Monday, October 3, 2016

Secondary Lesson Plan Template

Topic:
--Theme and textual evidence

Grade Level:
9th

Length of class:
45 minutes

LEARNING GOALS to be addressed in this lesson (What goals for

learning to you hope to accomplish and/or national or state standards will
you address?):
*This will be written on the board*

Students will understand that multiple texts can have similar

themes and ideas

LEARNING OBJECTIVES (What will students know or be expected to do

in this lesson? Use verbs from Blooms Taxonomy):
SWBAT identify a common theme between 2 of the 3 texts they
read/viewed
SWBAT to provide a reason for why they chose their theme
SWBAT choose appropriate quotes/evidence to defend the theme
they choose
SWBAT provide constructive feedback to their peers about their
theme statements and evidence
CONTENT (What specific
concepts, facts, or academic
vocabulary will be taught in this
lesson?):

Theme

REASONING/SKILLS: (What types of

reasoning/skills will students
practice?) (e.g. comparative
reasoning, analytical reasoning,
analyzing, applying, evaluating,
solving two-step equations, defining
in context, classifying information.)

Finding evidence
Providing peer feedback
STANDARDS (What national or state standards will you address?):
RL.9-10.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.9-10.2. Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
W.9-10.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):
Theme graphic organizer
Peer feedback instructions
Of Mice and Men
Simon Birch
The Scarlet Ibis
Projector
LEARNING PLAN (How will you organize student learning in this lesson?
LESSON PLAN SEQUENCE & PACING (How
will I organize this lesson? How much time will
each part of the lesson take?)
1. Explain the theme graphic organizer and the
days activities to students and model the
graphic organizer on the overhead. This
modeling will include an incorrect example of a
theme statement, one good piece of evidence,
and one bad piece of evidence. Students will
have to identify what is wrong with the different
pieces, and they will have to determine how
best to fix it. I will also use this time to review
the components of a theme statement (written
in 3rd person, universal statement, no clichs).
2. Give students 15 minutes to complete the
graphic organizer independently and pass out
peer feedback instructions while they work.

ACTIVATE
/ENGAGE/EXPLORE
Capture student
attention, activate
student prior knowledge,
stimulate thinking, raise
key questions, Allow
students to observe,
design and plan
experiments, etc.
ACQUIRE/EXPLAIN
Introduce laws, models,
theories, and vocabulary.
Guide students toward
coherent generalizations,
and
help students understand
and use scientific
vocabulary to explain the
results of their
explorations

3. After students have completed their graphic

organizer, I will work with my mentor teacher to
model the peer feedback process/discussion on
APPLY/ELABORATE
the board. This modeling process will show
students what these interactions should look like
Provide students
in order to be effective, and we will also point
opportunity to apply their
out what positive and productive feedback is.
4. After the independent work, students will find
a partner and work through the peer feedback
guided questions sheet. They will discuss the
different components of the organizer and
certain aspects that can be improved. During

knowledge to new
domains, raise new
questions, and explore
new hypotheses. May
also include related
problems for students to
solve.

this time, students will also consider the way

they plan utilize their evidence in their paper.
They will also be able to write down any
questions they may have.
5. If time allows, students will rotate to a new
partner and work through the questions again in
order to gain more insight and more feedback.
6. Students will submit their graphic organizers
at the end of the hour so I may review them and
make any necessary comments.

ASSESS/EVALUATE
Administer assessment
(although checking for
understanding should be
done throughout the
lesson)