Ferris State School of Education

Lesson Plan Template

Name: Molly Simons

Date: September 30, 2016

Curriculum/Course: Education 438

Grade level: 10th

Grade

Time/Period: 3rd
& 4th
Hour

Standards: List the state or national standards that you are using in this unit/lesson.

-Read closely to determine what the author says explicitly and to make logical inferences from it; site specific textual evidence when
writing or speaking to support conclusions drawn from the text (CCRA.R.1)
-Analyze the structure of texts. (R.CCRA.R.5)
-Assess how point of view or purpose shapes the content and style of the text. (CCRA.R.6)
-Participate effectively in a range of conversations and collaborations. (CCRA.SL.1)

Objectives: ( I can statements)

The students will interpret the meaning and purpose in the provided piece, John Biguenets Rose, and support
their claim by citing two textual examples.
Within 1-2 minutes, students will formulate written arguments comparing and contrasting the views of their
peers on the short story Rose.
Assessment (Formative, Summative): thumbs up/down, exit ticket, quiz, chapter test, etc.
-Formative: Students understanding of the directions will be confirmed by thumbs up/down.
-Summative/Reflection: Students will complete a ticket-out-the-door expressing the effectiveness of the lesson, the
benefits they saw in the lesson, and what they would change.

Introduction/Hook: (Warm-up, review of previous days lesson, check for understanding of previous knowledge)

Picture Book

Friday: Stone SoupBrief review of authors intent and purpose. Also review of textual evidence.
In this story:
What is the purpose?
What is the author trying to convince the audience?
Why do you think that?
Steps in the lesson: (Include ideas for whole-class instructions, if any; differentiated activities; sharing, etc.)
1. Begin by opening the daily PowerPoint. Like each Friday, we will begin with a short story. The story
chosen

this week is Stone Soup.

2. The story will be read aloud to the class while they actively engage and listen.
3. Questions posed after reading: What is an authors purpose? What was the purpose of this story? How
did the author support that idea?
4. Mandatory Reading & Conferences: 10 minutes.
5. Each student will be given the short story Rose by John Biguent. Depending on average reading speed
presented today, they will have five to ten minutes to complete the reading.
6. In their pods (previously differentiated by ability and altered every three weeks), students will begin the
written conversation. In 1-2 minutes they will write down any thoughts feelings or reactions they have to
the piece. There is NO talking and they must keep writing. (Prompt questions will be provided on
PowerPoint.)
7. After 1-2 minutes, or when it appears visually the majority has stopped writing, they will pass the paper.
The next person will write their name and write a response.
8. Finally, the third person will respond for 1-2 minutes then return the paper to the owner.

9. Each student will take pride in the conversation his or her thoughts created. They will be urged to
continue the conversation out loud. Then we will discuss the story as a group.
Closure Activity/Wrap
up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of
the lesson.

As a class, after students have reviewed the conversation they each started, we will join back together. Each
group will have to express a topic that they found significant in the story or spent time analyzing. The individual
papers allow all students to have a prepared comment to help them feel relief from pressure or judgment that
may be associated with full group discussion.
EX. A comment made in my group is
Assessment (Formative, Summative): thumbs up/down, exit ticket, quiz, chapter test, etc.
Summative: Each student will leave his or her completed conversation form. By assessing the conversation in
class and the comments on the forms, the objectives will be easily measured.