Ravetto 1

Modified Lesson Plan A (4): On the Road

Prior Academic Learning:
Students will be building on their abilities to cooperate with their peers to form
conclusions about the text. They will use their previous participation in discussions
to then bring these conclusions to the whole class.
Misconceptions:
The students peers may ask questions that no one knows how to answer. To
support the more challenging questions posed, the teacher will remind students to
use their novel and search together as a group to find the answer. If after analyzing
the text, the question still cannot be answered, the teacher will ask the group to pose
this question to the whole class where the teacher can then direct students in
finding the answer if need be.
Linkages among prior knowledge, current lesson, and future lessons
For this lesson students will have already previewed On the Road and read through
part one. They will have looked at pictures and song lyrics modeled around the
novel and made predictions. They will thus have a basis in the text however this
lesson seeks to secure their understanding of it so they can continue reading with
clarity. By having a solid understanding of the surface level facts, the students can
begin to look deeper into the novel for underlying features and themes.
Objectives:
Discuss and resolve points of confusion and uncertainty by reviewing the text
Key Vocabulary:
It is important for students to understand the terms: discussion, elaborate, explain
Academic Language:
In this lesson it will be essential for students to be able to describe and discuss.
Materials:
29 copies of the question worksheet, 29 copies of On the Road, white board, marker
Preparation:
Arrange the desks in groups of four with one group of five. Write each students
name on the question worksheet and place them on their assigned desk.
Procedures:
As students walk into the class have them sit down at the seat labeled with
their name on a worksheet.
Go over the objectives/schedule for the day (1 min)

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Model to the class an example question and then provide students with the
framework for questions on the board (i.e. Elaborate on Sal and Terrys
relationship.) (2 min)
Ask students to get out their pencils and use the worksheet to write down
three questions they have from the reading they did for homework that
cannot be answered by a yes or no (5 min)
Explain they will go around in their circles and ask their two questions to the
group and the group will discuss the answers and support their answers by
looking at the text (the third question is if a question is repeated or the group
finishes early). The student who asked the question will need to provide an
answer to the question in 2 or more sentences to be turned in and graded
(they can follow the rubric at the bottom of their sheet to see how it will be
scored (30 min)
When students begin to finish, go up to each group individually and ask them
to pick a question they would like to ask to the whole class that they think
would be beneficial for everyone to know in continuing to read the novel.
Give students the order in which they will ask their question based on the
order the groups finish and the teachers talks to them
Gather students as a class and ask the first group to read their question
Allow for a discussion of the questions, writing the responses on the board.
Ask the group to explain how they responded to it and then move to the next
group. Continue in this manner until all the groups have presented (10 min)
If there is time left, students can begin their homework which is to read
through part two by Wednesday
Have students leave their worksheets on their desks to be collected
Discussion Ideas:
What are some things that Sal does while living with Remi Boncoeur?
Elaborate on Sals relationship with Lucille.
Why does Sal end up leaving Lucille and going back to New York?
Planned Instructional Supports:
In The English Teachers Companion, Jim Burke lists various principles for creating
effective reading instruction that have been supported by major reports focusing
on middle and high schools (163). One such principle is having the students
engage in regular, authentic discussions (Burke, 166). Burke provides instructors
with an example, in which students write questions about the text which are then
collected and chosen by a student to be discussed (166). This lesson is a variation on
this idea, as students are writing their own questions however the majority of them
will be discussed and in small groups. The students are still provided with time to
engage in discussion about their questions and thus allow them to comprehend
and think about the text. Yet because they are in small groups, they are provided
with the opportunity to address their specific needs and gain support from their
peers. Each group will be divided so that they consist of students with a range of
abilities. The teacher will have arranged the desks in groups so that the teacher can
put the students names on the desk in which group she would like for them to be a

Ravetto 3
part of. Those who are struggling can work with those excelling to grasp the reading.
In the same way, English language learners will be able to work with native
speakers to assist them in understanding vocabulary and events in the novel. The
student with Autism will also have the support of a small group which will
encourage participation that he might turn from during whole class settings.
Students can even ask the group to pause and have students re-explain points that
were confusing or ask for elaboration without the fear of a whole class watching.
Every student will be required to ask at least two questions which means they are
free to choose questions that will help them where they are struggling. By enabling
students to choose their questions without the pressure of a whole class discussion,
it encourages students to support their own learning in the way they need support.
Language Accommodations:
In addition to the grouping strategies mentioned above, the students will also be
given a piece of paper to write the answers to their questions. The students are free
to answer the questions in whatever style they so choose. This means that English
language learners are free from the pressure of English sentence structures and
correct spelling, while those who speak AAVE are free from standard grammar
and conventions. To support English language learners during the whole-class
discussion, the teacher will write students responses on the board to ensure the
students also have a visual.
Special Education Accommodations:
The student who has Autism will specifically be placed in a group of shy students
because of his social anxiety. Students who are rather extroverted might increase
anxiety and dominate the discussion. Students who are more reserved may give the
student more chances to participate in the discussion. For the whole-class
discussion, the teacher will write the students responses on the board so the
student has a visual to follow along with. In addition, the lesson is designed to
minimize transitions, as the materials the students need are supplied on their desks
and the groups themselves have already been established and joined together
before class began. When transitioning from group to whole-class discussion, the
teacher comes around to each group and tells them the order in which they will
present their question. This order is simply determined by who finished the group
discussion first. As each group finishes the teacher will give them the next
consecutive number (the third group to finish discussing will thus present their
question third). The student with Autism will also be presented with a schedule of
the class period so he has a basic routine in place.
Assessments:
To ensure that the students are resolving points of confusion and uncertainty, they
will each write their questions down along with the answer. The teacher is then able
to collect these and gain an understanding of what students were having trouble
with. The teacher will grade their worksheet by a rubric and return it to the
students. The rubric will give one point per question, one point per response
accuracy, and one point for textual support.

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Extension Ideas:
As an extension, students can come up with questions that are not simply about
surface level details. Instead students would ask questions that cause their group to
analyze the text and consider underlying motivations or themes.
References:
Burke, Jim. The English Teachers Companion. 4th ed. Portsmouth: Heinemann, 2013.
Print.
Illinois Professional Teaching Standards:
Standard 1 - Teaching Diverse Students The competent teacher understands the
diverse characteristics and abilities of each student and how individuals develop and
learn within the context of their social, economic, cultural, linguistic, and academic
experiences. The teacher uses these experiences to create instructional opportunities
that maximize student learning.
Knowledge Indicator The competent teacher: 1A) understands the spectrum of
student diversity (e.g., race and ethnicity, socioeconomic status, special education,
gifted, English language learners (ELL), sexual orientation, gender, gender identity)
and the assets that each student brings to learning across the curriculum
In order to positively promote the diversity in this class, the students will work in
groups to complete questions. Each student will contribute responses and can offer
varying ways of looking at the text.
Performance Indicator The competent teacher: 1H) analyzes and uses student
information to design instruction that meets the diverse needs of students and leads to
ongoing growth and achievement
The students are grouped so that each one has a range of abilities and backgrounds.
This way the students can use each other to support their learning. In addition, the
teacher allows the students to create their own questions so they can enhance their
understanding in the areas that they each specifically need.
Common Core English Language Arts Standards
CC.9-10.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
In order to complete their worksheets and increase their understanding of the text,
students will need to discuss each others questions in their group. The groups will

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individually consist of diverse learners who will need to help one another in answering
their questions.

Schedule:
Come up with questions about reading
Discuss questions about reading in groups
Discuss questions as a whole class

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Name__________________________
On the Road: Questions Worksheet
-Write three questions you have about the reading you did for homework. They
should NOT be able to be answered with a yes or no but should require explanation.
Write your questions in order of importance (i.e. The question you want answered
the most will be written first).
-You will then go around in your group one by one, asking your first question.
Discuss the answers with your group and write the responses on this sheet.
Questions should be answered with textual support which means responders will
need to point to a place in the text where they got their answer. Provide page
numbers from the text to receive full credit. Use the rubric at the bottom to guide
you. If you are unable to answer a question, explain why and what you might think
the answer is. Ask this question during the whole class discussion.
-Do the same for the second question. Move to the third question if there is time
remaining.
Question 1:

Question 2:

Questions 3:

Question 1
Question posed
Response accuracy
Textual support (page
numbers)

Question 2