Faith Ezelle

09/10/2015
EDU 214
Lesson Plan
Title, Grade, Subject Area, and Time Required.
-We will be starting at approximately 8:10 AM. This gives students 10 minutes after class starts
at 8 to do the warm up assignment. I will allow the students about 45 minutes to complete this
assignment; whatever isnt done in class becomes homework. This assignment should take 5
whole class periods to complete because of the multiple steps included in it.
-This assignment is for 11th grade Honors English.
Introduction/Overview
-We are going to be reading Walden Solitude and answering some questions. It is important to
high light details in the reading you may find significant and to also make comments and
annotations in the reading as well.
Learning Outcomes
-During class, students can use these sheets to record their responses, notes, or ideas. Use the
back to record responses to the focus question. This guided notes sheet provides students with
the text-dependent questions associated with this lesson, and relevant graphic organizers. The
learning outcome in this assignment is to be able to fully answer questions about certain readings
and to be able to come up with a sufficient response and start a discussion with the class.
Curriculum alignment
-Standard: RI.11-12.4
-This question emphasizes the importance of considering text features and requires students to
begin using the text as evidence and considering the central ideas of "Solitude." It sets students
up for the subsequent questions for Day 1 and the unit as a whole.
Materials needed
-For the first day the only major materials are the readings(which I will provide), a highlighter
and pen or pencil to annotate.
Technology required

-The only technology required is a printer for me to print out the assigned readings and question
will have been done before the class starts.
Websites and APPs
-Learnzillion is the website the helped me shape this lesson plan, but for the students the will not
need any reading material or use of online images or multimedia.
Pre-activities
-There are not any pre activities in this lesson because I want the students to read this for the first
time in a group so the all have equal time to answer questions after just have reading it.
Activities
-Hand out copies of the text and the Student Notes Sheet to each of your students.
-Split them into groups of 3-5 students and have them sit closely together.
-Have students read the text aloud with one another, marking passages that resonate with them as
they read together (they will annotate more heavily later on).
-After they read, have students consider the questions together, consulting the text for evidence.
-You may want to have students look up "solitude" in the dictionary and consider which
definition is closest to the way Thoreau is defining it.
Have students draw from evidence in the text to support their thoughts. Though this may not
seem like a difficult question, it is important to have students begin to use higher-level thinking
and academic vocabulary.
- Students must understand the central ideas of this text in order to move forward. In the case of
Thoreau, the central ideas are not necessarily easy to identify and the way that they interact is
complicated and intricate. By rereading the text multiple times in search of evidence and
common themes and then considering how those ideas interact and complicate one another,
students will begin to fully understand the texts central ideas and the authors purpose.
Assessment
-In order for me to determine if the students have successfully completely this assignment they
must have participated in the class discussion and have been attentive. They should have
answered all of the required questions given and put thought and time in to them. Most
importantly they should have got a full understanding of this reading because we will be building
on top of it for the next lessons to come in the next 4-5 days.
Modifications

-If in a case with students with learning disabilities have them before class look up the reading
and have them analyze it so they have a head start to the discussion and questions in class.
-For in cases with gifted students have them be the facilitators for the discussion; have them
come up with questions for the class discussion. Which means these questions have to be well
thought out and clear.
Supplemental information
-Some ideas for extra credit may be to have the students come up with a quiz to have one of their
partners or group members to complete to see how well they read and analyzed the text.
-In order to help this reading and discussion go smoothly the teacher or instructor should have
thoroughly read the reading as well and have some key points to talk about during the discussion.
Critical vocabulary
-One word the students should know in order to meet the learning outcome for this lesson is
solitude. This can be looked up via dictionary.
Comments
-This lesson plan isnt necessarily the most exciting but it is very fundamental in learning how to
have a classroom discussion and thoroughly answer and respond to questions from a reading.