Molloy College

Division of Education
Lesson Plan Format
Every Molloy College Lesson Plan must contain the following sections:
Heading
Adaptations
Instructional Objectives
Differentiation of Instruction
Standards and Indicators
Developmental Procedures
Motivation
Assessments
Materials
Independent Practice and Follow-up
Strategies
References

(*) Reflects new edTPA Academic Language

All Lesson Plans MUST be written using appropriate edTPA Academic
Language .
Heading for Coursework
Student Michael OKeeffe
Professor Maloney
Course EDU 521
Date 5/6/2015
Grade: 11
Topic: A Farewell to Arms by Ernest Hemingway
Content Area: English

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

Instructional Objective(s) (Lesson Objective(s)*)

Students will be able to annotate and complete a close reading in order to deepen their
understanding of A Farewell to Arms by completing a close reading, summarizing what has
happened in the reading so far, and draw larger implications toward a theme about peace.
Students will do this by completing a Hochman sentence strategy chart with no more than 3
errors.

CCLS / +NYS STANDARDS AND INDICATORS

CCLS
2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
Indicator: This is evident after the completion of the Hochman sentence strategy so they
will be able to identify and provide strong examples of peace from the close reading. Themes of
peace will be prevalent throughout the close readings in various settings such as war & love.
6. Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Indicator: This is evident by the students completion of the Hochman sentence strategy
graph and indicating what Henry actually meant.

NYS Learning Standards

Standard 2: Language for Literary Response and Expression Students will read and listen to oral,
written, and electronically produced texts and performances from American and world literature;
relate texts and performances to their own lives; and develop an understanding of the diverse
social, historical, and cultural dimensions the texts and performances represent. As speakers and
writers, students will use oral and written language that follows the accepted conventions of the
English language for self-expression and artistic creation
Indicator: This is evident by the students completion of the Hochman sentence strategy
graphic organizer.

MOTIVATION (Engaging the learner(s)*)

Students will watch a 2 minute excerpt from the 1957 film version of A Farewell to Arms and
begin a Hochman sentence strategy discussion on the clip before they begin their close reading to
grab their attention and motivate them to further understand the text.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

MATERIALS
-

A Farewell to Arms reading packet

Close reading/ passages
Exit slip

STRATEGIES (Learning Strategies*)

-

Group discussion
Direct instruction
Hochman sentence strategy

ADAPTATIONS (Exceptionality*)
- The student with a visual impairment will use a laptop to listen to the close reading/
questions and will be able to answer orally.
- The student with a grapho-motor disability will use a voice-to-text application or laptop
for writing assignments.

DIFFERENTIATION OF INSTRUCTION
Tier I: There is no extension for this activity.
Tier II (on or within 1 grade level): There will be a synopsis at the beginning of the chunked
reading so students have background knowledge of the scene in the chapter they will be reading.
Tier III (2 or more grade levels below): There will be a synopsis at the beginning of the chunked
reading so students have background knowledge of the scene in the chapter they will be reading.
The reading will be chunked and put in sequential order with the questions so students will be
able to understand which part of the text the responses are in. Vocabulary words from the
reading will also be given to these students for further understanding.

DEVELOPMENTAL PROCEDURES
1. Students will come quietly into class to copy their Learning Objective and complete their
Do Now. (What do you consider peaceful?)
2. Students will then share out their responses before we review the homework as a class.
3. After the review, I will set expectations for the class.
4. Students will then read along their copy of the text with the teacher, annotate, and ask
questions to clarify understanding.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

5. After their first close reading the class will respond and discuss to the first set of
Hochman sentence strategy questions from Chapter 22. (He is diagnosed with what?
why?) (She believes Henry is purposefully making himself sick Who? Why? How?)
6. After the guided practice the students will then complete the next close reading
independently and respond to the next set of Hochman sentence strategy questions with
their paired partner. (He prepares to travel Who? Why?) (He says Theyre like
us.Why? She is unhappy. Who? Why? How does she respond?)
7. The class will then come together to discuss their responses to the Hochman sentence
questions before they continue to read and annotate the third close reading and respond to
the last Hochman sentence strategy questions independently. (She feels like a What?
Who? Why?) (After dinner he says What? Who? Why?) (Henry recites a line from a
poem by Andrew Marvell, But at my back I always hear / Times wingd chariot
hurrying near, what does this mean? Why would he recite it?) Throughout the class I will
be circulating the room and helping those students who need help,
8. After their independent practice we will regroup as a class and discuss their responses
before reviewing how the close reading dealt with Henry and Catherines inner peace and
hopefulness for peace together.
9. Students will then complete an Exit Ticket to demonstrate their understanding before they
leave. (Exit Ticket: Why does Henry long for peace? Why does Catherine long for
peace?)

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will successfully complete their Hochman sentence strategy graphic organizer/
questions..

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

 Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

INDEPENDENT PRACTICE
Following the lesson students will complete a worksheet based on their chapter reading for
homework.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
DIRECT TEACHER INTERVENTION
- The teacher and student will work together on a close reading and answering Hochman
sentence strategy questions together for further understanding of the text.
ACADEMIC ENRICHMENT
-The student will then use a computer to research other early twentieth century works that
focus on a theme of peace.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

TEACHER REFERENCES
(Put Teacher References on a separate page)
1. Hemingway,E.(1997).Afarewelltoarms.NewYork:ScribnerClassics.
2. Hochman,J.(2009).Teachingbasicwritingskills:Strategiesforeffectiveexpository
writinginstruction.Boston,MA:SopisWestEducationalServices.
3. Wendt,O.(2011).Assistivetechnologyprinciplesandapplicationsforcommunication
disordersandspecialeducation.Bingley:EmeraldGroupPub.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language