Lesson Plan Observation 6

EDIS 5882: English Education

Name: Laura Morse

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Context:
Date and time for which lesson will be taught: 10/8, 2:40
Course name: Honors English 11
Grade level: 11
Length of lesson: 40 minutes
Description of setting, students, and curriculum and any other important contextual
characteristics: Students are reading Their Eyes Were Watching God independently. They are
currently in a fiction unit, working towards the reading SOL. This unit will tie in contemporary
issues to the book.
Objectives:
Number each objective to reference in the Assessment section
SWBAT:
Cognitive (know/understand):
Students will know how to engage in a positive classroom discussion.
Students will understand the universal struggle of power and control.
Students will relate real-life examples to examples in Their Eyes Were Watching God

Affective (feel/value) and/or Non-Cognitive:

4. Students will feel comfortable engaging in classroom discussion.
5. Students will value their peers opinions.
6. Students will participate in varied turn-taking.
Performance (do):
7. Students will contribute to class discussion.
8. Students will complete a project on Their Eyes Were Watching God.
SOLs: 11.4 The student will read, comprehend, and analyze relationships among American
literature, history, and culture.
c) Discuss American literature as it reflects traditional and contemporary themes, motifs,
universal characters, and genres.
d) Analyze the social or cultural function of American literature.
k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical
thinking questions before, during, and after reading texts.
CCSs: CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
CCSS.ELA-LITERACY.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each
assessment note the number of the objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know about by
o Chapter 8 review
o Power and control examples/chart
Formative: Students will show their progress towards by
o Discussion
o Collecting worksheets
Summative: Students will ultimately be assessed (today or in a future lesson) on by
o Fiction test
o Their Eyes Were Watching God project

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials
Appendix below, you will include the actual materials or links to what you will be using.
copies of power and control wheel
powerpoint
piece of paper for each student
Beginning Room Arrangement: Students are at their assigned seats.
[Changes in this arrangement that become necessary later will be noted in the plan]
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and
behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When
students are speaking, indicate your target response as well as any possible student
misconceptions and/or off-the-target responses and how you will respond to them.]

1. [2. mins.] Bridge/Hook/Opening to lesson: lay out fiction schedule for the day, state the
purpose of the lesson, tell student expectations
2. [5 mins.] Review Chapter 8- teacher-led discussion
a. What is Joe implying when he refuses to eat the soup that Janie makes for him? What rumor
are people spreading about Janie?
b. Janie uses the term multiplied cockroach to describe the sham doctor that Joe hires. What
are the connotations of calling someone a multiplied cockroach? How is it different from
simply being called a cockroach?

c. When Janie confronts Joe on his deathbed, she tells him, And now you got tuh die to find out
dat you got tuh pacify somebody besides yoself if you wants any love and sympathy in did
world. You aint tried tuh pacify nobody but yoself. Why do you think Janie uses the word
pacify here?

3. [5 mins.] Power and control discussion

Present guiding quote: Do you think Janie is powerful?

Thumbs-up YES
Thumbs-down NO
Side for MAYBE
Show images of power and control; ask come up with a list of people who they believe have
power
Ask students to sort those examples into negative and positive types of power
Show images of good and bad power
Show power and control wheel- describe what it is showing
4. [2 mins] Move into Fishbowl
provide directions, show expectations again
5. [4 mins] Writing
Show fishbowl guiding question: How do you feel about Janies final confrontation with Joe and
her reaction to his death? Was she was right to confront him? Do you feel sympathetic towards
Janie? Do you feel sympathetic towards Joe?
Give students three minutes to respond to question
6. [1 min] Move into circles
Students may pick if they start in the inner or outer circle
7. [10-15 min] Discussion

Each student in the inner circle will make one comment, ideally building off of each other. They
will use the mini basketball to pass to each other to take turns.
Set timer. Teacher will keep track of who speaks.
8. [2 mins] Transition
Give the outer circle students one minute to write and select whom they are responding to.
Switch circles. The outer circle will listen closely and after the discussion will sum up what has
been said into a few short sentences to share with the class.
9. [3 mins] Wrap up presentation
Show circle of non-violence, tell students that should be their goal.
Remind students that people are survivors, not victims. Ask about the connotation of both
words.
Revisit question of if Janie is powerful. Is Jane a survivor?
10. [1 min] Looking forward
Tell students that tonight they are reading chapter 9. Ask what they think will happen.

Attention to Individual Student Needs: (Differentiation):

Detail specific actions/materials you will use to differentiate instruction in this lesson. Use
specific student names when appropriate
Allow Siyu to use a translater. Have her start in the outer circle so that she has more time to
formulate a response.
Give students a print out with the questions on them so that they can follow along more easily.
Allow students to use book
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
Projector for presentation and timer
Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a
PowerPoint, or giving a quiz, etc., these documents (or links to them) must be included. (see
the list above)
Name:

Their Eyes Were Watching God Discussion Sheet

Come up with a list of people who you believe have power.

Sort your list into positive or negative examples.

Fishbowl guiding question: How do you feel about Janies final confrontation with Joe and her
reaction to his death? Was she was right to confront him? Do you feel sympathetic towards
Janie? Do you feel sympathetic towards Joe?

Circle one: I am starting in the inner circle/outer circle.

If you start in the outer circle,

I am responding to _____s comment.

I am going to say:

If you end in the outer circle, my recap is: