Observed Lesson Plan 1 – Hope & Sold

Author Megan Garcia-Gamble Date: 11/20/19 Subject: English

School-Site Kim Ertle Course: EDUC 497 Grade 10

Supervisor: Level:

School Charter Oak High School

Preparation to Teach
Unit Theme Sold
(Where in the unit is This lesson occurs at the end of the classroom novel, Sold by Patricia McCormick. The focus theme of the novel is HOPE,
your lesson) so this lesson will center around the second half of the novel (pg. 101 to the end) and the theme of HOPE.

Content Standard(s): RL. 9-10. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of a text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
SL. 9-10. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
ELD Standards: Interpretive – Emerging
6. Reading/viewing closely:
b. Explain inferences and conclusions drawn form close reading of grade-appropriate texts and viewing of
multimedia using familiar verbs (e.g., seems that).
Productive – Emerging
10. Writing:
b. Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes
of graphic organizers).
Learning Goal(s) or SWBAT analyze quotes from the text that center around the theme of HOPE and interpret their meaning in relation to this
Objective(s): theme. SWBAT develop a thematic sentence that centers around the theme of HOPE and its significance to the novel
and/or a broader global context.
Materials: Classroom novel, enough group papers with questions on them for Round Table discussion, lined paper, pens/pencils
(black, blue, red), Hashtag the Theme slip for each student

Technology Projector – used for modeling how to complete the double entry journal activity
Integration:

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.

What you learned: Students in the classroom have varying levels of academic abilities and ranges.

How it will influence your lesson: I will include a modeling of the activity at the start to show all students how to
complete the task while asking for student input throughout, modeling the thinking process. I will also give
students the ability to work with a peer to assist each other when needed, although the pair would need to have
different responses.
What you learned: There are a few EL students in the classroom.

How it will influence your lesson: To provide support for these students, I will provide both visual and auditory
cues to support their learning. I will model how to complete the main activity so they will have a visual
representation. I will leave this up on the board so they can look at it when needed.
What you learned: Many students are social and like to interact with one another during class.

How it will influence your lesson: To promote academic discussion and collaboration, I will include a round table
discussion at the start of class that connects to the novel to get students prepared for the class period. This way,
students will discuss have meaningful discussions that promote critical thinking about theme.

Adaptations
English Learner
Student Description There are a few English Learners in the classroom identified as level one. They write and follow
along during class reading and they both speak during class, interchanging between English and
Spanish depending on the context. For the most part these students are quiet during class time
and rarely share out during class discussions to the whole class. They do interact with other
students in smaller groups.
Instructional adaptation(s) To facilitate these students’ learning, I will give time to write down answers versus answering
based on the strengths and questions verbally. This will give them a few minutes to think through their responses.
needs of the student Additionally, I will model how to complete the double entry journal.

Rationale for adaptation(s)
These students are strong in writing down their responses since they are not at the stage of their
language acquisition where they are comfortable sharing out loud to the whole class. Giving
them time to think through their responses before reading what they wrote with their group will
ensure that they will be actively engaged in the lesson without having a high affective filter.
Modeling the double entry journal will support these students by giving them a visual example of
the activity.

Student who presents a different instructional challenge or from an underserved population

Student Description
Instructional adaptation(s)
based on the strengths and
needs of the student
There are two SPED students in the classroom, both male students. One male student is very
quiet and rarely talks to others or shares with the class. The other male student interacts more
with other students during class, but does not share with the class.
To assist these students during the lesson, I will provide a timer on the board to help them keep
track of how much time is left during the main activity. I will also provide a model for the main
activity to help them during the main activity to show them how to complete the task,

Rationale for adaptation(s) The timer on the board will allow these students to keep track of time during the lesson so that
they are better able to manage their time. Additionally, the model of the activity will aid them in
ensuring they can complete the task. During the lesson, I can provide verbal and visual cues to
ensure they have access to the content.

Instructional Plan
Activating Background Knowledge

Instructional Strategies At the start of class, the teacher will get student settled in class and explain the directions for the activity before
having students make groups of 3 with their shoulder partners. The teacher will introduce the activity for the day and
pose the essential question: “How has the theme of HOPE developed over the course of the novel?” The teacher will
explain to the students that in their groups they will discuss three questions in a round table discussion. Each student
will be responsible for one of the questions that was posed. The teacher will give students three minutes to write their
ideas down in their interactive notebook on page 18; students will write 3-4 sentences and be as in depth and as
thorough as possible. Each student will share their responses to the group. Each group member is responsible for
jotting down the ideas that their partners shared, such as student 1 writes down some thoughts shared by students 2
and 3. On the board the three questions will be written down: “What does Patricia McCormick want us to think about?
What idea from the novel stays with you? What will you remember about Sold a year from now?” If students complete
the discussion before time is up, they can begin to answer the essential question. Students will be given 10 minutes to
complete the round table discussion before the teacher has students share their ideas with the class.
Informal Assessment Listening to student discussions as teacher walks around the classroom; asking student questions and having a final
discussion of these questions
Rationale for Decisions The Round Table discussion gives students the opportunity to share their thoughts and ideas with a small group of
peers before moving to a larger class discussion. The questions posed gets students thinking about the novel and its
theme of HOPE. The Round Table discussion facilitates student collaboration and learning since students would be
better able to learn from their peers since students might have different ideas and perspectives on each of the
questions.
Reflection (Completed The discussion at the beginning of the class period went smoothly throughout each class period. I did modify the
after the lesson) directions given throughout each to ensure that students were able to complete the task given. By 6th period (which
was observed) the directions given were clear and concise for all students, including my English Learners and SPED
students. As I walked around the classroom during their writing, I saw good insights by the students answering each
of the questions. Most students wrote a paragraph while some had a short sentence or two. For the discussion
portion, students were engaged with each other. I think having students be responsible for their peers responses was
beneficial for them as well since it had them be active listeners. The final groups discussion with the class revealed to
me that students were able to take away major themes or ideas from the novel, such as hope, insights into human
trafficking, and the strength and resilience the novel’s protagonist showed.

Instructional Input
Instructional Strategies Once the class discussion is complete, the teacher will have students move their desks back before introducing the
main activity, a double entry journal. The teacher will have students use their interactive notebook for the task;
students will use the same page they used for the first activity. Students fold the paper in half and write theme quotes
on the left side and leave the right side blank for the web word. The web word has a summary or feeling word in the
middle (a word not in the quote) with 7-10 synonyms branching out from the center.
For the activity: the teacher will model how to complete the task. The teacher will have a quote relating to the novel’s
theme (HOPE) written down. The teacher will model the thinking process in how to annotate the quote, asking for
student input. The teacher will then create a web word with student assistance, and complete it with 7-10 synonyms.
 Once this model is complete, the teacher will have students do their own entries. Students will complete 1-2 additional
entries (depending on time), complete with annotations and a web word. Students may work with a partner, but they
must have different annotations and web word. Students will have about 15-20 minutes to complete their entries; a
timer will be displayed on the board so students will see how much time they have left. At the end of the activity, the
teacher will go over student responses.
Informal Assessment Listening to student discussions; observing student double entry journals and discussing them at the end of the
activity
Rationale for Decisions The double entry journal is something the students are familiar with and had to complete on their midterm exam (many
struggled with it). This activity provides additional reinforcement in how to complete a double entry journal. More
importantly, the double entry journal has students close read the text to find quote that relate to the theme of hope.
Students will use their critical thinking skills to analyze the quotes to determine a summary/feeling word with academic
vocabulary used for the synonyms. This web word allows students to come up with multiple words they would be able
to utilize in an essay for their commentary. Modeling the activity helps to show students the skills they would need to
complete the task. The discussion at the end of the activity allows for the teacher to check for student understanding
and engagement of the text.
Reflection (Completed Starting in first period I modified this part of the lesson. Due to the class being shorter than usual, I had to cut the part
after the lesson) of the activity where students found their own quotes and completed the annotation and web word. Instead, I focused
more time on modeling how to do the annotations and web word while pulling ideas from the students by posing
questions such as, “what does the color white mean to you?” or “what do birds symbolize?” I incorporated student
responses into the annotations as well as with the web-word by posing questions like: “What summary or feeling word
can you come up with that relate to the quote we just annotated?” and “How does this quote make you feel?”
Students were able to come up with a summary/feeling word like freedom and faith before webbing off the word with
synonyms like optimism, aid/support, strength, and courage. During this time, students were copying down my
annotations and the words used in the web word in their interactive notebook that they could use as a reference if
needed. To incorporate my initial plan, on Thursday, students will find 2 quotes that relate to hope and complete then
web-word between pages 100 and 263 (the end of the book).

Closure
Instructional Strategies At the end of the class period, the teacher will explain their final task. Students will complete a “Hashtag the Theme”
where students write a thematic statement in 140 characters or less (like a social media post). This will also include a
relevant topic hashtag. The teacher will explain this to the students before giving them the remainder of the class
period to complete this. At the end of class, students will turn this thematic statement in to the teacher.
Formal Assessment “Hashtag the Theme” thematic statement response

Rationale for Decisions The Hashtag the Theme statement is a short response meaning students will have to be concise with their sentence.
Additionally, the statement checks to see if students understand how the significance of the theme in relation to the
novel and how it has developed over the course of the novel. The thematic statement could be used in an essay. For
example, for the novel a thematic statement could be “People must have resilience and determination despite the dark
times they may go through. They must fight for a better life.” This would be followed by a hashtag like
#HopeforaBetterLife.
Reflection (Completed I introduced the final activity to students by connecting it to a broader picture. I did struggle in explaining it in a
after the lesson) manner that allowed for student comprehension. I tried using statements like “Think about hope in relation to your
own lives. What are times in your life that you felt hopeful and why?” I gave students the remainder of the class period
to complete this task to allow them enough time to think about their response and what hashtag to use. I walked
around the classroom and provided additional support to students who needed clarification or assistance in thinking
about hope and a possible statement to come up with. Student response varied and many had particular insightful
statements and hashtags. Overall, I believe this lesson went well in all periods, particular in period 6 which was
observed by my ULV supervisor.

1. Explain how your lesson
holds all students
accountable to high
expectations for learning.
2. Explain how the lesson
engages students in content
specific higher order
thinking.
3. Explain how your choice of
technology supported the
learning goals and student
engagement.
4. How are you going to know
that students are actively
engaged and are
understanding the content?
5. Explain how the learning plan
connects to the social and
emotional needs of the
students to create a positive
learning environment.
6. Describe how the lesson
supported students’ content
learning and academic
language.
7. Describe the ways you are
providing content specific
feedback to students within
your lesson.
Rationale
My lesson holds all students accountable to high expectations for learning by setting the
expectations at the beginning of the classroom. Students will be guided to collaborate with
their peers and share their thoughts on questions that relate to their novel. The main activity
itself engages students in critical thinking in which they will analyze their quotes they chose
and interpret its meaning before they determine a summary/feeling word for the quotes.
Students will be expected to participate with their peers and collaborate with each other to
share ideas, relating to the constructivist view of teaching. Students will be able to learn from
the teacher and from each other.
My lesson engages students in content specific higher order thinking by moving up from the
lower tiers of Bloom’s Taxonomy to the upper tiers. The beginning activity requires students to
remember and recall key facts from the novel and understanding the main ideas and concepts
(and theme) in order to collaborate with their peers. Then, students will apply what they have
learned about the novel thus far to analyze their quotes, drawing connects between ideas and
the development of the theme. Students will analyze the quotes to develop a single term that
encompasses the overall meaning/feeling of the quote before adding synonyms of this single
word. The final activity (and assessment) requires students to create a thematic statement that
relates to the theme of hope related to the novel and/or a global context. Therefore, students
move up Bloom’s Taxonomy from the lower tiers to the higher tiers moving away from teacher
led instruction to student centered thinking.
I decided not to utilize technology in my lesson for students. Since the focus of the lesson is
on the theme of the novel, students are utilizing the text as a main source for the activity.
Additionally, student driven collaboration and discussion at the beginning of the class period
does not require technology to ensure that all students are actively listening and actively
engaged with each other.
I will know that students are actively engaged and are understanding the content by walking
around the classroom, monitoring their progress, and listening to their conversations. I would
also ask questions throughout the process to ensure that they are all on the right track. I will
also provide the necessary supports to aid student learning, including modelling/scaffolding
the main activity to ensure that students would be able to complete the task.
My lesson plan connects to students’ social and emotional needs by providing opportunities
for student collaboration. Collaborative groups allows for students to share their ideas in small
peer groups to ensure all students have a voice. They work towards a common goal (in this
case responding to teacher-posed questions) and are better able to support one another while
learning from each other.
Students’ content learning and academic language are supported in the lesson through the
main activity. The activity reinforces what students have been learning about the double entry
journal and how to analyze a text and create a web word, something they had to do for their
midterm exam. The web word main word and the synonyms have students utilize academic
vocabulary to come up with a word web that could use when writing a commentary for an
essay.
Throughout the lesson students are given content specific feedback through questions that
are posed and moving around the room listening to the groups discuss during the Round
Table. By rotating around the classroom, I am better able to provide support and help guide
students on the right track if they struggle during the main activity. I will reiterate how to
complete the double entry journal and support students when needed.
 Observed Lesson Plan 2 – Character & Sold

Author Megan Garcia-Gamble Date: 12/10/19 Subject: English

School-Site Kim Ertle Course: EDUC 497 Grade 10

Supervisor: Level:

School Charter Oak High School

Preparation to Teach
Unit Theme Sold
(Where in the unit is This lesson occurs at the end of the classroom novel, Sold by Patricia McCormick. Students will discuss the significance
your lesson) and importance of one of the novel’s character and the influence he had on the protagonist.

Content Standard(s): RL. 9-10. 1. Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as
inferences drawn from the text.
W. 9-10. 2a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make
importance connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
ELD Standards: Interpretive – Emerging
6. Reading/viewing closely:
b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of
multi-media using familiar verbs.
Productive – Emerging
10. Writing:
a. Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with
peers) and independently.
Learning Goal(s) or SWBAT analyze the text to gain a deeper understanding of the relationships between two of the novel’s characters.
Objective(s): SWBAT write a one-chunk paragraph in response to the text prompt following the Jane Schaffer format.

Materials: Student interactive notebook, different color pens (black, red, green, blue), pencils, Chromebooks, jar and slips of paper
with questions, projector/Smartboard

Technology Student Chromebooks – Padlet

Integration: Students will respond to the question “What role does Harish, the David Beckham boy, play in the novel?” on Padlet

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.

What you learned: Students in the class are social and enjoy collaborating with their peers on various tasks.

How it will influence your lesson: For my lesson, I will utilize small groups to ensure that students have the
opportunity to collaborate and share with their peer groups in response to the questions. This will help all students
to have a voice and answer teacher prompted questions.
What you learned: There are a few students who are English Learners, SPED, and have an IEP.

How it will influence your lesson: To assist these students’ learning needs, I can vary the types of instruction and
activities, which includes a free write to get them thinking about a certain topic, which then moves to a question
prompted through the use of technology. The main activity gives these students the chance to verbally
communicate with their peers and a lower affective filter environment. They could share out with the class if they
would like but they are not forced to do so.
What you learned: Students in the class have varying levels of academic abilities and skills.

How it will influence your lesson: My lesson includes multiple means of expression and communication. Students
can respond through writing, web tools, and verbal communication.

Adaptations
English Learner
Student Description Male student whose primary language is Spanish. During class he is mostly quiet with the
exception of when he discusses with other students. In particular, he asks a student beside him
to translate some words for him. He asks questions and responds to teacher questions in
English and is confident in doing so. For a multi-paragraph essay, he wrote in Spanish, which
showed me that he has both basic interpersonal communicative skills (BICS) and cognitive
academic language proficiency (CALP) in Spanish with basic interpersonal communicative skills
 in English. For spelling/vocabulary quizzes, he sounds out the words phonetically to determine
spelling for the words.

Instructional adaptation(s) To assist this student in his learning, I can give him extra time to think through and write down
based on the strengths and his free response. I can also allow for him to work with a student who can help translate some
needs of the student words if needed. To aid this student in his learning, I can model how to complete some of the
tasks and ensure that he is in a group of his peers that would help facilitate learning.

Rationale for adaptation(s)
Since I know this student is mainly quiet during class discussions and might not be comfortable
sharing with the class, I want to lower his affective filter, so I will let him share voluntarily of
wanting to. Additionally, I know he takes extra time to process the prompts and formulate a
response, so giving him extra time would be beneficial. I could give him a list of the questions
beforehand as well so he has access to them and can think about them before being in a group.

Student who presents a different instructional challenge or from an underserved population

Student Description
Instructional adaptation(s)
based on the strengths and
needs of the student
Male student who has an IEP, identified as having ADHD. During class discussions he remains
quiet and keeps to himself. He has an overall positive attitude in class and he can get other
students to laugh both in and out of the classroom. He follows along with the teacher and has
good insight into responding, but does not share out loud. I’ve noticed he plays with a Teck
Deck, which is a fingerboard/skateboard. He has mentioned that he does not like fidget spinners
but likes to play with fingerboards.
I will utilize verbal and visual cues to aid this student in maintain focus and staying on task. I can
pair him in a group with other students who can assist him in staying on track during the Canned
Questions activity.

Rationale for adaptation(s) The verbal and visual cues will help him maintain focus during class time. I can also walk around
the classroom and visit with him during the activities to ensure he is on task.

Instructional Plan
Activating Background Knowledge

Instructional Strategies Prior to the start of class, the teacher will have the agenda written on the board. Additionally, the teacher will have the
objectives written on the board: 1) Master the foundational elements of writing a one-chunk paragraph; and 2)
Demonstrate proficiency writing a one-chunk paragraph. In the previous week, students were introduced to these
objectives and broke them down into parts, such as what particular words mean, such as “master” “foundational
elements” “demonstrate” and “proficiency”. Students are continuing to work with these objectives this week as the
progress from writing a paragraph using an outline to forming a full paragraph in response to literature.
At the start of class, students will be given approximately 7-10 minutes to respond to a free write prompt: “Who, in
your life, has had a major influence on you? Why?” Students will write down their responses in their student interactive
notebooks. During this time, the teacher will walk around the room to observe students.
Once the time is up, the teacher will call for students’ attention and tie in the free write to the next part of the lesson,
the Padlet response. The teacher will connect the free write prompt to the Padlet prompt, such as how an individual
can leave a lasting impact on another. The Padlet prompt is: What role does Harish, the David Beckham boy, play in
the novel? Before students add to the Padlet, the teacher will go over what Padlet is, and how to use Padlet. The
teacher will advise students to make appropriate academic responses to the questions. Students will have a few
minutes to think through their response before contributing to the Padlet. Once the time is over, the teacher will go
over a few of the responses before moving to the main activity.
Informal Assessment Looking over student free responses and responses to the Padlet, listening to student collaboration/discussion

Rationale for Decisions The free write prepares students for the lesson that day while drawing from their own personal experiences as a way
to better connect to the text. The Padlet activity will allow for connections to be made between students’ personal
experiences and the text while utilizing technology for collaboration among students across the classroom.
Reflection (Completed At the start of class, students spent about 7 minutes on their free write. I was walking around and observing them as
after the lesson) they wrote and noticed that most of them were writing. My EL student was sitting at his desk so I walked over and
asked him if I could clarify the directions, which I did, with the assistance of his partner next to him who helped
translate. I also allowed him to write this free write in Spanish to make him feel more comfortable. The Padlet response
went will for the most part, minus an incident in which a student anonymously posted a comment which was highly
inappropriate. I addressed that comment and deleted it from the Padlet. I know now reflecting back that I should have
had students sign in through Google that way their responses were not anonymous.
Instructional Input

Instructional Strategies Once students close their Chromebooks, the teacher will have students partnered up into groups of 3-4 (depending on
the class size). The teacher will explain to the students about the Canned Questions activity. In their groups, students
will listen and watch as the teacher randomly pulls a slip of paper from a container which has a question related to the
class novel. The questions are at various critical thinking levels (from questions that ask for understanding to
questions that ask for deeper analysis or interpretation of the text). In their groups, the students will discuss the
question for a couple of minutes, ensuring that all students have a chance to speak. Then each group will share their
 answer with the class. This will continue until the last question is answered or there is 7-10 minutes left in the class
period.
Informal Assessment Listening to students as they discuss the questions in their groups and as they discuss as a class

Rationale for Decisions The Canned Questions activity utilizes questions with varying levels of thinking, which help to facilitate discussion and
allow students to display their knowledge on the topic while answering questions with increasingly sophisticated levels
of cognition.
Reflection (Completed I loved how the main activity went. I utilized index cards with numbers in order to group the students so they
after the lesson) interacted with new peers that they would typically work with. I found that the groups had good insight into the
questions asked and it made for an interesting and eye-opening discussion.
Closure
Instructional Strategies When the main activity is completed, the teacher will have the students move back to their assigned seats before
going over the closure. Each student will receive two handouts: one with a T-chart for essay writing and the other a
shaping sheet for essay writing. Teacher will explain that students will write a Jane Schaffer paragraph on the
following prompt: What is Harish’s impact on Lakshmi? Students have had practice writing a Jane Schaffer paragraph
starting last week, in which they worked on a paragraph with teacher modelling, with a partner, and now on their own.
Students will begin the T-chart and shaping sheet in class and complete it at home if needed, with typing up their final
paragraph at home.
Formal Assessment Jane Schaffer paragraph

Rationale for Decisions Having students write the paragraph for the assessment piece reinforces what students have been working on to
ensure they meet the objectives of 1) mastering the foundational elements of writing a one-chunk paragraph; and 2)
demonstrating proficiency writing a one-chunk paragraph. Next semester students will be expected to write longer
responses to a text in a multi-paragraph essay.
Reflection (Completed Students had enough time at the end of class to begin filling out their T-chart. I think this assessment piece would be
after the lesson) good to see if they had mastered the objectives that we’ve been working on for a week and a half.

1. Explain how your lesson
holds all students
accountable to high
expectations for learning.
2. Explain how the lesson
engages students in content
specific higher order
thinking.
3. Explain how your choice of
technology supported the
learning goals and student
engagement.
4. How are you going to know
that students are actively
engaged and are
understanding the content?
5. Explain how the learning plan
connects to the social and
emotional needs of the
students to create a positive
learning environment.
6. Describe how the lesson
supported students’ content
learning and academic
language.
Rationale
My lesson holds all students accountable to high expectations for learning by setting the
expectations at the beginning of the classroom. Students will have time to think and reflect
before writing during the free write stage. The Padlet activity allows for collaboration among
peers. The main activity itself engages students in critical thinking in which they will reflect
and think about the questions before the discuss in their peer groups. Students will be
expected to participate with their peers and collaborate with each other to share ideas, relating
to the constructivist view of teaching. Students will be able to learn from the teacher and from
each other.
The lesson engages students in content specific higher order thinking by asking them to start
off on the lower levels of Bloom’s Taxonomy before moving up to the higher levels. Students
start the lesson off on the remembering tier in which they recall facts and experiences from
their own life before understanding those experiences in the context of the prompt which
allows them to discuss and explain them. The Padlet response is similar with these two
beginning tiers. Students are then in multiple levels when working in their peer groups to
respond to the questions. Questions range from remembering and recalling facts to analyzing
and drawing connections among ideas. Students end the lesson in the create tier of Bloom’s
in which the construct their own paragraph responding to the prompt given.
Incorporating Padlet into the lesson to answer a question fosters students’ collaboration with
their peers in an online format. Students would be engaged with the program and they have
the ability to comment on other students’ posts and include links, images, and other
multimedia if they would like to. This creates a collaborative online environment for students to
share their ideas in real time.
I will know if students are actively engaged in the content by observing them and listening to
their conversations. To know that they are understanding the content, I will be asking
questions and if I notice multiple groups are stuck or struggling, I can pause the lesson and
offer assistance and clarify any confusing parts.
The lesson connects to students’ social and emotional needs by giving them time to reflect on
their own experiences and who has made an influence on them, utilizing and incorporating
technology to facilitate peer collaboration, and having students work in peer groups to share
their ideas with each other in a positive learning environment. Collaborative groups ensures
that all students have a voice and feel safe in sharing their ideas before sharing with the class
(if they would like).
The lesson supports students content learning and academic language through the activities.
For the first two, students make connections between their lived experiences and the events in
the novel, using academic language to discuss the comparisons. The main activity calls for
varying levels of critical thinking for students, and their responses would be modeled in
academic language. For example, if a student gives me a response, I can affirm their answer

7. Describe the ways you are
providing content specific
feedback to students within
your lesson.
but reword it using academic language. The assessment piece calls for students to reflect
back on their learning about how to write a paragraph and using what they have learning in
class in order to write a paragraph on their own.
I would be providing content specific feedback to students within the lesson by modeling
academic language in responding to their answers. Additionally, I will be walking around the
room listening to student collaboration. If students are stuck, I could pause and break down a
question that is difficult or confusing.
 Observed Lesson Plan 3 – Poetry & Sold

Author Megan Garcia-Gamble Date: 12/13/19 Subject: English

School-Site Kim Ertle Course: EDUC 497 Grade 10

Supervisor: Level:

School Charter Oak High School

Preparation to Teach
Unit Theme Sold & Poetry
(Where in the unit is The lesson occurs at the end of the unit on Sold. Students will be introduced to the poem “Caged Bird” by Maya Angelou
your lesson) and draw connections/parallels between the speaker of the poem and the novel’s protagonist.

Content Standard(s): RL. 9-10. 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
ELD Standards: Interpretive – Emerging
6. Reading/viewing closely:
b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of
multi-media using familiar verbs.
Learning Goal(s) or SWBAT compare and contrast two different literary works utilizing evidence from the text and inferences.
Objective(s): SWBAT annotate and analyze a poem to interpret its meaning and purpose.

Materials: Student interactive notebooks, student handouts with the “Caged Bird” poem, different colored pens/pencils and
highlighters, exit slip forms

Technology Teacher: YouTube video; overhead projector

Integration:

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.
What you learned: Students in the class have varying levels of academic abilities and skills.

How it will influence your lesson: I will include a modeling of the activity at the start to show all students how to
complete the task while asking for student input throughout, modeling the thinking process.
What you learned: There are a few students who are English Learners, SPED, and have an IEP.

How it will influence your lesson: To assist these students’ learning needs, I can include an audio reading of the
poem. The main activity gives these students support as I model the annotating process, providing them a
foundational level that they could use in later
What you learned: Students in the class are social and enjoy collaborating with their peers on various tasks.

How it will influence your lesson: I can incorporate a peer activity for the introductory activity considering the main
activity is more of a modeling process with student input.

Adaptations
English Learner
Student Description Male student whose primary language is Spanish. During class he is mostly quiet with the
exception of when he discusses with other students. In particular, he asks a student beside him
to translate some words for him. He asks questions and responds to teacher questions in
English and is confident in doing so. For a multi-paragraph essay, he wrote in Spanish, which
showed me that he has both basic interpersonal communicative skills (BICS) and cognitive
academic language proficiency (CALP) in Spanish with basic interpersonal communicative skills
in English. For spelling/vocabulary quizzes, he sounds out the words phonetically to determine
spelling for the words.

Instructional adaptation(s) To aid this student in his learning, I can provide him with a picture file of the vocabulary we are
based on the strengths and learning while incorporating visuals into the lesson. For the poem, I will have an audio of it being
needs of the student read aloud so he can follow along at the same time while hearing the words.

Rationale for adaptation(s) A picture file would aid this student in acquiring the academic vocabulary needed for the
content. Additionally, it would aid him in understanding the vocabulary used during class. The
 audio version allows this student to follow along with the reading and hear the words read, since
I see that he can understand words spoken in English.

Student who presents a different instructional challenge or from an underserved population

Student Description
Instructional adaptation(s)
based on the strengths and
needs of the student
Male student who has an IEP, identified as having ADHD. During class discussions he remains
quiet and keeps to himself. He has an overall positive attitude in class and he can get other
students to laugh both in and out of the classroom. He follows along with the teacher and has
good insight into responding, but does not share out loud. I’ve noticed he plays with a Teck
Deck, which is a fingerboard/skateboard. He has mentioned that he does not like fidget spinners
but likes to play with fingerboards.
In my lesson I will include an audio version of the poem so this student can follow along as it is
being read. I will utilize verbal and visual cues to aid this student in maintain focus and staying
on task.

Rationale for adaptation(s) The verbal and visual cues will help him maintain focus during class time. I can also walk around
the classroom and visit with him during the activities to ensure he is on task.

Instructional Plan
Activating Background Knowledge

Instructional Strategies At the start of class, the teacher will go over the objectives of the day: “Demonstrate proficiency in analyzing a text.”
and “Utilize critical thinking skills to compare and contrast two texts.” After, teacher will introduce a free write
question: “Was there ever a situation where you felt trapped or stuck? What did you do in that situation?” I will give
students a few minutes to think through the question and write down some of their thoughts in their interactive
notebook. After about 5 minutes of think and writing time, I will have students partner up for a Think-Pair-Share in
which they share their responses with their partners. Students will be given a few minutes so each partner has time to
share. Once the time is complete, the teacher will ask for volunteers to share their responses. Teacher will then
introduce the lesson for the day.
Informal Assessment Student discussions and responses, listening to student interactions

Rationale for Decisions The free write prepares students for the lesson that day while drawing from their own personal experiences as a way
to better connect to the texts. A Think-Pair-Share gives students the opportunity to collaborate with their peers and
share ideas before sharing them out with the class.
Reflection (Completed
after the lesson)

Instructional Input

Instructional Strategies Each student will be given a handout with the poem “Caged Bird” by Maya Angelou. The teacher will ask students to
take out a highlighter and a few colored pens (could be red, green, blue, or black). Once students are settled, the
teacher will bring up a YouTube video of Carla Renee reading Angelou’s poem
(https://www.youtube.com/watch?v=FIYG9zIUDF0). Once the reading is complete, the teacher will go through the
poem with students, modeling annotations while seeking student input. For each stanza, the teacher will ask students
how this relates to the novel’s protagonist Lakshmi and why. If students are stuck, the teacher can provide support
such as, “How does Lakshmi’s imprisonment in the novel compare to the speaker’s in the poem?”
Informal Assessment Student responses, listening to student questions; answers to teacher prompted questions

Rationale for Decisions To support my EL, SPED, and IEP students as well as my students as a whole, I think having the video to show how
the poem is read will allow for them to envision the words better. Additionally, with the reading, how it is presented will
assist students in their understanding of the poem. Annotating the poem and modeling the process of annotating will
provide students with the foundational skills needed to close read a text. Asking for student input during the
annotating process will get them to think critically about the lines of the stanza while enabling them to compare the
poem to their novel.
Reflection (Completed
after the lesson)

Closure
Instructional Strategies At the end of class, the teacher will give students an exit ticket that has them write down the objectives of the day.
There is a scale beneath the objective that asks: How comfortable do you feel doing an analysis on your own? The
teacher will go over what each of the faces mean, ranging from very comfortable/could do this on my own to not at
all/more support needed. Beneath the scale is room for students to explain their reasoning behind their response.
Formal Assessment Exit ticket response, in particular student rating and explanation

Rationale for Decisions Having students write down the objectives on the exit ticket ensures that they know what the objectives for that day
are, holding them accountable. More importantly, the scale and explanation will give the teacher the ability to assess if
the students were able to form the skills necessary to close read and annotate a text. If some students marked the not
 at all comfortable/more support needed, the teacher could do a reteach using another type of text to reinforce the
close reading skills.
Reflection (Completed
after the lesson)
1. Explain how your lesson
holds all students
accountable to high
expectations for learning.
2. Explain how the lesson
engages students in content
specific higher order
thinking.
3. Explain how your choice of
technology supported the
learning goals and student
engagement.
4. How are you going to know
that students are actively
engaged and are
understanding the content?
5. Explain how the learning plan
connects to the social and
emotional needs of the
students to create a positive
learning environment.
6. Describe how the lesson
supported students’ content
learning and academic
language.
7. Describe the ways you are
providing content specific
feedback to students within
your lesson.
Rationale
My lesson holds all students accountable to high expectations for learning by setting the
expectations at the beginning of the classroom. Students will have time to think and reflect
before writing during the free write stage. They will be expected to be active listeners with their
partners before sharing and listening to the class discussion. The main activity provides
students with the foundational skills necessary to close read a text to analyze it in order to
make a comparison between two different texts.
My lesson starts with the lower tiers of Bloom’s taxonomy with understanding, since student
need to understand what the poem says as a whole and be able to recall details and facts they
read. During the middle of the analysis, students hit the analysis tier in which they close read
the poem to determine deeper meanings in order to compare and contrast to the novel Sold.
This will allow students to come up with questions and answer questions that seek to elicit
deeper understanding and the relationships of ideas and concepts between two texts.
Utilizing a YouTube video for my students allows for them to hear the way the poem sounds,
allowing them to envision the rhythm and flow of the poem. For my EL students, it would allow
them to have a visual and auditory guide for the poem. Additionally, the overhead projector
would enable students to visually see what I am annotating and hear what I am saying as I
model the thinking process.
I will know by observing the class throughout the lesson, and eliciting student responses
throughout the annotating process by asking questions. If I notice students are struggling, I
can dig a little deeper and clarify any confusion. Additionally, the exit ticket will give me an
idea if the students understood the content.
The social and emotional needs of my students are met in the lesson through the peer
collaboration at the start of class and how the students answer a prompt that relates to their
personal lives. Additionally, their voices are heard when they provide their insight/input into the
annotating of the poem.
Students’ content learning and academic language are supported through the lesson by
providing the foundational skills needed to close read a text and annotate the text to establish
a deeper analysis, which leads to comparison between texts.
I provide content specific feedback to my students by reflecting their responses back using
academic language. If a student provides a response, I can repeat what they said using
academic language to model that for them.
 Observed Lesson Plan 4 – Poetry/Edgar Allan Poe

Author Megan Garcia-Gamble Date: 2/13/20 Subject: English

School-Site Kim Ertle Course: EDUC 498 Grade 10

Supervisor: Level:

School Charter Oak High School

Preparation to Teach
Unit Theme Poetry – “Annabel Lee” by Edgar Allan Poe
(Where in the unit is This lesson occurs a week after students began the poetry unit. They are familiar with poetry terms (taking notes on them
your lesson) and writing their definitions) and students have notes and experience with how to read a poem. Students were guided in
the annotation process for one poem and worked in a small group to finish the annotations. Students have also watched a
poetry slam video.

Content Standard(s): RL. 9-10. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal tone).
SL. 9-10. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes of larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
ELD Standards: Interpretive – Bridging
8. Analyzing language choices:
Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole,
varying connotations, the cumulative impact of word choices) produces nuances and difference effects on the
audience.
Collaborative – Bridging
1. Exchanging information/ideas:
Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-
appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions,
affirming others, and providing coherent and well-articulated comments and additional information.
Learning Goal(s) or SWBAT analyze the poem “Annabel Lee” by Edgar Allan Poe for poetry techniques and how these techniques are used to
Objective(s): construct meaning of the poem.
SWBAT work collaboratively in a one-to-one or small peer group setting, exchanging ideas and sharing information with
one another in an academic environment.
Materials: Loose-leaf paper, pens, pencils, highlighters, “Annabel Lee” poem handout, Quick Picture handout, popsicle sticks and
container with students’ names

Technology Teacher: overhead projector for introductory activity YouTube video

Integration: Students: Chromebooks or personal cell phone to look up definitions of unfamiliar words

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.
What you learned: Students enjoy collaboration with others and working in groups.

How it will influence your lesson: I will include collaboration in my lesson by having students work in small groups,
that way they can share their insight and help one another when annotating.
What you learned: Students have begun working with poetry and have notes on poetry terms.

How it will influence your lesson: I will review the steps of how to read a poem to reinforce their learning. I will
also include a video of the poem so students can hear how the poem is read to make it more interesting to read.
Students will also be allowed to use their notes during their annotations to aid them.
What you learned: Students have varying levels of academic skills and abilities.

How it will influence your lesson: To ensure that all students have access to the content, I will provide guiding or
focus questions to think about during their annotations. Additionally I will walk around the room and ask questions
to engage students with the poem and clarify any questions they might have.
 Adaptations
English Learner
Student Description There are currently 6 redesignated and 2 FEP students in the classroom.

Instructional adaptation(s)
based on the strengths and
needs of the student
To support these students, they will have access to their notes they took in class during a direct
instruction lesson the previous week and be able to use an online dictionary source to look up
words. I have also included a video of the poem, apart from students reading the poem aloud in
class, to provide a visual and auditory reading of the poem so they can hear how the poem is
read. I will also provide one-on-one assistance when needed.

Rationale for adaptation(s)
Although these students are redesignated and identified as FEP, I still want to provide supports
to ensure their academic language growth and access to the content. The dictionary is
beneficial, especially with this poem, since some of the words are unfamiliar and challenging,
which gives students a resource to use to help in their understanding of the content of the
poem.

Student who presents a different instructional challenge or from an underserved population

Student Description There are a couple of students in the class who are identified as SPED.

Instructional adaptation(s)
based on the strengths and
needs of the student
Rationale for adaptation(s)
To support their learning needs and goals of the students, I will allow for more time to work and
think through their responses. I will ensure that they are partnered or grouped up with one or
two other students who can provide them with peer supports in a small group setting. The video
of the poem also gives them a visual of the poem as they listen to it read.
The supports will allow for these students to have access to the content and be supported by
both their peers and I during instruction. More time to work will allow for longer think time for the
students who require more processing time before responding to the text.

Instructional Plan
Activating Background Knowledge

Instructional Strategies At the beginning of class, the teacher will have students turn in their Vocabulary Terms 9 Sentences to the blue
basket. The teacher will have students settle into their seats before beginning the lesson and setting the expectations.
Students will be asked to take out a separate lined sheet of paper and something to write with as the teacher shows 5
key words from the poem “Annabel Lee” by Edgar Allan Poe. The key words include kingdom, chilling, envying,
dissever, and love. The teacher will ask students: What is the connotation (or feeling) you get from these words?
Why?” Students will have a couple of minutes to jot down some thoughts. The teacher will then use popsicle sticks to
call on students to ask what they responded with and why. The teacher will then inform students that the key words
were from the poem that they will be annotating. The teacher will then review the steps of how to read the poem,
which the students have notes on from last week.
Informal Assessment Student responses

Rationale for Decisions The introductory activity allows for students think time to process the words and form their own thoughts/opinions
about the connotation/feeling or tone of the words together. Students think about the words and the significance of
them together. This prepares students for the poem, since they form an idea about what the poem might be about.
Calling students randomly using popsicle sticks ensures that all students have equal opportunity to be called on to
respond, thus holding them accountable for their learning.
Reflection (Completed
after the lesson)

Instructional Input
Instructional Strategies The teacher will pass out handouts of the poem for each student, ask students to read the title first and think about
the poem. Students will be given time to read the poem on their own to get a gist of what the poem is saying
(comprehension). The teacher will then show a video of a narrator reading the poem with an animation of what is read.
Students will be asked to focus on the mood and tone of the poem, quickly going over the difference between the
two. Students will watch the video before the teacher groups students in pairs or trios. The teacher will inform
students that in their small groups, they will annotate the poem together, looking for examples of the poetry
terms/techniques they have notes on. Students will also be given the focus question during their annotations: How
would you describe the overall mood and tone of the poem? Students will have the majority of the class period to
work in groups. The teacher will observe the students and walk around the room providing feedback and support
when needed. Students will be allowed to use their poetry notes for guidance.
Informal Assessment Teacher observations of student annotations; listening to student discussion/collaboration
Rationale for Decisions Students are familiar with the process in how to read a poem, so this activity gives them another opportunity to
practice annotating with a partner before they would annotate on their own. The first read allows for students to gain a
general understanding of the poem and the content before annotating, and the video aids students’ interpretation of
the poem by both hearing and watching the animation. By having students focus on their poetry terms/techniques,
they can practice annotating with a purpose, looking for how these techniques are used in poetry and how they are
used in order to form the meaning of the poem. Students working in smaller groups ensures that all students have the
opportunity to share their thoughts and insights with a partner.
Reflection (Completed
after the lesson)

Closure
Instructional Strategies At the end of class, students will wrap up/finish their annotations. The teacher will pass out a Quick Picture handout
for each student. The handout has an area for student to draw a quick picture that relates to the area of focus, which
is one poetic technique emphasized in the poem. Students will have one minute to draw the picture that comes to
mind for them that relates to the area of focus. Students will then answer the questions on the handout: What is my
picture about? What is one important idea my picture shows? What are two details in my picture? What is one
concepts I want to emphasize? Students will cite the particular line(s) in which they used to support their thinking.
Formal Assessment Quick Picture handout

Rationale for Decisions This handout gives me a better understanding of my students’ understanding of the poem and if annotating helped
them in their understanding and interpretation of the poem. The image allows for students to represent an important
aspect of the area of focus, and the following questions gives students the opportunity to explain their thinking.
Additionally, students utilize textual evidence to support their reasoning, thus showing me how their make connections
between the text and their thinking.
Reflection (Completed
after the lesson)

1. Explain how your lesson
holds all students
accountable to high
expectations for learning.
2. Explain how the lesson
engages students in content
specific higher order
thinking.
3. Explain how your choice of
technology supported the
learning goals and student
engagement.
4. How are you going to know
that students are actively
engaged and are
understanding the content?
5. Explain how the learning plan
connects to the social and
emotional needs of the
students to create a positive
learning environment.
6. Describe how the lesson
supported students’ content
Rationale
At the start of class I set the expectations for learning and help model that behavior throughout
the class. Students will have multiple opportunities throughout the lesson to share their
thoughts and insights to the introductory activity and the annotations of the poem. Students
will also be able to reflect on their own thinking and support that through the utilization of
textual evidence, in particular during the closure activity. Students will be supportive of each
other as they work collaboratively towards a common goal, which is to annotate the poem in
full.
The beginning activity of having students think about the connotation of the key words
requires students to apply their knowledge of what they know about the words, as well as
what the meaning of connotation is. Students utilize their critical thinking skills to compare the
words, drawing an interpretation of their meaning as a whole before reaching their idea of what
connotation the set has. Students progress up the tiers of Bloom’s Taxonomy as they analyze
the poem by focusing line-by-line and paying particular attention to poetry terms/techniques.
Additionally, students evaluate and critique certain aspects of the poem as they make meaning
from their analysis and interpretations. Finally, students create a quick picture that represents
their interpretation of the poem and answer questions that requires them to understand the
text and analyze its meaning.
Utilizing the YouTube video gives all students a visual representation of the poem to aid in
their comprehension of its content. Listening to the narrator also gives students insight into the
tone of the poem and how it might be read aloud. This supports students’ learning and
engagement since they can see a representation of the poem that might be challenging to
comprehend. It ensures that all students have access to the content. Additionally, allowing
students to use the Chromebooks or their own cell phones to look up words ensures that they
can find the definitions of words that are unfamiliar so they can have a better understanding of
a particular line or phrase.
I will know students are actively engaged and understanding the content as I listen in to their
discussions and collaboration. I will monitor their discussions and provide feedback and
support when necessary. I will frequently ask questions as they work in their groups to help
drive the discussion or when I notice groups are stuck or become off-task.
The lesson plan gives students ample opportunity to discuss their ideas with each other and
bring their own unique perspectives to the poem as they work to understand its meaning.
Students social and emotional needs are met through collaboration with peers and positive
and constructive feedback throughout. To support a positive learning environment, classroom
expectations are set at the beginning of class and positive and welcoming language is used.
The lesson supports students’ content learning by having them engage with a text on a deeper
level. Student utilize their critical thinking skills to analyze the poem for poetry
 learning and academic
language.
7. Describe the ways you are
providing content specific
feedback to students within
your lesson.
techniques/devices. Their academic language learning is supported through the use of
academic vocabulary (their poetry terms).
I provide content specific feedback during the lesson by reinforcing their previous knowledge
about how to read a poem, and providing supports through the lesson which include modeling
academic language, modeling the poem analysis if needed, and providing students with
questions that facilitate critical thinking.
 Observed Lesson Plan 5 – Fahrenheit 451: Conformity, Individuality, & Society

Author Megan Garcia-Gamble Date: 3/11/20 Subject: English

School-Site Kim Ertle Course: EDUC 498 Grade 10

Supervisor: Level:

School Charter Oak High School

Preparation to Teach
Unit Theme Fahrenheit 451
(Where in the unit is Students have been reading the novel in class and are currently towards the middle of the first part of the novel, The
your lesson) Hearth & The Salamander (currently on page 45).

Content Standard(s): RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
ELD Standards: Emerging – Interpretive
6b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multi-media
using familiar verbs.
Learning Goal(s) or SWBAT examine one of the key issues presented in the novel (conformity) and discuss the impact on the novel’s events
Objective(s): and the implications of these issues on society today.

Materials: Fahrenheit 451, lined paper, pens/pencils, novel packet

Technology N/A
Integration:

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.
What you learned: Students enjoy collaboration with others and working in groups.

How it will influence your lesson: I will include collaboration in my lesson by having students work in small groups,
that way they can share their insight and aid each other in their understanding of the novel and conformity.
What you learned: Students have varying levels of academic skills and abilities.

How it will influence your lesson: To ensure that all students have access to the content, I will provide questions to
focus their discussion to ensure that they have specific ideas to think about and address.
What you learned: Students have had difficulty with the novel and have found it challenging.

How it will influence your lesson: To connect one of the novel’s main themes to their own lives, I will allow
students to discuss and include topics that are relevant to them to discuss conformity and how it affects them,
before making the connection back to the novel.

Adaptations
English Learner
Student Description There is one student who is identified as being limited English proficient. He is mostly quiet
during class, but he completes his assignments and communicates with the teacher. When
needed, he will ask questions one-on-one and seeks support from his peers.

Instructional adaptation(s) I will make the connection between his personal experience and the class novel. I would also
based on the strengths and group him with other students who could provide the necessary support during group time to
needs of the student ensure that he is able to share his ideas. I will also draw on vocabulary used in the previous
week to build on his language vocabulary.

Rationale for adaptation(s) Having groups ensures that he can share his ideas in a small group before sharing with the
class. Additionally, the lesson makes the topic/idea presented in the novel relevant to him since
it compares his experience to that of the novel’s protagonist. Additionally, reinforcing the
vocabulary used will allow him to build more language acquisition.

Student who presents a different instructional challenge or from an underserved population

Student Description
Instructional adaptation(s)
based on the strengths and
needs of the student
There is a male student with a 504 plan for his ADHD. He is a bright student, but he does
struggle with maintaining focus for extended periods of time and is distracted by certain peers
during class instruction.
I will group this student up with other students with whom he could collaborate with that are not
close friends, that way he will be better able to stay on task. Additionally, I will provide verbal
and visual cues to keep in on track to ensure he has access to the content.

Rationale for adaptation(s) I sat in during his 504 meeting last semester and one of the additional supports requested was
to have minimal distractions in the class when working. I believe by seating him with others that
could aid in his focus as they work and the visual and auditory cues will provide additional
support.

Instructional Plan
Activating Background Knowledge

Instructional Strategies At the start of class, the teacher will review students responses to the three questions from yesterday’s reading that
they completed for homework. Teacher will have students share their responses as a class, reflecting on the concept
of making inferences. Next the teacher will have students do a quick write about a time they conformed to something
at school. Students will have time to write their response. The teacher will then transition class into the main activity.
Informal Assessment Student written responses to reading questions; listening to student responses

Rationale for Decisions Going over the questions from yesterday allows for me to see if they completed their assignment as well as gauge
their understanding of the material in connection to making inferences, which is what we discussed the day prior.
Giving students time to answer the free write question will get them thinking about the topic of conformity and how it
relates to them on a personal level.
Reflection (Completed
after the lesson)

Instructional Input

Instructional Strategies For the main activity, the teacher will have students identity current trends that are popular on their campus, such as
what people wear, what music they listen to, or even more controversial issues like body piercings, tattoos, and
smoking. Student will come up with these topics on their own and have a total of 8 for 8 groups. Students will then get
into groups and the teacher will randomly assign one topic per group.

In each group, students will collaborate and discuss with each other the following: Based on your assigned topic, why
do (or don’t) you conform or participate in this activity?
1. Are you pressured to participate in this activity? If you answer yes, how are you pressured? Where does
the pressure come from?
2. Do you feel that popular culture emphasizes individuality, or does it ask you to conform?
3. Does popular culture lead trends or follow them?
Each student will be responsible in writing down their group’s responses, fully fleshing out their ideas. Once the
groups have finished they will share with the class their responses.
Informal Assessment Walking around the classroom, listening to student discussion about conformity, making note of student responses
(which will be turned in).
Rationale for Decisions Allowing the class to decide which trends are popular on campus makes the content relevant to them, they are better
able to connect with it and see how conformity is a part of their lives. The questions help to focus what the students
will be discussing that way they don’t get side-tracked.
Reflection (Completed
after the lesson)

Closure
Instructional Strategies Once the activity is complete, students will be tasked with a writing assignment. Students will be given the prompt:
“What role does conformity play in the novel and how does it shape Montag’s views and actions? Use textual
evidence to support your response.” Students will be asked to follow the Jane Schaffer format for paragraph writing.
Formal Assessment Written response

Rationale for Decisions The written response redirects students’ thinking to focus in on the novel and how conformity plays a role in shaping
the events of the novel. The response gives me the ability to see students’ thinking, as well as if they are able to make
the connection between the influence of conformity and how the novel’s protagonist behaves and interacts with other
characters.
Reflection (Completed
after the lesson)