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Lesson Plan Template - Set Program

This lesson plan template outlines a lesson for a 10th grade English Language Arts class on the book "The Giver." The lesson focuses on analyzing themes of memory and pain through writing prompts and class discussion. Students will be asked to make claims supported by evidence about whether they would minimize pain or memories. Formative assessment will include verbal checks for understanding during class discussions. For summative assessment, students will connect their own experiences to themes in the text by making a claim and supporting it with evidence. The lesson will activate prior knowledge through a writing prompt and involve guided instruction, collaborative work, and independent work analyzing similarities and differences between the book and film adaptation.

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50 views

Lesson Plan Template - Set Program

This lesson plan template outlines a lesson for a 10th grade English Language Arts class on the book "The Giver." The lesson focuses on analyzing themes of memory and pain through writing prompts and class discussion. Students will be asked to make claims supported by evidence about whether they would minimize pain or memories. Formative assessment will include verbal checks for understanding during class discussions. For summative assessment, students will connect their own experiences to themes in the text by making a claim and supporting it with evidence. The lesson will activate prior knowledge through a writing prompt and involve guided instruction, collaborative work, and independent work analyzing similarities and differences between the book and film adaptation.

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: Memories_____
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.
*The class is well behaved, and engaged.

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.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

Big Ideas
I can connect my personal experiences to
the text to make and defend a claim.

Content Walk-Away: Unpacked Curriculum


Students will analyze the topic of memory and pain as it pertains to the
text and their lives. They will use reason and evidence to support their
claims.

Essential Questions
Would you minimize pain to live a happier
existence? Why? Support your claim.
Would you sacrifice happy memories to be
rid of traumatic ones? Why? Support your
claim.
Compare/contrast the text we read with
the movie we watched.

Reading/Language Content Walk-Away:


Students will defend a claim with evidence.

ASSESSMENT EVIDENCE (formative/summative checks for learning)


(Match the Content Walk-Away)

Modifications/Accommodations

(ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):


Students will share their work. I will verbally assess for understanding and
comprehension.
Content and Language Walk-Away Evidence (Summative):
Students will use real life experiences to connect to the text. Students will
make a claim and back it up with evidence.

ACTIVE LEARNING PLAN

I will verbally explain instructions and


give individual help to the ELL and IEP
students.

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

Activate Prior Knowledge/Experiences


Students will respond to writing prompt, Can we minimize or ignore
emotional/physical pain in our lives to live a happier existence?Would you
sacrifice/erase any of your happy memories to also erase your
traumatic/painful memories? Give examples of both happy and traumatic
memories youve had and decide if you would erase the happy to also erase
the traumatic. How does this reflect on the choices of The Elders in The
Giver? We will discuss these topics as a class.
We will discuss the finished text, specifically focusing on theme.
Students will finish watching The Truman Show. They will find three
similarities and three differences between this movie and the text; they will
focus on the main characters, the communities, and themes found in both.
Focus Lesson (I do it)
I will give examples of both happy and traumatic memories and discuss my
thoughts on the writing prompt.
I will give one example of a similarity and difference between the movie
and text.
Guided Instruction (We do it)
As a class we will discuss the writing prompt and themes from the text. The
class will also discuss the similarities/differences between the text and
movie.
Collaborative/Cooperative (You do it together)
Table groups will discuss their claim and evidence from the writing prompt.
In pairs, students will discuss the text compared to the movie.
Independent (You do it alone)
Students will make a claim based on the writing prompt and find evidence
to support that claim. They will share it with their table/the class.
Students will have to come up with two-three similarities and differences
between the text and movie before they can leave class.
Summarization/Closure: We will have a brief discussion about the way both
the movie and text ended.
Revisit Essential Questions: Students will answer essential questions
throughout the lesson and at the end during review.

NOTES TO TEACHER
What do I need to remember to do? Allow students to drive the discussion. Offer several good discussion questions to
help students achieve deeper thinking.
Materials to have ready? movie, writing prompt, DQs.
Approximate time needed for lesson?
65-75 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?
This lesson was successful. The students liked the opportunity to share and reflect on their personal memories.
Students connected their lives with the text and made connections between the text and movie.
I still want to search for even better discussion questions that will allow students to engage in deeper, critical thinking.

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