USD Daily Lesson Plan

Teacher Candidate: Dani Capone Lesson Date: 11/27/2017

Cooperating Teacher: April Hernndez School: CVLCCHS Grade: 11th
Subject: Multicultural Literature Lesson/Unit Title: Things Fall Apart

CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?)
RL.11-12.5. Analyze how an authors choices concerning how to structure specific Quick write
parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and
Discussion about context and vocab
meaning as well as its aesthetic impact. Read aloud while circling and
W.11-12.9 Draw evidence from literary or informational texts to support analysis, asterisking
reflection, and research. Group re-read while highlighting
followed by comparison
conversation
Write paragraph using evidence
Hand in poem with annotations, as
well as index cards and made-up
work from break
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will read The White Mans Burden in order to prepare for the theme of colonization that the author
presents in the second half of the novel.
Students will practice annotation by circling unfamiliar words, highlighting words referring to colonization
and taking note in the margins of connections that can be made to the novel and outside knowledge.
Students will reflect on the poem and make predictions about the novel by writing a paragraph supported by
evidence from the text and the poem.
Key vocabulary and phrases:
Burden
Captives
Abide
Serf
Reap
Proffered
Laurel
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
The students have been reading Things Fall Apart by Chinua Achebe. Up to this point, the novel has discussed Ibo traditions and the family dynamics
within the family of Okonkwo, the protagonist. The second half of the novel is heavily focused on the British colonization of Nigeria. The students will
read and analyze this poem in order to prepare them for this emphasized theme.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

A variety of formative assessments should Technology
be used at key points throughout the
lesson

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Students will volunteer to Paper
enter the classroom?)
Quick write: Imagine that you arrived at Thanksgiving share-out their responses
dinner and there was an unfamiliar face there that with the class.
10 min
demanded that you change all of your regular family
traditions because he/she thought that theirs were better?
How would you feel? Explain how three of your family
 members would react.

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Class discussion. Laptops for
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) researching
Remind students about the historical context lesson at the vocab
10 min beginning of the unit. Bring attention to the fact that this
will help in the understanding of the rest of the novel
while introducing the poem. Introduce unfamiliar
vocabulary.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy As a class, we will Poem
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) discuss further vocab that
Read the poem aloud while students circle unfamiliar vocabulary needs clarification after
10 min and put an asterisk next to parts of the poem that they can connect reading, as well as
to the novel or to outside knowledge. discuss what connections
they may be beginning to
make.
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Teacher will circulate and Poem
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
Have students re-read the poem in groups and assess group work. Highlighter
10 min highlight words that refer to colonization. Then,
compare the parts that you have asterisked with your
group
Independent Practice: (individual practice, discussion, writing process.) Teacher will circulate to Poem
On the back of the poem, Write a paragraph using evidence from the
10 min assist students who need Novel
poem and/or the text that makes connections to the text and predicts
how the poem may relate to whats coming next. further support
Evaluate Understanding/Assessment: (How will I know if students have achieved
todays objective?)
min Students will hand in the poem with annotations and paragraph at the end of
the lesson or complete for homework if needed.

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective
and connect the lesson to the unit?)
3 min Hand in index cards 1-15 and any work that was made up
over break.
ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all
learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
IEP GOALS
 STUDENTS WITH SPECIFIC LANGUAGE NEEDS
LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

ELL 2 Group work allows for collaborative learning.

Students are seated near the teachers place of
instruction.
Teacher consistently circulates the room to
assess understanding and provide individual
aid.

STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS