Kevin
Trudo
Sample
Lesson Plan #2:
Grade
Level/Class: 9th Grade Lit
Time
Length: 50min
Topic:
Lord of the Flies - Chapter 1 &2 Review
Standards (include
NCTE/NCSS/NGSS/NCTM):
Per NCTE:
● Students read a wide range of literature from
many periods in many genres to build an understanding of the many dimensions
(e.g., philosophical, ethical, aesthetic) of human experience.
● Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
Educational Objectives:
●
The students
will be able to explain what they have read in the first two chapters of Lord
of the Flies
Assessment on Learning:
●
Informal/class
discussion
● Participation is assessed and instructor will
be able to assess comprehension and completion of assigned reading.
Central Focus
●
Comprehension:
● Class discussion to determine comprehension
levels
● Small group exercise involving writing three predictions
for the book
Accommodations for students
with specific learning needs:
●
N/A
Academic
Language
Language Function (select 1):
|
Analyze |
Compare/Contrast |
Construct |
Describe |
Evaluate |
|
Examine |
Identify |
Interpret |
Justify |
Locate |
|
Explain |
Prove |
Argue |
Synthesize |
|
Identify a learning task from your plan that
provides students with opportunities to practice using the language function
identified above:
Class
discussion will present opportunities for the students to describe what they
have read in the first two chapters of our book.
Additional Language Demands. Given the language function
and learning task identified above, describe the following associated language
demands (written or oral) students need to understand and/or use:
We
will break into small groups to answer two speculative questions:
What events led to the boys
being on the island
What will happen to them?
What do we see happening to Piggy, Jack, and Ralph?
Vocabulary:
Conch
Typhoon
Embossed
Fulcrum
Suffusion
Plus at least one of the following:
Syntax
Discourse
Materials: N/A
Anticipatory Set/ Attention
Getter:
If this class was wrecked on
an island what would be the first few things you would need to do? (ask for
speculation: take five minutes to determine what is important in a case of
being wrecked on and island)
Questions to Ask
1. Why are the boys on the
Island?
2.Are there Groups within the
group of boys
(factions)
and what could that mean?
3. Who becomes the elected
ruler of the boys? Who else was considered?
Who do you think should be in charge? Why/why not?
4. If Ralph is the ruler and
Jack is the hunter, what is Piggy’s role?
5. do you think that there is
a monster? Why/why not?
6. What do you think happened
to the little boy with the mark on his face?
Sequence of Events (include
time needed):
1. Arrival on Island
2. Election
3. Exploration
4. Find the pig
5. Meeting
6. Lighting the fire
Conclusion/Summary:
After our conversation today
what did we miss in the beginning of class? What would we need to do that we
didn’t think of yet?
Next Chapter tomorrow. Do you
think they will find the boy with the mark on his face?
*Some lesson plan prompts
come from SCALE.
1. Common Core Standards
▪
Standards
provide the focus, foundation for school curriculum and daily lessons
▪
Standards
provide the guidance for teachers to create new learning opportunities for
students to meet and exceed the Illinois State Standards
▪
To
make standards work, resources need to be carefully targeted toward students’
achievement of the standards
▪
Cite
the standards using text and numbers
2.
Educational Objective(s)
▪
Always
begin with the statement: The
student(s) will be able to:
▪
What
is the purpose of the lesson?
▪
What
do you want the students to learn or accomplish?
▪
What
concepts are you attempting to teach?
▪
Have
you achieved connection to the standards listed?
▪
What
is the intended learning?
3.
Assessment On Learning
▪
Reflect
on how you will assess the intended learning.
▪
What
is the method of assessment?
▪
Include
the assessment tool—rubric, test etc..
▪
Describe
the assessment plan.
▪
Include
any rubric or other assessment plan with the lesson plan.
▪
How
will you know if the students achieved the standards, goals, benchmarks and
behavioral objectives listed.
4. Central
Focus
▪
What
is the central focus of the lesson you are planning?
▪
What
are students learning?
5.
Academic Language
▪
Identify
Language Demands
▪
Support
student’s academic language development
▪
Include
evidence of language use in the lesson plan
6. Materials
Required for the Lesson
▪
List
ALL materials needed to teach the lesson
▪
Think about the beginning, middle and end of
the lesson
7. Set
or Attention Getter
▪
Plan
an opening to gain the students’ attention
▪
Engage
students in learning
▪
Begin
to deepen student learning during instruction
▪
Set
the state-of-the-lesson (overview—what can the student expect).
▪
Link
new material to previously learned material
8. Sequence
of Activities
▪
What
are you going to teach?
▪
How
are you going to teach it?
▪
When
are you going to teach it?
▪
What
Academic Language will be used?
▪
Independent
work? How? Include materials
▪
Cooperative
work? How? What roles? Etc..
▪
List
each step as if a substitute teacher was teaching the lesson—Do not assume!—be
complete and thorough by writing details
▪
Assessment
✓
Analyze
student work
✓
Use
feedback to guide further learning
✓
Use
assessment to inform instruction
9. Questions
to Ask
▪
Use
Bloom’s Taxonomy and LABEL each question choosing one of the taxonomy’s
labels:
▪
knowledge
▪
comprehension
▪
application
▪
analysis
▪
synthesis
▪
evaluation
▪
Plan
questions that demand higher levels of thinking.
9.
Conclusion and Summary
▪
Bring
the lesson to a close.
▪
Check
for student understanding. How will you
do this?
▪
Include
a transition to the next content area, activity or lesson. How will you accomplish this?