Name of Teacher Candidate Bao Tran

Lesson Overview
Grade Level 11th
Estimated Time Needed One 50 minute class period
The students will be reading Rumpelstiltskin as a
class. While reading along with the
Lesson Description teacher/classmates the student will analyze how
the author’s use of style, tone and diction helps
further the author’s purpose
110.33.b.8 Reading/Comprehension of
Informational Text/Culture and History.
Students analyze, make inferences and draw
conclusions about the author's purpose in
cultural, historical, and contemporary
Content Area Standards
contexts and provide evidence from the text
to support their understanding. Students are
expected to analyze how the style, tone, and
diction of a text advance the author's purpose
and perspective or stance.
Technology Standards
Student will be able to analyze the text to
Objectives understand the author’s purpose, stance or
perspective based on the text.
Resources/Materials/Tools
Terms/Vocabulary General Academic Vocabulary
Technology Resources
Fable is printed out and provided to the students
Other Resources
by the teacher
Lesson Procedures
.
“Good morning/afternoon,
everyone read the board and
prepare for class.” Ms. Zak will be taking role or
Focus/Anticipatory
The board will have a monitoring to make sure the
Set
PowerPoint open with directions students are doing as they are told.
for the student to follow before
class begins.
PowerPoint will have
instructions for the student to
Monitoring for student behavior
follow before class can begin. It
Content-input continues here, but if there are any
will detail where their phones,
points she might want to elaborate
headphones, airpods, earbuds,
on she will.
and backpacks should be.
Afterward, if there are any
 reminders (important dates, re-
tests/quizzes, late assignments,
due dates, etc) there will be a
slide detailing this. Then, as a
class, we start Rumpelstiltskin.
“Yesterday, I asked you all to
write and turn in a response to
the question: Have you ever
been so desperate you would do
anything to get out of a jam? If
so, is there anything you will not
do?”
During this time I will be either
A slide of this question will be walking around or standing at the
provided, so the students can front of the class with the text.
Guided Practice see what the question is instead Answering student questions while
of remembering it. Ms. Zak continues to monitor the
“Let’s hear from some of you students’ behavior and elaborating
what you wrote about.” on points when she needs to.

Hopefully some volunteers will

come forward, but since it was
their own writing I do not want to
force anyone to answer. If no
one volunteers I will use a
example I can come up with.
This is a whole class reading.
Some discussion between
tablemates will happen, but
independent practice will occur
on a self-conscious level to see
Independent how much to student
Practice understands or knows before
asking questions.

Will come from the questions on

the worksheet given to the
student to help guide them
along as we cover the text.
“Okay, so we needed to cover
this fable because Sandra
Cisneros will reference the fable
Closure a few times in the text we will
cover in the next few classes.
To understand the references
we needed to do a quick dive
 into this fable to fully grasp what
she is talking about later in her
own text.”

“Now, going back to what you

wrote yesterday. The miller’s
daughter here was a faced with
an impossible task and traded
valuables away. On the back
over your prompt or on a new
piece of paper, compare and
contrast your story to the fable.”

There will be a slide detailing

how I want them to write their
comparison.
Plans for Differentiated Instruction/Accomodations
Making sure I adhere to the students IEP and
accommodations listed in their file. Some students may
Special Education Students require more attention than others, which will be addressed
at a later portion of the lesson or during Independent
Practice.
This lesson is to help the students understand the
perspective of the author. To make sure comprehension is
English Language Learners established I will speak slowly and clearly. Repeating
phrases or answers as many times as needed for them to
understand the point of the question or answer.
For my GT students, I will quietly and more directly ask them
to be more specific here or they could put more effort into
Gifted and Talented their answers. I want to engage them on a higher level to
force them to reach past their current levels and possibly
break into new heights of knowledge or analysis.
Other:
Potential Challenges/Plan B
Time is always an issue. Getting the students on task and doing their work is always a time
consuming and this lesson does rely solely on timing.
Assessment
The Pre-Assessment to this lesson is the written response the students turned in
yesterday. I will go through them to check for a completion grade before handing it back
out to them in their pass back folders. The students will be told to grab the paper from their
folders in a slide before class begins. The assessment at the end of the lesson will be a
compare and contrast response written by the students and modeled by me how I want
them to write the response before turning it back in for a grade.
Notes and Credits