Lesson Plan Format

NAME: Tiffany Poritz

Lesson Topic: Language Arts The Boy in the Striped Pajamas Grade level: 7th
Total Time: 90 minutes
# Students: 4
Learning Goal:
(Content
Standard/Common
Core)

Target Goal or Skill:

Literacy.RI.7.3 Analyze the interactions between individuals,

events, and ideas in a text (e.g. how ideas influence
individuals or events how individuals influence ideas or
events)
Literacy.RL.7.7 Analyze how an author develops characters
the points of view of different characters or narrators in a
text
Literacy.RI.7.3 Analyze how particular elements of a story
or drama interact (e.g. how setting shapes the characters or
plot)

Students will complete different stations. Stations include the

following
- Independently or w/ little guidance look for text evidence to
characterize Bruno
- Match character traits with the correct character
- Compare and Contrast 2 main characters
- Independently use technology to find definitions of words
and apply the definitions in completing their definition
worksheet
- Use context clues to identify characters (traits)

Essential Question(s):
Topical question(s):

Instructional
Objective(s):

Why are things in life not always how we perceive them to be?
- What differences or similarities do we see between Bruno
and Shmuel
- How can we describe Shmuels character?
- How can we describe Brunos character?
- What text evidence can we find in BISP to support our
ideas?
Students will identify character traits
Students will identify the main idea in writing
Students will use close reading strategies to help answer
comprehension and inferential questions

Assessment
(Criteria / Look Fors/
Performance Tasks)

Formative Assessment:
Kahoot.it students will answer comprehension questions about
The Boy in the Striped Pajamas(if time allows)
Observation
Discussion
Summative Assessment:

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications

RHSLD difficulty retaining information, delayed processing

-> pre-teaching of concepts; additional time to process information
when presented orally, provide visuals, clarify directions
******************************************************
*
JPSLD difficulty in the area of reading, decoding, delayed
processing, ADHD trouble keeping on task and staying focused on
one activity for a length of time, provide visuals, repeat and simplify
directions, break assignments down into smaller chunks.
FDSLD affects area in reading pre-teach new vocabulary,
allow 1 extra day for assessments, read directions aloud,
clarify directions, have student repeat directions, provide
visuals
******************************************************
*
AG SLD area of reading and working towards positive
behavior work one to one when possible, clarify
directions, breaks when needed, break assignments into
smaller chunks, provide visuals

Instructional
Procedures
(including specific
times)
Introduction:
(including motivational
hook where applicable)

Learning Activities:

11:15-11:25 Silent read/ reading conferences

11:25-11:30 Fill out reading logs. Discuss books and reading
Strategies
11:30-11:40 Grammar Exercise
11:40-12:00 BISP Start Stations (10 minutes at each station)
12:00-12:05 Bathroom Break Silent ball
12:05-12:30 BISP Stations
12:30-12:36 Kahoot.it Share answers from stations (Kahoot if
time allows)
12:36-12:38 Clean- Up
12:38 ---------Dismissed
Students will be rotating through different stations.
Stations are focused on character traits
Each station builds off the text. Stations include

Closure:

1. Who is Bruno looking for text to give clues

2. Character match-up students are looking at the main
characters and matching their traits to the characters
3. Venn Diagram Comparing/Contrasting Bruno & Shmuel
4. Who is it? Using textual clues, students need to match the
character with the matching sentence/using inferencing
5. Vocabulary students will use technology to find definitions
of vocabulary words present in the up-coming chapters.
Kahoot.it. Formative assessment to dial in on students
comprehension of the book.

Academic Language and

Student Language
Demands required in
the lesson
Communication Skills
(see Handout)
5 Questions (Blooms or
DOK)

Curriculum (APA)
e.g.

Inferencing
Define
Textual Evidence
Objective
Analyze
Describe
Character Traits
Students will communicate positively through both verbal and
nonverbal cues by raising their hands for discussion, responding to
questions asked when addressed by their name
Remembering Students will be able to match vocabulary words to
correct definition
Understanding Students will understand character traits of the
main characters in The Boy in the Stripe Pajamas
Applying Students will apply their knowledge of elements of a
character traits to the characters in BISP and understand the
differences between Bruno and Shmuel
Evaluating Students will evaluate character traits and how it
affects the other elements of the story
Creating Students will create graphic organizers
Collections Houghton, Mifflin, Harcourt (2010)

Investigations in
Number, Data, and
Space. (2012).
Pearson.

Materials

Boy in the Striped Pajamas (classroom set) by John Boyne

Clipboards
Kahoo.it. / exit slip activity
Station Activities worksheets, colored pencils, pencil, station signs
Station directions

Timer
Computer w/ internet access www.dictionary.com

Notes

-This is the first day of stations for this group

-All concepts have been pre-taught