Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidates): Rebecca Shaw-Fuller Grade-Level: 10 Lesson Date: 4/10

Title of Lesson: Morality Cooperating Teacher: Ms. Doran

Core Components
Subject, Content Area, or Topic
● English: Reading
Student Population
● 3 Bells
○ Bell 1: Core
○ Bell 2: Core
○ Bell 3: Honors
Learning Objectives
1. I can explain how WWII affected William Golding and how he wrote.
2. I can explain how the atomic bomb affected William Golding and how he wrote.
Virginia Standard(s) of Learning (SOL)
10.4 The student will read, comprehend, and analyze literary texts of different cultures and
eras.
c) Interpret the cultural or social function of world and ethnic literature.
h) Explain the influence of historical context on the form, style, and point of view of a literary text(s).
Materials/Resources
● Student Chromebooks
● Dry Erase Board
● Dry Erase Markers
Highlight Key

Cooperative Learning Classroom Management Instructional Strategy Differentiation

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
 Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%

Safety Considerations
N/A

Time
(min.) Process Components
15 *Anticipatory Set
● Warmup Writing
● Question of the Day
○ Is man intrinsically good or evil?
1 *State the Objectives (grade-level terms)
● I can explain how WWII affected William Golding and how he wrote.
● I can explain how the atomic bomb affected William Golding and how he wrote.
15 *Instructional Input, Modeling, or Procedures
● TTW go through William Golding’s early life (Born Sept. 19th, 1911 in England,
Mother was a suffragette, Father was a schoolmaster, Grew up next to a
graveyard), career (Taught English + Philosophy, Joined the Royal Navy - 1940,
Published Lord of the Flies - 1954, Won Nobel Prize for Literature - 1983), and late
life (Knighted by Queen - 1988, Spent last years with wife, Ann [married in 1939],
Died June 19th, 1993 in England)
● TTW cover four events from WWII and explain how they affected England and
Golding (1940 France falls to the Nazis; Brits send children away, 1940 German
U-Boat torpedoes ship with British children, 1944 Operation Overlord in Normandy
frees West Europe from the Nazis, 1945 United States drops atomic bombs on
Hiroshima and Nagasaki, ending the war)
● TTW show a 3 min video about how atomic bombs have evolved over the years
5 *Check for Understanding
● Think, Pair, Share
○ TSW answer the following questions in pairs:
■ What is something that surprised you?
■ What is something you learned?
■ What is your opinion on atomic bombs?
5 *Guided Practice
● Guided Discussion
○ TTW revisit the QotD: Is man intrinsically good or evil? Elaborate.
○ Knowing what you now know about what Golding experienced in the war,
how would he answer this question?
■ Reveal the answer through this Golding quote: “I must say that
anyone who moved through those years (WWII) without
understanding that man produces evil as a bee produces honey,
must have been blind or wrong in the head.” - Golding thought man
was intrinsically evil
 ○ Honors add-on: TSW answer if they feel the bombing of Hiroshima and
Nagasaki to end the war was justified
20 *Independent Practice
● Unpacking Words
○ Using the context of all you have learned today, unpack each significant
word in the title - “Lord” and “Flies”
■ Write your initial thoughts about the meaning of the word
■ Look up the formal definition of the word
■ Compare the two. How close were you?
■ Use your knowledge from the lesson and what you have learned
about these two words to predict how these words will play into the
novel (Core: 3 predictions) (Honors: 5 predictions)
Incl. Assessment
● TSW turn in their unpacking words assignment via a Canvas discussion board

5 *Closure
● Where Are We Going?
○ TSW try to predict what tomorrow’s lesson will be, knowing that it will be
the last day of introduction to the novel. What is there left to cover?
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multicultural).
● A definition will be on screen for “intrinsically” in case a student does not know what
it means.
● Honors students have to make more predictions in the unpacking words
assignment. This is because predicting is a higher level of thinking; they mut put
together many pieces of information and extrapolate a possible outcome.
● Honors students also have an extra question in the guided discussion that asks
them to evaluate, a higher skill on Bloom’s Taxonomy
Classroom Management Strategies (To ensure a positive learning environment).
If you can hear me clap x
Attention up front in 5

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature