SIMPSON COLLEGE TEACHER EDUCATION PROGRAM
Education 222/522, 316/516, and the 340/540 series
Lesson Plan Template
Teacher:
Ms. Heitritter
Unit/Lesson Topic(s) or Theme(s):
Lesson for: □ Whole Class/Large Group
Subject:
English
Grade/Age Level(s)/Group(s): 8th
Racism in Literature
□ Small Group(s)
Lesson Date: 11/10/2014
□Individual/Independent
□Other:
Connection to Standards (list each relevant standard you will address during this lesson. Refer to the Iowa Core and the district’s curriculum
and/or adopted textbook, if the textbook is aligned with the Core or professional standards. World language and Health folks can also use their
professional organizations’ standards.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3.) (DOK
2,3)
Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. (DOK 1)
Relevant information from the district and/or school initiatives and assessment information (e.g. district’s Comprehensive School
Improvement Plan (CSIP) goals, building goals or initiatives such as reading across the curriculum or problem-solving), ITBS/ITEDS scores,
etc.). Ignore this for non-practicum lessons. For practicum lessons, ask your host teacher what s/he uses for guidance in this area.
Student Assessment Data from the Previous Lesson and Implications for This Lesson:
□Reinforce previous instruction
□Re-teach concept(s) from last lesson (identify below)
□Students’ knowledge/skill exceeded previous expectations; accelerate content
X Other--explain
Comments: I’ll be using the journals from previous lessons to guide how I approach the racism aspects of the lesson. However, it will not
affect the way I teach the characterization part of this lesson.
Describe Learner Characteristics as they relate to this subject and lesson. How will your knowledge of each student impact your lesson
design? Consider students’ prior knowledge and experiences related to the concepts in this plan, social/cultural diversity of students and
families, student IEPs/504 plans, etc.
Objectives and Assessment of Objectives
Objective(s) (must be behaviorally stated; use “action” verbs, may
Assessment Plan (for each objective). How will you assess and
want to start with “The students will;” use Revised Bloom
document students’ performance on each objective (e.g. rubrics,
terminology). Indicate cognitive, affective, and/or psychomotor for videotapes, tallies of responses, paper-and-pencil work, checklists,
each objective. Refer to
written anecdotal notes, etc.). Attach a copy of each assessment tool
http://faculty.simpson.edu/jack.gittinger/www/goals_and_objectives.html.
and examples of student’s work with this plan. Non-practicum lessons
cannot provide examples of student work.
Objective 1:
Students will examine their characters.
This will be assessed in the graphic organizer.
Objective 2:
Students will analyze the techniques the author uses to reveal
aspects of a character’s personality.
Objective 3:
Students will compare and contrast themselves to the main
character.
This will be assessed in the graphic organizer.
This will be assessed in their journal question at the end of the class
period.
Objective “N”: “N” indicates that there can be one of more
additional objectives.
Procedures and Activities. Provide a step-by-step sequence of lesson activities. At a minimum, include an engaging anticipatory set, a well
thought-out sequence of activities, and a lesson summary. Your plan should be specific enough that your mentor or a substitute teacher
could teach this lesson in your absence. For the purpose of this class, identify the high quality research-base you used for selecting at least
two of your lesson activities.
Rational for the Teaching Model(s) chosen for this lesson: I do. We do. You do. This provides students with the scaffolding needed to
understand characterization.
At a minimum, include Main elements of the Model, Social System (Roles of Teachers and Students), Principles of Reaction (How teacher
responds, reacts, reinforces, etc.), Support System (Conditions necessary to support model, such as resources and environment), Instructional
Effects (Intended outcomes, objectives, goals, etc.), Nurturing Effects (Indirect outcomes, such as feelings, atmosphere, etc.), and Syntax
(Deliberate, step-by-step process)
Model(s): A combination of direct instruction and guided inquiry.
Rationale:
This mixture of direct instruction and guided inquiry will allow the students to get the instruction they need to understand the homework.
Activities
A. Engaging Anticipatory Set that Makes Learning Personal and Meaningful
To Students
To start class, I will read the Dr. Seuss book, The Cat in the Hat. We will later be using the characterization graphic organizer to practice
classifying characters. (5 min)
B. Inquiring, Exploring, Learning Activities (e.g. strategies and technique)s:
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Research Base (for at 2 of the activities):
After reading The Cat in the Hat, the teacher will hand out the graphic organizer for characterization.
The teacher will explain to the students that there are two kinds of characterization. Direct characterization and indirect
characterization.
Direct characterization is when the author tells the reader explicitly how a character is. Indirect characterization is more difficult to
recognize, but it is when a text shows things that reveal aspects of a character’s personality.
To understand indirect characterization, the teacher will introduce the acronym STEAL.
o S-Speech: What does a character say? How do they speak?
o T-Thoughts: What is revealed through the character’s private thoughts and feelings?
o E-Effect on others toward the character: What is revealed through the character’s effect on other people? How do other
characters feel or behave in reaction to the character?
o A-Actions: What does the character do? How does he/she behave?
o L-Looks: What does the character look like? How does the character dress?
After going over STEAL, I will show them a graphic organizer that is filled out for the character the Cat. I will explain how to fill it out.
Then we will fill one out together for the character of the Fish.
After we do that, I will have them fill out the character sheet for at least two characters in their novels.
When the students are finished with their graphic organizers, they will get time to read their novels.
C. Summary/Pulling it All Together:
The journal questions/exit slip for today is, “Compare and contrast yourself to a character in your novel. If you were in their place, how would
you have acted?”
D. Transition to the Next Lesson or Class:
Tomorrow we will be looking at figurative language.
Materials, Equipment, Advance Preparations:
□Textbook □Manipulatives: ____________________________________ X Handouts: The characterization graphic organizer__ □LCD
Projector
X Document camera
□SmartBoard
□Individual White Boards/Markers/Erasers
□iPads □Laptops/Netbooks □Pencils
□Paper □Markers
□___________________ □__________________ □ _____________________ □__________________________
□__________________________________________________________________________________________________________________
Advance Preparations (e.g. room arrangements, handouts, calculators, explanations to volunteers or teacher associates, etc.):
Remember to print enough handouts for all the students.
References/Resources Utilized in Developing this Lesson:
http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf
Anticipated Management Problems and Proposed Solutions:
Students may not fill out the organizers. I will explain that to do the summative assessment, they need to have the organizers filled out,
otherwise they will be unable to do it.
Students may want to talk when they have work time rather than working. I will model good reading in the front of the class. If side
conversations get out of control, I will walk around the room to control the conversations.
Specific Adaptations for Individual Students/Groups:
For some of my lower level students, I will have examples ready for their graphic organizers. I will also give the examples to the special education
teacher that is in the room with me.
Assessment of Student Learning:
What % of students achieved at the expected level on each objective: (This obviously cannot be completed for a non-practicum lesson.)
Objective 1: _______%
Objective 2: ________%
Objective 3: ________%
Objective 4: ______%
Comments:
Did Individual Students or Groups Struggle with All or Parts of the Lesson? ___ Yes ___NO
If so, identify the students and describe the difficulties: (This obviously cannot be completed for a non-practicum lesson.)
How will this information guide your lesson development for tomorrow: (This obviously cannot be completed for a non-practicum lesson.)
□Reinforce previous instruction
□Re-teach concept(s) from last lesson (identify below)
□Revise Content
□Revise Pedagogy
X Students’ knowledge/skill exceeded previous lesson; accelerate content
□Other
Comments:
Understanding characterization is key to moving on in each of the students’ novels. Character development drives events in all three novels.