Lesson Plan Format:

Teacher Madison Hileman & Laura Frederick Grade Level Honors English 12

I. Content and Standards: CC.1.2.11–12.A, CC.1.2.11–12.B , CC.1.2.11–

12.D, CC.1.2.11–12.F, CC.1.2.11–12.J , CC.1.2.11–12.K , CC.1.2.11–12.L,
CC.1.3.11–12.A, CC.1.3.11–12.B, CC.1.3.11–12.C, CC.1.3.11–12.D ,
CC.1.3.11–12.E, CC.1.3.11–12.F , CC.1.3.11–12.I CC.1.3.11–12.J,
CC.1.3.11–12.K , CC.1.4.11–12.H, CC.1.4.11–12.I, CC.1.4.11–12.J,
CC.1.4.11–12.K, CC.1.4.11–12.L, CC.1.4.11–12.V, CC.1.4.11–12.W,
CC.1.4.11–12.X, CC.1.5.11–12.A
II. Prerequisites: Comprehensive understanding of the plot of The Road as well
as themes.
III. Essential Questions (provide a framework): Why do individuals lose their
ideals, values, and sense of right and wrong? What is the purpose of
institutions of law and order? Will the individual be forced make sacrifices in
order for humanity to survive? How do our needs influence the decisions we
make? How is McCarthy use language to make the post-apocalyptic world
of The Road seem so real and utterly terrifying? Commented [MH1]: 3B: Questions of high cognitive
challenge; questions with multiple correct answers or
IV. Instructional Objective: Students will be able to make critical connections multiple approaches, even when there is a single correct
response/
between the text and themes. Commented [MH2]: 3B: Critical thinking/high level of
thinking required
V. Instructional Procedures: BDA Students will be given several excerpts
from Cormac McCarthy’s The Road. Students are first asked to analyze the
excerpts in a critical stand point. Students will then be asked to form groups;
in these groups students are to discuss their analyzations of the excerpts
together. They are to talk about the critical and deeper meaning of the excerpt
at hand. The students are to explain what the quote means and why it is
important to the story overall and its themes. At the end of class students will
join a full group discussion about their findings and their interpretations of the
text. The groups will be tell their classmates what their interpretation of the Commented [MH3]: 3B/3D: Students are challenged to
work independently, and then in groups to discuss what they
excerpt is. are finding. Students are facilitating their own learning as I
am walking about the classroom to ensure that they are doing
VI. Materials and Equipment: Excerpt of The Road, Google Classroom, what they are supposed to be.

Chromebooks, Google Docs. 3C: Students are working actively, rather than listening to a
discussion led by the teacher.
VII. Assessment/Evaluation: The students will hand in an outline of their answers
to the excerpt analyzation. The students will also be presenting the
information that they have discussed in their groups at the end of class.
Students will be graded on participation and level of textual comprehension. Commented [MH4]: 3D: Teacher is paying close attention
to evidence of student understanding
VIII. VII. Differentiation: Individualized Activities: Students will be able to use
this to practice analyzing quotes and will help with their comprehension skills.
IX. Technology: Google Classroom, Chromebooks, Google Docs, and online
documents with the excerpts attached.
X. Self-Assessment Students will be turning in an outline of their mini-
presentation and then will be presenting it at the end of class. I will be able to
note if the students’ comprehension skills are where I would like them to be.
If not, I will be able to use this as a guide for next year. Commented [MH5]: 3D: Teacher getting evidence of
student learning and comprehension