Secondary Lesson Plan

Name: Aysha Sivongsa

Cooperating Teacher: Rachel Hughes
Subject & Grade Level: English 10
Lesson: Close Reading and Reading Log
Date: 10.5.2022

1. Standards:
a. E.9-10.RSL.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.

2. Teaching Model: Direct instruction & Collaborative learning

3. Objective(s): By the end of the lesson SWBAT to understand chapter 7 of Lord of the
Flies (LoTF) to create new connections between imperialism, link new meanings
between savagery and war, and better understand global literature by participating in
class discussions and being assessed through their formative reading log.

4. Materials and Technology: projector, wifi, LoTF reading log, pencil, LoTF book,
characterization chart

5. Instructional Procedures:
a. Students will be reading with us (direct instruction), and we will be vocalizing
important questions that help them better understand the book. This will be
important to them because it teaches them how to closely look at what they are
reading and be able to make connections between imperialism, history, and
human nature. In addition, it helps students take new POVs since we are also
doing a characterization chart, where they take a deeper look into the characters.
i. 0:00-0:05 We will be taking attendance, getting through any necessary
announcements and asking the class to take out their necessary materials.
ii. 0:05-0:40 Using tight transitions I will lead the class in the guided reading,
and read the novel with them while asking questions like: “what’s Ralph
doing right now?”/”why doesn’t Ralph finish his line of thought”/”Does
Simon like being called crazy?”/”What does this dialogue sound
like?”/”Who does Ralph sound like here?”/”What’s Jack feeling here
when he says that?” This also helps with their characterization charts
because indirect characterization is harder to find in comparison to direct.
iii. 0:40-0:46 I will be going over parts of the reading log with the students
depending on how far we get into the reading. We will go over them as a
class to generate ideas and students are able to better bounce off each other
instead of keeping their ideas to themselves.
 iv. Activities or learning experiences: Students will be reading along,
answering the vocalized questions, and filling their characterization charts.
In addition they will be doing the reading log independently if it is not
done in class, however we do try to do them in class so that ideas and
opinions can expand.
b. Closure: When finished reading and answer the reading log, we will open the
flood to any questions.

c. Extension / Contingency Plan: If something goes wrong with the materials or

worksheet, then we will begin another section of the unit.

6. Accommodations / Modifications: These will be based on the individual needs of each

student according to the master teacher or educational assistant. I will accommodate IEP
and 504’s according to documentation. Plus, most documents are available in Spanish
along with different graphic organizers, supplemental texts, and additional lessons for the
students to utilize.

7. Assessment / Evaluation of Learning: Evaluations will be done by myself and my

mentor through their summative and formative assessments. The reading log and
characterization charts are formative assessments, meant for students to experiment with
their own ideas and thoughts.

8. Homework Assignment: Reading log and characterization chart if not completed in

class.

9. Reflection: Now that I have two periods of sophomores, it is interesting to see the
contrast of how the classes operate. As expected, they have very different answers.
However, their level of engagement differs dramatically. I will have to work on a new
line of questioning and use different examples that make sense in order for them to get
more invested into the lessons.