Tuesday, September 14, 2016:

Secondary Lesson Plan Template

Topic:
TKAM Ch. 11 close reading

Grade Level:
10th

Length of class:
45 minutes (may spill
over into Wednesday)

LEARNING GOALS to be addressed in this lesson (What goals for

learning do you hope to accomplish and/or national or state standards will
you address?):
*This will be written on the board*
Students will understand that the way characters respond to
situations in a narrative helps develop the novels theme.
LEARNING OBJECTIVES (What will students know or be expected to do
in this lesson? Use verbs from Blooms Taxonomy):
SWBAT discuss how a characters actions help develop themes in
TKAMguided by the provided questions
SWBAT use textual evidence in order to support their inferences
and analyses of the text
STANDARDS (What national or state standards will you address?):

RL.9-10.3. Analyze how complex characters (e.g., those with

multiple or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot or
develop the theme.
RL.9-10.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):
--TKAM ch. 11 packet
--Pen/pencil/highlighter
--Students need to be in groups
LEARNING PLAN (How will you organize student learning in this lesson?

LESSON PLAN SEQUENCE & PACING (How

will I organize this lesson?)
1. Explain to students the relationship between
being able to write an analysis of the text and
being able to read closely, rather than just
reading to finish the book and writing a
summary.
2. Explain the activity to students: They will be
split into groups and given a hard copy of TKAM
ch. 11. The hard copy includes guided questions
located at specific parts in the text where it is
important to stop and discuss. Students will be
expected to determine how they would like to
read with their group (take turns, one
designated reader, etc.), and they will be
expected to be on task, discussing the text and
being respectful of their classmates. Because
they have a printed copy of the chapter in
isolation, they will be able to highlight and
annotate as they read.

ACTIVATE
/ENGAGE/EXPLORE
Capture student
attention, activate
student prior knowledge,
stimulate thinking, raise
key questions, Allow
students to observe,
design and plan
experiments, etc.
ACQUIRE/EXPLAIN
Introduce laws, models,
theories, and vocabulary.
Guide students toward
coherent generalizations,
and
help students understand
and use scientific
vocabulary to explain the
results of their
explorations

APPLY/ELABORATE
3. Explain that this activity will help them
practice reading closely and questioning the text
Provide students
which will in turn help them practice text
opportunity to apply their
analysis overall.

4. Pass out reading packets. Break students into

groups of 4. Tell groups to spread out across the
room and begin reading (quietly).
5. While students read in their groups, I will float
around the room and monitor students. I will
make sure students stay on task, and I will
answer any questions they have. I will also help
facilitate their discussion (if needed). This will
also be a way for me to check their
understanding of what they are reading without
formally assessing them.
6. If students do not finish reading ch. 11 (very
likely they will not) the activity will continue at
the start of class on Wednesday.
7. If students finish the group activity early,
they will need to create a 4 panel comic strip

knowledge to new
domains, raise new
questions, and explore
new hypotheses. May
also include related
problems for students to
solve.
ASSESS/EVALUATE

Administer assessment
(although checking for
understanding should be
done throughout the
lesson)

that illustrates what happened in ch. 11. The

comic strip must include dialogue.
*When students do their next in-class writing, I
will be able to see if their abilities to analyze the
text have improved since the ch. 10 & 11
reading activities*
How did you/How might you differentiate for student READINESS,
INTEREST, or LEARNING PROFILE in this lesson? Explain.
--For ELLs, they may want to be grouped together to read the text, or they may
want to use the abridged version of the text for the activity