Lesson Plan Template LTM-612 Comments

TC Name: Vanessa Matusin Date: 10/18/16 TC Name: Mr.

Courchane
Lesson Title/# Title: Analyzing Grade Level/Course 7th Grade
Characters, ELA
Symbolism, and
Vocabulary
Title: Analyzing Characters, Symbolism, and Vocabulary
Teacher Readiness
Common Core/Model Academic Standards:
Please add the standard heading and subheading

Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building
on others ideas and expressing their own clearly.

Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.
Student Learning Objective(s): Today I will...
Today I will be able to identify and analyze character traits, motivations and
actions.
Please write the learning objective using the teacher format:
Students will identify and analyze character traits, motivation, and action by.
(missing the how)
I would also suggest using only one Bloom verb. Identify and analyze are at
different levels of Bloom.
Material:
Textbook, Notebook, Writing Utensil, Whiteboard
Prior Knowledge
Definition of Perspective, Symbolism, Synonym.
Knowledge about the characteristics of a fictional story such as setting, time and
place, characters, and plot theme.
In this section, you need to address three areas: what the students already know in
relation to this lesson, what are the skills that they already mastered related to this
lesson and what they are still learning.
Questions (to ask students to promote higher order thinking)
Phrasing and allowing students time to respond

What are some ways we can use clues while reading to determine the
meaning of challenging vocabulary?
What is symbolism? What are some examples of symbolism from your
readings last night?
How can a persons perspective on time differ from another persons
perpsectiveperspective?this is great! Allows for higher order
thinking.
How can we analyze and explain the motivations of characters? What do we
need to know about the characters to find a motivation?
Differentiation Planned Support you can revise this section based on what we UDL mentions
learned in the class. below keep
Whole Class Differentiation Learning styles
Teacher reads from textbook/ students will voluntarily read from textbook then audio
call on another student to read. Some may choose to follow along instead of
reading aloud.
Students will have the opportunity to work in 4 different centers, ranging from
constructing a character chart trait and motivation chart, reading
independently, summarizing reading, and practicing vocabulary.
Small Group Differentiation Visual
Students will work with each other to discuss elements of their center. (The tactile
task they are assigned.) Some may want to reread the story, some can think
of specific example from their own lives, some may do better at re-telling
the story to their groupmates.
Individual Students Differentiation kinesthetic
Students are in groups according to their reading level scores. Some students will
need extra help with reading vocabulary, and some will be able to implement
the vocabulary at a more challenging level. Students will be prompted with
questions appropriate to their individual understanding of the story and
vocabulary.
Academic Language you can revise this lesson based on what we learned in
class.
Language Function

Vocabulary
Eloquence, Marooned, Judicious, spyglass, sextant
Discourse Discussion and
questioning.
The discussion will be lead as a whole group at first, as we begin by answering
question that will help readers develop their story. They will then break into
learning centers, where they will continue the lesson as individual groups, by
creating charts for characters, constructing their own sentences using vocabulary,
creating a summary of the story, and writing in their reading logs.
Syntax:
Students will have the opportunity to hear the story read aloud, then break into
groups to discuss challenging vocabulary and look up the definition. They will then
create their own sentences using their knowledge of the new vocabulary.
How will you support students so they can understand and use the language
associated with the language function and other demands in meeting the learning
objectives of the lesson?

Students will be prompted to close read the story to gain context clues of the
language/vocabulary. They will participate in a group discussion of the language,
and create their own writing samples based on what they have learned. They will
share their sentences with others.

STUDENT READINESS
Engagement Strategy (Hook)
Students will be instructed to answer a question in their reading logs, at the
beginning of class. They will be prompted to answer the question thoughtfully and
meaningfully, according to their own perspective. It would be helpful if you
identified exactly what meaningful and thoughtful look like in answer in order for
the students to do it.
Imagine you are 25 years old, and have found a magic potion that allows you to
never get older. You are the only in the world that can drink the potion. Would you
drink it? Why or why not? We will follow with a short discussion (About 10
Minutes) excellent question!! It will allow the students to debate their response and
have a discussion.
Lesson Activities:
Instruction/teach- We will begin the lesson with the discussion of perspective
on time. What is special about time? What are some things about time that are
stressful? We will then talk about symbolism, characterization, personality traits,
motivations how will you talk about them? Are you using direct lecture? . I will ask
how the knowledge of these things makes helps the reader understand the
story. We will then read lines 206- 320 as a group. Students will read aloud and call
on other volunteers to read. (About 20 minutes) what will you and the students be
doing as they are reading? Do they have a task to complete as they read? Asking
students to read without a specific purpose might not engage them and some
students might struggle with comprehension.

After, students will break up into their assigned centers, according to their reading
level. They will switch centers after 20 minutes. (They will complete unfinished
centers during the next lesson).

Center 1 will create a character chart detailing the traits and motivations of the main
characters. Center 2 will practice the challenging vocabulary in the book, along with
creating their own sentences using the vocabulary words. Center 3 will reread the
story silently, then discuss amongst the group. They will create their own
summaries of lines 206-320. Center 4 will read independently, and write in their
reading logs.
 Modeling- I will model a characterization chart on the board for everyone.
At Center 2 I will model a sentence using the vocabulary. Centers 3 and 4 will be
checked for staying on task, and developing an understanding of story. When are
you doing the modeling?
Are you checking for understanding before the students get in the centers?
Im assuming that the centers are the guided practice.
Application and Closure Strategy:
Formal Assessment
I will walk around and discuss the charts, vocabulary, and summaries the
students have created throughout the day, on an individual basis. I will give
feedback and ask questions. Students will volunteer a character trait and motivation
to share with the class. Another student will volunteer to read the definition of a
vocab word they learned and read their sentence to the class. They will be assigned
reading homework and a reading log question to complete for the next class. How
does this formally assess the learning objective? This sounds more like informal
assessment (check for understanding)
Formative or summative- This lesson is both formative and summative. Students
will develop their own perspective on the character traits and motivations, as well as
why they are important to the story. They will also discuss and implement new
vocabulary into their reading logs.
Reflection: