Lesson Plan Template

Subject / Course: ELA 8 TC Name: Shayla

Grade Level: 8 Date: March 21th, 2017
Topic: Innocent vs. Experienced Time of Class: 3rd period
Cooperating Teacher Name: Mr. Johnston Room # / Location: 134

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
CR8.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming
Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).

CR8.6
Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional
and contemporary prose fiction, poetry, and plays from First Nations, Mtis, and other cultures to evaluate
the purpose, message, point of view, craft, values, and biases, stereotypes, or prejudices.

Indicators:

CR8.1:
- View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and print texts
that address the grade-level themes and issues related to identity, social responsibility, and efficacy
including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance,
culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

- Demonstrate comprehension of a variety of visual, oral, print, and multimedia (including digital) texts by:
understanding the ideas: Clearly, completely, and accurately summarize and explain the ideas and implicit
and explicit messages (including setting, main characters, conflicts, events) in texts; cite details that
support the main ideas; make logical inferences; interpret obvious themes or authors message logically.

CR8.6:
- Demonstrate an understanding of the main ideas, events, or themes of a variety of novels, stories,
poetry, and other oral, print, and electronic media.

- Interpret and report on information obtained from more than one source to inform others.

b)

Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Developing Thinking students will learn to read texts for deeper understanding as they think
about Ch. 5 and the significance of Robert Frosts poem that is recited by Ponyboy. In having
students learn these practices, they will be able to grown in their skills of interpretation as
sometimes information we receive in life is not clearly stated.
Developing Literacies- students will have the opportunity to learn from another form of literature,
poetry. As they read the novel and interpret the poem students will gain a deeper understanding of
literacies.

c) Professional Growth Portfolio Goal(s):

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 1.3 a commitment to social justice and the capacity to nurture an inclusive and
equitable environment for the empowerment of all learners- I will do this by
encouraging students to be respectful of others learning while helping them to
understand that making a mistake isnt a bad thing, it is in-fact, how we learn.
2.2 proficiency in the Language of Instruction; I will accomplish this PGP goal by
using subject-area terminology in lessons. I will accomplish this by learning
about the poem in the novel and by reviewing the text prior to class.

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Ch. 5- Questions
Robert Frost Poem Activity

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

EAL Students - Represent all experiences in discussion

Low income families/ middle-class students from - Give students roles
more affluent experiences - Audio book
Attention issues/ disruption/ negative attitude
towards activities

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)
The classroom is set up in rows with tables and chairs, but the students can move around to different
tables. Teacher stands/sits on a stool at the front of the classroom. There is a small sitting corner with four
lounge chairs where they could sit as well.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

The Outsiders novel

Robert Frost Poem and Robert Frost fill in the blanks
Poetic Devices sheet.
Outsiders Crossword puzzle

5. Content and Teaching Strategies of Lesson

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a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Crossword Puzzle
Ch.5
Robert Frost Poem
Figurative language sheets activity

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

Students will receive a crossword puzzle that has key words from the lesson that they will be able to
interact with and see before we begin the lesson.

Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an
activity, problems to solve, worksheets etc.).

~5 mins - Crossword puzzle

~30 mins- read/ listen to the novel; Ch. 5
- What does Ponyboy mean? Dally was so real he scared me? pg.76
~25 mins- Robert Frost Poem Activity
- Split students into four groups. Carasoul activity:
Give students coloured paper to indicate who is in what group. Have the students to go around the
classroom in carousel activity to teach/ experience poetic divices. After the teacher introduces the
words they will find in each corner. Students will gather back together to use what they have
learned in the activity to explicate the poem.
- bring the students back together and have them explain what each word means.
- tell the students to make notes about the words they learn and the meaning.
- explicate the poem at the beginning of class in the next lesson if there is not time to do it today.
- give students a handout of the poem, go through the poetic devices they just learned about and
identify them in the poem. Discuss the meaning of them. Have students make notes on the sheet
they are given.
- Discuss the meaning of the poem. Why might Ponyboy be talking about appreciating beauty
while it lasts? What do you think Ponyboy might be thinking?
~5 mins- Exit slip: what did you learn today?

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c) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

Exit slip: Does understanding perspective can help us understand people that we meet in our
everyday lives? Why/ How?

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective in your lesson?

Students were eager to do the The next steps for improvement

The carousel activity activity. They enjoyed standing up is to allot more time to the
and going around the room after activity. Give the students more
sitting and listening to the time to work at the activities and

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 chapter. I know they enjoyed the brainstorm even more. This
activity and were learning activity was created to activate
because of what was created on the students prior knowledge
the papers that were spread and to see what they knew
around the room. The students before using these skills in with
were able and successful in the the poem. Ideally, we would have
activity. There was lots of buzz moved from this activity into
and on-track chatter around the understanding the poem but we
activity. did not have more time. For
future reference, I will allot more
time to the activity in order to do
it all together.
Students could transition I think for the future I will use
The Crossword puzzle smoothly from recess to the alternative activities like this to
lesson using this activity. introduce the lesson. The
Students came into the crossword involved the words
classroom where the crossword that they would use and see later
was being passed out and they in the lesson.
got to working on it without much
coaxing from me. They quietly
worked on it until we were ready
to read the chapter
Chapter reading went well and Once we had already started
Chapter reading finished with enough time to do reading the chapter I was trying
the carousel activity prepping the to remember what had happened
students for the poetry activity I in the novel before then. After
had planned. my lesson my coop teacher said
that his only suggestions would
be to recap the previous chapter
for students who were absent
from the day, or days before. I
For future reference, I will recap
the chapter as a part of my
introduction time.
b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well?
This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective about you as a
teacher?

Timing for the carousel activities
Students were having a lot of fun
and were engaged in the activity.
When I began to see one or two
students who generally are quite
interested in activities become
disinterested I moved the class
along to the next activity and
I would like to give a bit more
time to this activity in the future
because not all students were
able to get around to the
stations, and because I want to
actually use the terms to explain
the poem, which we did not have

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Pacing
Explaining to the students why
they were doing the carosuel
activity was in effective
kept the carousel going.
I was not satisfied with how
much time we used in class to
read. I always under estimate
how much time it will take to
read and talk about things that
come up in the novel to finish
accordingly.
I didnt tell the students why they
were doing this activity and a
few of them asked what this had
to do with the book
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time to do in the lesson.
I will spread out the assignments
within a lesson and maybe make
it into a two-part lesson. Have
the students read the chapter
and do the carousel and then do
the poem activity and assign the
next chapter for silent reading/
homework.
In the future I will make sure to
outline the why more thoroughly
but allotting more time to the
activity and explaining what we
would do with the learning in the
poem activity. I will continue to
learn how to pace myself in the
classroom in order to make
these activities more likely to be
completed in class time.
 Name:
Created with TheTea chersCorne r.net Wo rd Search Maker

The Outsiders- Chapter 5

Using the word bank, find the following words.

T J L O U T S I D E R S N R N
S X I N N O C E N C E V M W E
O B L X B B Q M Z E Q Y D C S
R X X J B B T N T X N Y C U A
F T R I M E T E R P O M V Y R
J B E P D A L L Y E I J R M H
O I M A G E R Y D R T L I E P
H O Y R C I M B A I A H V T A
N H H A P N T E N E R U I E R
N Q Y D O H J V J N E K P R A
Y Z J O N A W W D C T X K P P
R K H X Y C U H P E I F O T M
E E H V B Y I S P L L T H E W
T R E B O R H P Y M L A T X X
O Q L I Y G V E K O A G B I L
ALLITERATION DALLY EXPERIENCE
IABMIC TRIMETER IMAGERY
INNOCENCE JOHNNY METER
OUTSIDERS PARADOX PARAPHRASE
PONYBOY ROBERT FROST

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Alliteration
This is the repetition of consonant sounds in the beginning of words to achieve a harsh or pleasing sound
quality to the line or stanza.
For example:
Coca-Cola, Spongebob Squarepants, Live Laugh Love,
Have everyone in your group create an alliteration using their name:

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 Paradox
Paradox is a statement containing seemingly contradictory or incompatible elements.
Examples: Wise fool, Be cruel to be kind, The beginning of the end.
Read more at http://examples.yourdictionary.com/examples-of-paradox.html#LljjLo5LHWj8EvHa.9
Identify the paradoxs Circling the contradictory or incompatible elements in the sentence.
Only pick three sentences per group.

You can save money by spending it

The beginning of the end

"What a pity that youth must be wasted on the young." - George Bernard Shaw

Wise fool.

Bittersweet.

"I can resist anything but temptation."-Oscar Wilde

I'm a compulsive liar- am I lying when I say that?

A rich man is no richer than a poor man.

Nobody goes to that restaurant because it is too crowded.

You shouldn't go in the water until you know how to swim.

If you didn't get this message, call me.

The person who wrote something so stupid can't write at all

Men work together whether they work together or apart. - Robert Frost

Be cruel to be kind

Deep down, you're really shallow.

Drowning in the fountain of eternal life

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 Imagery
Imagery is the representation of sensory experience through language.

Example: I could hear the popping and crackling as mom dropped the bacon into
the frying pan, and soon the salty, greasy smell wafted toward me. OR, Im making
a pizza the size of the sun.
Create an image that represents one of the above sentences based on your own experience.
Group 1 Group 2

Group 3 Group 4

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 Meter
Meter is the formal measure of the natural rhythm of language as it falls into regular patterns of stress
This one is a little bit tricky, as a group say these nursery rhymes and clap the rhythm.

Jack and Jill went up

Jack be nimble,
the hill
To fetch a pail of Jack be quick,
water. Jack jump over
Jack fell down and The candlestick.
broke his crown,
And Jill came
tumbling after

Little Miss Muffet sat Pat-a-cake, pat-a-

on a tuffet cake, baker's man.
Eating her curds and Bake me a cake as
whey fast as you can,
Along came a spider
Pat it and prick it
Who sat down beside
her and mark it with B,
And frightened Miss And bake it in the
Muffet away. oven for baby and
me.

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Nothing Gold Can Stay (Teaching notes)
Robert Frost, 1874 - 1963

Natures first green is gold,

Her hardest hue to hold.
Her early leafs a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.

Underline- Paradox: how can a green be cold? How can a leaf be a flower? Nature's first sign of life is a gold flower
in spring and not green leaves. And a tree's first sign of a leaf is actually a tiny flower.
Bold Alliteration: The alliteration of the "g" sound in "green" and "gold" link these two words through sound.
Not only does the poem assert that the first green is gold in meaning but it does so also in sound by echoing the
sound of green with gold. Also, the alliteration of the "d" sound in "dawn," "down," and "day" makes these words
stand out to the reader's ear. The emphasis in sound and in meaning is that the light of dawn goes down or is lost to
the harsh light of day.
Italicised- The visual image of a tiny gold flower peeking out before the first signs of a leaf take over is a harbinger
of spring. We easily miss its beauty because it is so small or because it lasts for such a short time. The image of
dawn becoming day evokes the sight of early morning rays sifting through pink tinted clouds becoming harsher
rays overhead. The loss of delicate light is lamented in the entrance to daytime. Both images give concrete
illustrations of the ephemeral nature of the world's beauty.
Highlighted- iambic trimeter (iambic trimeter: unstressed stressed rhythm with three stresses per line.) : The short
three-beat rhythm to the lines create a limerick sound in this poem. But as always in the poetry of Robert Frost,
what seems simple and upbeat has a darker tone and message. The poem confirms that nothing lasts forever and
laments the world's acceptance of loss. The simple, quick meter, as in the rhyme scheme, masks this dark message.

What is the poem all about?

In early springtime, gold flowers form on branches before the shoots of leaves take over the branches of a tree.
These tiny gold flowers do not last long (because of the leaves that eventually form on the branches). Even the
leaves eventually decay as all things seem to do: Eden, leaves, and a day. Beauty is short-lived and needs to be
appreciated while it lasts.

*taken from: http://www.piclits.com/lessonplans/paraphrase_poetry.aspx

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Nothing Gold Can Stay
Robert Frost, 1874 - 1963

Natures first green is gold,

Her hardest hue to hold.
Her early leafs a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.

The Outsiders

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 Chapter Five

1. Why does Pony have a problem with Johnnys idea to disguise themselves?
2. What does Ponyboy mean when he says, I was supposed to be the deep one on p. 75?
3. In Johnnys opinion, what actions make a hero? Do you think Dally is a hero based on
what he did?
4. Why does Pony realize he doesnt like Dally? Can you explain what he means by this?
5. Examine Robert Frosts poem, Nothing Gold Can Stay. What do you think the poem is
saying? How might this apply to the characters in the novel?
6. On page 78, Johnny compares Pony and his brothers to their parents. Which one of your
parents are you most like? What similarities do you share?
7. What does Pony mean when he says he drinks Pepsis like a fiend (p. 78)?
8. Whats a heater? Why does Dally have one?
9. Why are the Socs and the Greasers going to fight in the vacant lot?
10. Who is the spy for the Greasers? Does this surprise you? Why or why not?

The Outsiders
Chapter Five

1. Why does Pony have a problem with Johnnys idea to disguise themselves?
2. What does Ponyboy mean when he says, I was supposed to be the deep one on p. 75?
3. In Johnnys opinion, what actions make a hero? Do you think Dally is a hero based on what he
did?
4. Why does Pony realize he doesnt like Dally? Can you explain what he means by this?
5. Examine Robert Frosts poem, Nothing Gold Can Stay. What do you think the poem is saying?
How might this apply to the characters in the novel?
6. On page 78, Johnny compares Pony and his brothers to their parents. Which one of your parents
are you most like? What similarities do you share?
7. What does Pony mean when he says he drinks Pepsis like a fiend (p. 78)?
8. Whats a heater? Why does Dally have one?
9. Why are the Socs and the Greasers going to fight in the vacant lot?
10. Who is the spy for the Greasers? Does this surprise you? Why or why not?

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