will get
into their groups to work on their Utopia Project.
Revisit Essential Questions: In closing I will ask the essential questions
again to review what students have learned.

NOTES TO TEACHER
What do I need to remember to do? Give clear instructions. Leave time in the lesson for student driven discussion.
Closely monitor partner work to ensure that students are discussing the assignment.
Materials to have ready? KWL chart, audible reading site, Writing prompt.
Approximate time needed for lesson? 65 minutes

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to
improve my practice and student learning?
The lesson went very well and was full of great discussion. I learned that when I allow the students time to think and
answer, they can come up with brilliant ideas.
I learned that I need to have more discussion questions than time allows for so that the classes that dont delve too deep,
or contribute as much, will have more to answer.
After the first class I learned to give clearer instruction regarding the partner discussion. Instead of just telling them to
each share, I gave them examples of how to paraphrase. This went much smoother.

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