Lesson Plan Instructor: _Natalie Mares_________ Topic: _The Scarlet Letter Ch.

19-20 Subject: _English__ Check box if part of a larger unit: X Where does the lesson fit in: Middle _ Duration of Lesson: __50 minutes_____ Grade__11__ Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher_______ volunteer _____ Lesson Objective/s: Students will be able to pull specific evidence from the text that shows character development and setting details in order to analyze how both elements perpetuate the plot of The Scarlet Letter. State Standard/s: CC Standard, Gr 11-12, Lit, #1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

ELD Standard/s Formative Assessment/s: Verbally checking for understanding and monitoring student progress through observation. Summative Assessment/s: The small groups will each present their worksheet to the rest of the class. The different worksheets promote multi-model learning. All Understanding Your Learners through contextual details students will participate in their presentation. All worksheets require analysis of (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity) specific scenes, characters, or setting from a section of the text. Students will explain their excerpt or character and add their own interpretation. This lesson was taught to a class of twelve non-AP junior students. All students are white and live in a rural community. There are two boys and ten girls in the class. According to their MAP scores, the students reading levels range from a 5th grade reading level to an 11th grade reading level. No students have 504s or IEPs in this class. One student is the principals son, and he seems to be slightly favored by the teachers at school. Another student is failing this class and many of her other classes. She is extremely smart and does her reading, but she does not turn in her assignments. She requires extra one-on-one attention encouragement in order to get her to do her work. There is a third student who is pregnant. Although she technically qualifies for a 504 plan, she does not have one. She is doing extremely well in the class and constantly participates. Later in the year, she may need her assignments sent home and may need to be given extra time to do them.

IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus. Small Group / Individualized Instruction (< 5 students) Student(s) IEP Goal/Objective (standards based)

N/A Revised 7/29/2011

LESSON PLAN & PROCEDURES

Lesson Elemen ts
Lesson Introduction (connect & build background knowledge) Identify Formative Assessment as it occurs in the lesson Time What are the students doing? What is other adult doing? n/a Throughout the lesson, the following materials will be needed: -paper -writing utensil -worksheets -overhead or chalkboard - The Scarlet Letter books -Colored pencils or markers Check for Understandin g Materials

Anticipatory set: Students will come in and respond to the following prompt through an informal writing assignment:

10 min.

How does Pearl react to Hester and Dimmesdale? What is it about Hesters and Dimmsdale's characters that have changed?
They should be able to include 10 original and non-repetitive points, such as:

Students are responding to the prompt on a sheet of paper. They can use their notes from when they read it or their guided reading questions from the night before to help them get ten points.

1.

2. 3. 4. 5. 6. 7.
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Pearl does not want to cross the brook to meet them Pearl points at where the A used to be on Hesters chest Pearl kisses Hester then kisses the A Pearl asks if Dimmesdale will hold hands with them and walk back to town with them Pearl washes off the kiss that Dimmesdale planted on her head Hester puts the A back on her chest and immediately becomes sadder and more burdened Hester puts her hair back up and is no longer beautiful as she was in the last chapters

8. Dimmesdale is more energetic and happy, because he knows he will be going away to Europe with Hester and Pearl 9. Dimmesdale almost says blasphemous things to another clergyman and many towns people 10. Dimmesdale tells Chillingworth he does not want his medicine or treatment anymore and stands up to him

Lesson Body Direct Instruction

1. Collect papers. Quickly have students summarize Chapters 19 and 20 with main events (should look similar to the events mentioned above) 2. Split students into four separate groups. Students should be in heterogeneous groups. Ex. Boy and girl, high-level reader and lowlevel reader, shy and outgoing, etc. Hand out worksheets (attached) to each group and explain that THEY will be the teachers today. Briefly explain each worksheet verbally, so they know what they have some idea of what they are supposed to do. They will complete the activities on their worksheet and present it to class. The four separate groups are: -The Intense Illustrators -Character Detectives: Hester -Character Detectives: Dimmesdale -Awesome Actors

5 min

5 min.

Students are volunteering some key events that occurred in chapters 19-20. They may use their notes and refer to the short response they just wrote. Students are listening to directions, getting in assigned groups, and following along, reading directions on the worksheets.

Guided Practice

1. Give students 10 to 15 minutes to work in groups and complete the worksheets. Walk

10-15 min

Students are collaborating in groups, completing

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around to all groups at least once to make sure they are on task and ready to present their part to the class. Use questioning and observation as formative assessments. Tell students that EVERYONE will speak during the presentation, so they should split up their parts ahead of time. Students should be getting into a shallow level of analysis here, answering questions such as WHY and HOW.

the worksheets, which they will present to the class. They should be splitting up parts of the presentation to ensure that everyone speaks. Ex. 1 person explains how Dimmesdale was before the change, 1 person explains how he was after the change, and 1 explains why he changed. Students will present their worksheet, everyone in the group participating. If their group is not presenting at the time, they should be listening and taking notes. Students should be listening to music clips and writing down which clip relates to which character. They will shout out who they think it is after the clip and why. This allows them to do a character analysis and think about character traits. Students will write down their

Independent Practice

1. Allow each group to present. Each group should speak no longer than 3 minutes. It should go in this order: a. b. c. d. Intense Illustrators Character Detectives: Hester Character Detectives: Dimmesdale Awesome Actors

10-12 min

Extended Practice

1. If time at the end of class, play the 4 different song clips and have students shout out which character belongs to which song and why. a. Cooler Than Me Chillingworth b. Call Me Maybe Hester c. Cats in the Cradle Pearl d. Rolling in the Deep Dimmesdale

2-5 min

Lesson Closing

Tell students to read Ch 21-22 for the next day and pass out guided reading questions for that nights reading

2 min

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assignment and organize all important papers.

All Some Few

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All students will participate in a group to analyze a section of the text that has to do with character development, scene/ dialogue significance, or setting significance. They all will then participate in the presentation of their findings. Some students will use drawings to analyze the setting, some students will use drawings and specific quotes to analyze character development, and some students will use readers theater to analyze scenes and dialogue. Few students (the shy students or resistant learners) will need extra attention and guidance during the group work time to ensure that they have their part of the presentation prepared.

Attach Classroom Profile (Highlight students in lesson for instructional focus

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