CEPT Lesson Plan

Name: Morgan Martin

AF Name: Allison Raymer

Date of Lesson : Thurs. 9/29/16

Class Period/Subject: 4th Period/10th Gen
English

Alignment
Standard: QC-10-R2A: Apply strategies to before, during, and after reading to
increase fluency and comprehension with increasingly challenging texts.
QC-10-W4D: Use resources and reference materials to select effective and precise
vocabulary that maintains consistent style, tone, and voice.
Objective #1: The students will be able to use reading strategies to evaluate the
importance of characters and apply writing skills to parallel an authors writing at a
proficient level.
Learning Target: I can evaluate the importance of archetypes in a story and analyze
the impact character types have on plot.
Blooms Level: Evaluate and Analyze
Strategy/Activity: After the Bell Work, students will be prompted to participate in an
activity in a group with the people at their table. They students will imagine that
Ralph, the hero of the story, were to be removed. In groups, the students will write a
scene from the book without Ralph.
Assessment/Scoring tool: In order to assess this activity, we will discuss as a class
the scenes they create. Each group will be assessed on their ability to explain the
shift in archetypes when removing a main character through the creation of their
rewritten scene. Students will be assessed using a checklist style rubric to avoid
limiting their creativity. The checklist will consist of things they must achieve, for
example they must replace Ralph as the hero, they must show the emergence of a
new hero, and they must follow the same story-line/writing style of the author.
Standard: QC-10-R2A: Apply strategies to before, during, and after reading to
increase fluency and comprehension with increasingly challenging texts.
QC-10-W4D: Use resources and reference materials to select effective and precise
vocabulary that maintains consistent style, tone, and voice.
Objective #2: The students will evaluate the importance of character types in a
story and the impact characters have on plot.
Learning Target: I can evaluate the importance of archetypes in a story and analyze
the impact character types have on plot.
Blooms Level: Evaluate and Analyze
Strategy/Activity: As an exit slip, students will answer the following questions: (1)
Other than the hero, what other character type do you think was most important in
Lord of the Flies and why? (2) How did this character help to build the other
characters in the story?
Assessment: The assessment for this activity will be based on a scoring rubric.
Student will receive a 10/10 If they correctly identify another character type other

than hero who played an important role in the novel providing full explanation of
importance and displays complete understanding of the character types
importance on building other characters in the story. A student will receive an 8/10
if they correctly identify another character type other than hero who played an
important role in the novel providing partial explanation of importance and displays
partial understanding of the character types importance on building other
characters in the story. A student will receive a 6/10 if they correctly identify
another character type other than hero who played an important role in the novel
providing little explanation of importance and displays some understanding of the
character types importance on building other characters in the story. A student will
receive a 4/10 if they correctly identify another character type other than hero who
played an important role in the novel providing little explanation of importance or
displays some understanding of the character types importance on building other
characters in the story. A student will receive 2/10 if they display an attempt at
completing the assignment. Despite correctness or understanding.
Contextual Factors
Activity/Strategy adaptations: In this class there are students who learn at a slower
pace than others and have a decreased mental capacity for understanding due
mental restrictions.
Assessment Accommodations: For these students, I will provide an in depthexplanation as well as a check-list for things they should accomplish during their
group work. For the exit-slip, I will be sure to allow for discussion and questions prior
to the assignment to clarify what the question is asking and how it could be
interpreted.
Procedures
Bell work: ( 8 minutes) Reflect on our reading and fill in the archetypes chart in
your task booklet. The students will be expected to complete this when they walk
in the door. The first 5 minutes of class will be students writing in their charts and
the last 3 minutes in this portion of the lesson will be spent having at least 3
students share an addition they made to their chart based on recent reading from
the book ending with a student reflecting on an addition to the hero archetype
section of their chart.
Hook: ( 15 minutes) To transition I will tell the students to take a second and
imagine the story without the hero, Ralph. I will ask a HOT question to spark
thinking, What happens to the archetypes of other characters when one is
removed? Discussing with the class the idea of shifting character archetypes, I will
prompt the students to work with the students at their table and Imagine that
Ralph is taken out of the story and write a scene from the book without Ralph. I will
give the students big paper so that they can record their scene as a group.
Bridge/Learning Target: ( 5 minutes) As you can see, the hero of the story is
very important and has a major impact on the plot. This is also true though of all the
archetypes within a story. Today our learning target will be

I can evaluate the importance of archetypes in a story and analyze the impact
character types have on plot.
Link to previous knowledge As we continue reading think about what you
already know about the archetypes we have been studying and consider how these
archetypes have built the plot.
Strategy/Activity #1 ( 12 minutes) We will continue reading the rest of the
book Lord of the Flies, and I will ask the students to make notes as we read
concerning telling signs of each archetypes discussed. I will then ask the HOT
question, Now that we have finished reading, if we were to evaluate Ralph and
give him a grade on his performance as a hero, what grade would you give him and
why? I will follow that up with the HOT question, The archetype of The Fall often
overlaps with the archetype of the Hero, why do you think that is? Use evidence of
this idea coming full circle from Lord of the Flies.
Strategy/Activity #2 ( 10 minutes) To wrap up the lesson, I will have the
student to do an exit slip answering the following HOT questions, (1) Other than
the hero, what character type do you think was most important in Lord of the Flies
and why? (2) How did the important character type that you chose help to build the
other characters in the story? *When addressing these questions to the class, as a
means of accommodation for all students, I will further explain the thought
processing that should go into answering these questions including making the
connection back to our hook activity and how character archetypes would shift if
one were removed because of the reliance upon one another. I will also allow time
for questions before the students begin writing.

Closure: ( 5 minutes)
Reminder of Learning Target: So, today we have evaluated the importance
of archetypes within a story and analyzed the impact character types have on
the plot. I want you all to reflect on how our activities today were all woven
together and
Review of Critical Vocabulary: I would like a few of you to volunteer to share
a sentence using at least one of your weekly vocabulary words which expresses
what we have learned today.
***Be sure to attribute source for any ancillary materials that you do not create
yourself.
***A majority of the lesson should represent materials that you have created
yourself.
Reflection
BEFORE: What challenges do I anticipate with this lesson plan?
Keeping the students focused on completing the activities to meet the learning

target will be difficult because it is a fun and creative activity that they will most
likely want to get into and potentially veer off topic.
AFTER TEACHING
How many students met the learning target?
All students met the learning target.
How many students didnt meet the learning target?
None, I think maintaining constant class discussion and communication on the
assignment and learning target helped the students to all achieve.
What are some possible reasons why these students did not meet the learning
target?
NA
How can this lesson plan be modified to more effectively meet students needs?
Potentially, if I were to pre-group the students before class for the group activity it
would more effectively differentiate the task and allow students a bit more
structure. Additionally, these groups could be assigned roles for each member so
that the students can build off one anothers skills.