Lesson Plan Template: EDIS 4882

Context:
Course name: English 10 Honors
Grade level: 10
Length of lesson: 85
Description of setting: Monticello High School. 28 students in the room with desks arranged in
4 pods of 5, 1 pod of 4, and one round table in the center with four seats.
Curriculum: This is the beginning of the second quarter. Students are beginning to work on their
Research Papers for the third cycle. They are also reading books in literature circles on books
with the theme of Dehumanization.

Strategy Requirement Satisfied:

(Note: Refer to the list in the syllabus or the document called “Lesson Plan Overview”)

Objectives (KUD format)

SWBAT:
Know:
1. Students will know how to analyze literature through asking questions on their websites.
(K1)

Understand:
1. Students will understand that questioning leads to greater literary analysis and
conversation with their group. (U1)

Do:
1. Students will be able to analyze the novel they are reading to talk about themes of
dehumanization in their novels. (D1)
2. Students will be able to analyze questions that are asked in their group to develop a better
understanding of their novels. (D2)

SOL’s: [List with numbers portrayed in the SOL document]

10.1 The student will participate in, collaborate in, and report
on small-group learning activities.

j) Analyze and interpret other’s presentations.

f) Collaborate with others to exchange ideas, develop new

understandings, make decisions, and solve problems.

10.4 The student will read, comprehend, and analyze literary

texts of different cultures and eras.

d) Analyze the cultural or social function of literature.

Methods of Assessment:
[How will you know if the intended learning occurred?] Describe all methods of assessment used
in this lesson or which are related to this lesson and come in a future lesson (use the sentence
stems provided). After each assessment, indicate in brackets the number(s) of the related lesson
objectives that the assessment is evaluating.
 Diagnostic Formative Summative
Title of assessment tool: Title of assessment tool: Title of assessment tool:
Websites Literature Circle Discussion Podcast

Students will demonstrate Students will show their Students will ultimately be
what they already know progress toward assessed in a future lesson on a
about literary analysis by understanding the theme podcast that will tie together a
writing questions and dehumanization and what it group theme that centers
completing their “jobs” on means to be human by around a theme within
their website to drive discussing their novels and dehumanization.
discussion. questions in their group.
Criteria: Students will do
Criteria: Students will have Criteria: Students will all ask research prior to their podcast
an questions and will be questions led by the discussion for their third cycle of papers.
curious about certain aspects leader. They will also build off Students with similar themes of
and themes in their novel that of each other and encourage dehumanization will be
pertain to dehumanization. further growth through grouped together in 4s to
They will each fulfill their inquiry in their discussion. create a podcast to be
individual roles, to provide presented to the class in
insight on characterization, January.
plot, and building How data will be used: This
connections with the outside data will be used to determine
world. first that students are keeping How data will be used: This
up with their reading. It will data will be used to determine
How data will be used: This also be used to determine how their ability to work as a group
data will be used in their students are understanding the to create a final product to
discussions surrounding their essential questions of show their growth towards the
literature circles to guide dehumanization and what it essential questions and
their discussion. means to be human as well as understanding how
how perspective determines dehumanization can affect
How students will receive perception. greater society.
feedback: Students will
receive feedback from their How students will receive How students will receive
peers in the discussion about feedback: Students will feedback: Students will receive
their novels and through me receive feedback in discussion feedback from their peers in
joining their conversations. and through their research discussion, through their
papers that they will be research papers.
finishing on a later day.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
 Tiana B On/Above Grade level Tiana seems complacent
and will participate in small
group conversations more
than large group
conversations so far.
Dekota V On/Above Grade level Dekota seems interested,
and talkative during class.
He asks questions when he
is confused and asks
questions about our
activities and their relation
to the book as well.
Ellie G On/Above Grade level Ellie seems complacent and
participates that I have seen
in small group discussions.
Tiana needs small
group testing and
limited screen time
use. In this lesson, she
will have an
opportunity to do
discussion with her
small group and will
not have to talk in the
broad group.
Dekota has
preferential seating in
the classroom. He
also needs movement
in the class, which is
flexible and we will
be moving to do
philosophical chairs.
He also needs verbal
cues and reminders of
the task which will be
provided through the
lesson and chunked
assignments.
Ellie needs limited
screen and the ability
to leave if she would
like. Students are
aware they can leave
to go to the bathroom
whenever they like,
and for a large part of
the class, students will
not be using their
laptops.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Monticello High School. Desks arranged in four pods of 5, one pod of 4, and one round table
that seats 4 people. Students have assigned seats for this time. Later, students will rearrange
their chairs and will have flexible grouping for their philosophical chair debate.

1. [10 mins.] Welcome/greeting/announcements

 Class will start at 8:55 and announcements will last until 9:05. As students come in, I
will greet them with a smile at the door and the announcements for streaming will
already be set up on the screen. As they come in the door, I will encourage them to go
ahead and get out their books for SSR.
2. [15 mins.] SSR
 Alright you guys, let’s go ahead and get out our books for SSR if you haven’t already.
Good job to [insert students’ names here that already have their books out for
reading] They are doing a great job already reading. Remember to take out your
headphones and have your cellphones away.
 I’ll sit with them and read alongside them. If they are loud and continue to talk with
their neighbors, hopefully they will not because we have separated them from friends,
but if they do, I will say: Quiet means not talking with our friends and being
respectful of others as they read. Remember you’re going to share with your table
what we read, so let’s keep going and get quiet. If you have a question, raise your
hand and I’ll come and check in with you.

3. [20 mins.] Literary Analysis Quiz

 [Context: Students have taken two literary analysis quizzes. They are beginning to
practice to prepare to take AP Language next year, and understand what is expected
to receive a high score in analysis.]
 Alright, guys… so guess what is next?
 Groans start as students have read the board that tells the agenda for the day
 LITERARY ANALYSIS QUIZ WOOOO!!!
 More groans from the students.
 Ok guys, so go ahead, get out your laptops and pull up Google Classroom. You will
find the question there. You all will have 20 minutes to complete the prompt.
Remember to use a quote to get above a 4, and make sure it is in MLA format. What
are you going to reveal that is beyond the expected in your thesis? [Appendix A]
 I’ll wait until they are all ready and then I will countdown the start of the quiz. As
students take the quiz, I will pace around and read a book and make sure that students
are not on the internet looking at other materials.
 I will also give them 5 and 2 minute warnings to let them know when they need to be
winding down.

4. [25 mins.] Literary Circle Discussions

 Alright you guys, keep your laptops out, and pull up your websites. Let’s get into our
discussions for the next 25 minutes. I’ll come and join y’all as you get into
discussions. Also keep in mind that at the end, I will ask a volunteer from each group
to share an interesting conversation piece that you guys discussed that relates to our
overarching theme of dehumanization. Remember our Essential Questions: What
makes us human? And How does perspective inform perception?
 As students begin to discuss their groups, they will have the discussion leader lead the
conversations from the questions they have posted.
 Discussion leaders y’all have got this, and if you have another role, don’t be afraid to
speak up and offer your insights too!
 As I circle around and join the groups, I’ll learn what they have been thinking about
and what they want to talk about in regards to their books and dehumanization. Many
of them will have progressed far into their novels and will have a lot to say about it. I
want to take the aspects they are most interested in and bring them to the whole group
for discussion. At the end I will ask each group what the most interesting thing was
that they spoke about.
 Ok y’all now that I have heard you guys speak, you all have gotten so much farther!
Each group what was the most interesting thing that you guys talked about? Let’s
start with this group.
  I will continue on calling on the groups until each one has shared. Then we will
transition to work on their outlines.

5. [20 mins] Outlines

 Ok so now that we are done with our discussions, for the last 15-20 minutes of class, I
want to give you guys some time to work on your outlines. I’ll check them, but I also
want to make sure that you guys have a firm understanding of where you want to be
moving forward. If you have already finished your outlines, I’d encourage you to
start your research that you want to do for your feedback drafts. As you work, I’ll call
you guys up by table to sign up for your feedback draft due dates. Remember to write
down this date!
 I’ll have students work on this until the end of class and call them up to sign up for
their due dates.

Materials Needed (list):

Appendix A: Literary Analysis Quiz
Appendix B: Laptops
Appendix C: Websites
Appendix D: Feedback Draft Due Date Sheet

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)

Appendix A: How does the main character's tone (mood of speaker/attitude), syntax (sentence
structure), Diction (word choice), OR imagery add to the theme of dehumanization within your
novel?
Appendix C: https://sites.google.com/k12albemarle.org/coddington-
dehumanization/home?authuser=1
Appendix D: https://docs.google.com/spreadsheets/d/1MNan-AF-
ZfzKec6Kl2eJsoTqGoslRLZWZCAl2CYjIWM/edit#gid=0