Name: Jacob Millican LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

The student is expected to analyze the authors After reading the text, the students will write
purpose, structure, and message within a text. about the structure and message of the text using
passages from the text to support their claims.
Specific Measureable Attainable Relevant _Time
Grade: 9th Subject: English

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must
Structure, be
Message,
teme Use smaller texts to begin teaching about
taught: structure and tone so the students get a
Active reading, summarizing, form an argument statement. Use of
textual evidence. feel for them.

Assessment: (C5)
The students will write a short 1-2 page essay outlining the possible meanings they found in the text using at least
two specific passages as evidence from the text.

Strategies for Success: (C6) Element of Technology: (C6)

Teach the Vocab- To introduce the vocab I will have them on a power point Computer or Ipad to type up essay
and have the students copy out the definitions; then to test their retention
I will play kahoot with them to see how well they remember. I will also use
word searches and cross words for a fun way to recall them.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Write themes on whiteboard during class Computer/ Ipad

discussion Copy of the text
Auditory –
Listening to me and fellow students read
Kinesethic –
N/a

Higher Order Questions to ask: (C6)

1. What is the author saying through the text?

2. How do the themes of the text apply to your life now?

3.
If you were in this situation, how would you react?

Hook: (C7) Closure: (C7)

For The Giver, Have students debate the pros and cons After reading the text, open up the same debate using
of a society where jobs and roles are assigned. what they read in the novel to see how much if at all
their opinions have changed.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I will start by telling them the definition of a theme and some other key terms they will need to know.

2. Student Activities / Guided Practice: (C6)

This will be class discussion, specifically when we do the class debates that I will guide.

3. Independent Practice: (C6)

Here the student will work on their different drafts of the essay.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
Mods I like the idea of providing outlines for the students
 Give student access to an audio version of the before we get into a text. This way the students have a
text designated area to take notes and they have an idea of
 Change the essay to an oral report what to look for in each leg of the text.
 Give student a written version of the reading
quiz
Accommodations
 Allow extra time for essay
 Give extra time for quizzes
 Allow them to write out what they want to say
beforehand in class discussions.
Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: After reading the text, the student will be able to compare and contrast different themes and be able to
Rigor form argumentative statements that they will be able to defend using textual evidence.

OPENING:
Retrieval Before starting the giver, I will lead a class discussion over the pros and cons of a society where you are
assigned a job and family.

TEACHER INPUT:
Relevance Lead the class discussion, as well as give them definitions to necessary vocab words that will help them
during the writing stage.
MODEL:
Routing I will show them examples of thesis statements so they can see the proper way to start to form their arguments.

GUIDED PRACTICE:
Retaining / Rehearsing
I will have them practice thesis statements off of smaller texts so that they can get the grasp of how to form one. I will
also have them do worksheets over the vocab so they can gain a better understanding of their meaning. Finally, during
class discussion we will use the vocab so the students can apply those to the text itself.

INDEPENDENT PRACTICE:
I will have the students keep a commonplace notebook while they read where they will copy out passages from the text
and write about how that passage leads to a certain themes of the story.

CHECK FOR UNDERSTANDING:

Recognizing
This will first be done through kahoot to see how well they understand the vocab. Also during the class discussions I will
see how well they can use the vocab to talk about the text.
ASSESSMENT:
I will have reading quizzes to both ensure the students do the readings and test how effective they are at retaining what
they read. I will also check their commonplace notebooks to see what they found worth writing about.

RESOURCES / MATERIALS:
The text itself, commonplace notebook

CLOSURE:
Re-exposure
After finishing the text, I will ask the opening question about a society that assigns parts of life and see how much the
answers differ. This will lead to the students writing an essay about the themes in the book and possibly what those themes
are saying about that question.