Lesson Plan: Arneisha McDermott

# of Days
Prior Knowledge

Lesson
Objective(s)
Lesson
Assessment

Standards
Materials
Needed

2
Students have read Beautiful Music for Ugly
Children, some knowledge on identity, some
knowledge on setting (students will have already
had a lesson on the dimensions of setting)
Students will analyze how Gabe develops as a
character and how his setting shapes his identity.
Students will be able to complete graphic organizer
that helps students see the impact of the setting on
the Gabes identity (day 1). Students will create
playlists for Gabes A-side and B-side and reflect on
what both mean (day 2).
CCSS.ELA-LITERACY.RL.9-10.3
Beautiful Music for Ugly Children, poster boards,
markers, laptops, PowerPoint

Time
15
min

Learning Task
Students will begin to
grapple with the
complexities of Gabe

Methods or Procedures
Student centered discussion on
Gabes character
-Students will come up with their
own questions to discuss that
relate to Gabe and his identity
-Take notes on board

5 min

Students will learn how to

complete the graphic
organizer to organize their
thoughts about Gabes
character
Students will fill out
graphic organizers and
record their findings on
whiteboards in groups
Share out on Gabes
character and identity
formation throughout the
text

Model how to fill out graphic

organizer for students to use as
a resource for their homework

20
min
15
min

In small groups, students will

complete their chart and write on
their whiteboards
Whole class discussion on Gabes
character, identity and how it
relates to his setting
-What is setting?
-Why is the setting so important
in this text?
-In what ways does Gabes

setting affect his identity?

-How did these dimensions affect
Gabes actions?
10
min

Students will have the

opportunity to make
personal connections by
completing an exit ticket

Day 2
15
Students will learn what
min
the objective of the day is
as well as a brief review of
what was discussed last
class period
30
Students will create a
min
playlist (at least 5 songs
on each side) for Gabe
according to his identity.
Students will also write up
rationales for the songs
they chose.
15
min

Students will engage in a

sharing out and
discussion based
conversation about the
playlists they created.

Writing prompt Reflect on a

place where you feel comfortable
revealing your B-side
Lesson introduction and review
of what was discussed in the
previous class. They will also be
introduced to the A side vs B side
playlist activity
Think-Pair-Share
-Creating A-Side vs B-Side using
songs
Students will work in pairs to
complete the activity and will
use a PowerPoint presentation to
present their work.
Students will share out