Barry Williams II

ENG 220-2001
10/25/2020

Cooperative Learning Lesson Plan

I. Describe the Class

This is a sixth grade English Literature class that teaches students how to dissect

literature and understand the use of literary themes. This class consists of Twenty students who

are broken down to teams/groups of five. Each team/group receives a piece of literature and are

required to dissect it for its themes. In this class, every member of the group must participate.

II. Objective(s)

 Students will be able to identify literary terms in the text with 85% accuracy.

 After reading literature, students should be able to differentiate between imagery

and symbolism with 80% accuracy.

 After completing this lesson, students will be able to demonstrate their

comprehension of hyperboles and metaphors by applying them in their own

writing.

III. Procedures

 Teacher will inform class of the different literary devices in literature and how

they are used using PowerPoint presentation.

  Students will be given a copy of The Giver, by Louis Lowry, and instructed on

what to do with it within their groups.

 Teacher will inquire what the students already know and inform them of what

they do not.

 Each group/team will be given a chapter to read and they must work together to

find and explain literary devices. This is designed to implement group

heterogeneity and promotive interaction.

 Each group member is required to participate. The group is expected to choose

specific roles to execute certain tasks. This is designed to implement interpersonal

skills within the group.

IV. Materials

-The Giver by Louis Lowry

-Table/desks, positioned close together

-Notebook paper

-Pen/pencil

-PowerPoint software, Computer, and Projector

V. Grouping Structures

Groups will be cut off at five people. This is to ensure that enough work can be

distributed amongst the five of them. The classroom is set up with five student-tables and a
teacher’s desk. This will be done so that students can work together in a more intimate setting

and learn to cooperate more effectively.

VI. Modifications

Class instruction will adapt to the students with specific needs. For example, if there are

English Language Learners, there will be a teacher’s aide present who speaks in their native

language. If there are students who are learning disabled, there will be accommodations made for

them. For example, students who may have reading-dyslexia will be given separate, and more

detailed instruction, once most of the class has been given their directions.

VII. Assessment

Students will be tested on their knowledge of literary devices and how well they work as

a group. There will be a quiz after each chapter to assess the students’ understanding of the

material. Quizzes will consist of ten questions: five multiple-choice and five short-answer.

Students will prove their comprehension of literature and literary devices by completing the

quizzes and participating in class discussions. Students will also be tested in their writing

assignments where they will be expected to use specific literary techniques correctly.

VIII. Closure

To conclude the lesson, there will be a short exam to display the students’ knowledge of

all covered material. Students will be expected to be familiar with literary devices used in the

novel with 80% accuracy. Students must work within their groups and discuss the differences
between imagery and symbolism discussed in The Giver. Also, students must demonstrate that

they can effectively use hyperboles and metaphors in their writing with 80% accuracy. Work not

finished in-class will be taken home as homework. Students will be encouraged to spend time

with their group members at home and practice working heterogeneously. There will be a class

group chat set up so the students can respond to questions posted by the teacher. Students will

have the opportunity to agree or respectfully challenge another student’s response and practice

promotive interaction.