Name: Tommy Brown

Lesson Title: Reading Comprehension

Grade: 10
Type of Lesson:

Learning Goal(s):

Date of Lesson: SPRING 2015 SECOND

Content Area: ELA
School: Seton High School

Introductory
Practice/Review
Mastery
Assessment Task(s):

(1) Construct
1) Mastery completion
predictions about a text of Section 1 of their
series of events.
novel graphic
organizer.
(2) Collaborate their
interpretations of the
2) Reading Quiz over
reading.
Chapters 1, 2, 3
(3) Identify plot and
3) Complete Vocab
theme of the novel thus Worksheet as words
far.
come into reading
(4) Recall knowledge
from previous reading

4) Analyze our Novel

Graphic Organizer,
vocab sheet, as well as
lit. circle sheets.

Multicultural Goal (integration and

assessment):

Assessment Tool(s):
1) Novel
2) Novel Graphic Organizer
3) Lit Circle Sheets
4) Vocab Follow-Along
Assessment Criteria:
1) Students will complete section 1 of their
novel unit graphic organizer.
Evidence of Mastery:
1) 90% of the class will demonstrate they
can identify the lesson Eddie learns from the
first person he meets.
2) 80% of students will receive an 80% or
higher on the reading quiz.

Academic Standards/Professional Standards (Include a sentence or phrase, not just the

standard number.)
Primary focus (most students will be able to):
9-10.RL.2.1 Cite strong and thorough textual evidence to support analysis of what a text says
explicitly as well as inferences and interpretations drawn from the text.
9-10.RL.2.2 Analyze in detail the development of two or more themes or central ideas over the
course of a work of literature, including how they emerge and are shaped and refined by specific
details.
9-10.RL.2.3 Analyze how dynamic 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.
9-10.RV.2.5 Vocabulary in Literature and Nonfiction Texts
9-10.RV.3.1 Analyze the meaning of words and phrases as they are used in works of literature,

including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings.
9-10.RV.3.2 Determine the meaning of words and phrases as they are used in a nonfiction text,
including figurative, connotative, and technical meanings; evaluate the effectiveness of specific
word choices on meaning and tone (e.g., how the language of a court opinion differs from that of
a newspaper).
9-10.RV.3.3 Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.
Differentiation (content, process, product):
1) Students will be given a graphic organizer in order to help follow the plot of the book in order
to identify lessons and motifs.
Accommodations:
1) Students with an IEP who struggle with reading will be given a copy of the book via audio.
Prior Learning:
1) Ability to read
2) Understand context of author

Prerequisite Skills:
1) Ability to identify a theme
2) Ability to make connections of text

Vocabulary development:
1) Plot
2) Theme
3) Symbolism
4) Cacophony
5) Imminent
6) Ballyhoo
7) Commodity
Anticipatory Set (Recall prior learning/create interest.):
I will ask my kids to get up out of their seats and form a large circle. I will then share with them
a lesson I learned from a previous teacher of mine when I got mad in class. I will share with
them how this experience never resonated with me until years later when one of my students got
mad and I sat down and had this same talk. I will then ask the students what they have learned
from someone but did not realize it until days, weeks, months, or even years later? (This will
lead into the connection of our reading)
Procedures (model; instruct (with explicit connection to Blooms Taxonomy); samples; guided
and independent practice; monitor progress, etc.):
1) Prior to Anticipatory Set: Students will be given their reading quiz over chapters 1, 2, and 3.
Students will have 20-Minutes max to complete this quiz.

NOTE: The class will be given reading quizzes on the book at random. (20 Minutes).
2) I will open the floor to any student who wants to share what they remember about the readings
with the class. Here, students can collaborate with one another, as well as myself, for clarity or
questions over the reading. During, I will ask probing questions about the reading and the events
that took place. (15 minutes) (What happened? Who did we Meet? Setting? Plot? Possible
emerging themes?)
3) To ensure all students understand the starting plot of the novel, I will be showing a YouTube
video introducing the books plot (7 Minutes). After this, I will start reading Chapter 4 to the
class transitioning into a popcorn reading strategy amongst the students. The class will
complete Chapter 4 together in class.
Plot Video: http://www.youtube.com/watch?v=X2MiOya9gaw
4) Once we have finished reading chapter 4 as a class, I will handout the novel graphic organizer
as well as the vocabulary follow-along handout. This organizer will help students follow the plot
of the story, identify themes and symbols, and help with comprehension of what Eddie learns
from each person he meets in heaven.
5) I will model section one using a hypothetical example of what I have learned from my parents
about responsibility and respect. This will help students at home when filling out the first
sections of their NGO over the reading.
6) I will then introduce my students to their Literature Groups. Students will be broken up into
groups of four. I will mix learning styles and abilities in these groups. Placing lower level with

higher; introverts with extroverts.

NOTE: In these literature groups, students will collaborate with one another through out the
entire course of the novel. Each student will complete one worksheet for every designated
section of the novel. Each week, students will completing a different worksheet per section.
7) I will review their roles and worksheet with the class and answer any questions about them.
Section Due Dates: Friday- 1st Week
Second Section Due: Thursday- 2nd Week
Third Section Due: Tuesday- 3rd Week
When students are in these groups, they will collaborate with one another over their designated
role. By giving students an individual role, it gives them accountability. Encouraging them to
read so they do not let their group down.
8) Students will designate roles to individuals and come up with a group name.
9) Their first worksheet over Section One of the novel will be due Friday. They may start
working on them in class.

Closure (restate learning goal & connect across curriculum/real life application and extends
learning):
I will review again what we have read in chapters 1-3, the vocabulary, and review the class
anticipations of short chapters 5, 6. I will then open up for discussion what the students predict

will happen in Chapter 5 and 6 which they will be reading for homework. I will also review the
expectations and due dates for the Lit. Circle worksheets and model any worksheet that is
unclear.
HW: The students will be asked to read short chapters chapter 5 and 6 for homework and to fill
out section one and two of their novel graphic organizer and will be reminded to bring it to class
on Thursday. Also reminded to start working on Lit. Circle worksheet.

Materials:
1) Literature Circle Worksheets
2) Novel
3) Lit Journals

Technologies Implemented:
1) iPads
2) Computer
3) Projector
4) YouTube Video
5) Speakers

ATTACH: any lecture notes, strategy explanations, handouts, rubrics and so on that you
use.

Name:___MR. BROWN___

Date:__SPRING 2015__

The Five People You Meet in Heaven

Mitch Albom
The Five People you Meet in Heaven is a nonfiction story about the afterlife
experience of Eddie, the main character of the novel. When Eddie dies, he revisits five
people from his life, each with a different meaning, message, and importance. Eddie
travels back in time and visits many places from his past. With each encounter, Eddie
realizes something new about himself, his relationships, and his purpose in life.
As you read this novel, think about what Eddie learns from each person that he
meets in heaven, no matter how small or big of a role they played in his life. Complete
the graphic organizer below and describe their impact/effect on Eddie. The information
you write in this packet will help you brainstorm and outline your first writing
assignment when you return to school.
1. The First Person Eddie Meets: The Blue Man
Relationship/Connection to Eddie

The Lesson/What Eddie Realizes

Feeling/Tone related to this memory/relationship (circle one or write your own):

sadness
friendship

happiness
disappointment

overcoming challenges
life-changing experiences

love

Explanation__________________________________________________________________
________________________________________________________________________
______

2. The Second Person Eddie Meets: The Captain

Relationship/Connection to Eddie

The Lesson/What Eddie Realizes

Feeling/Tone related to this memory/relationship (circle one or write your own):

sadness
friendship

happiness
disappointment

overcoming challenges
life-changing experiences

love

Explanation__________________________________________________________________
________________________________________________________________________

3. The Third Person Eddie Meets: The Ruby

Relationship/Connection to Eddie

The Lesson/What Eddie Realizes

Feeling/Tone related to this memory/relationship (circle one or write your own):

sadness
friendship

happiness
disappointment

overcoming challenges
life-changing experiences

love

Explanation__________________________________________________________________
________________________________________________________________________

4. The Fourth Person Eddie Meets: Marguerite

Relationship/Connection to Eddie

The Lesson/What Eddie Realizes

Feeling/Tone related to this memory/relationship (circle one or write your own):

sadness
friendship

happiness
disappointment

overcoming challenges
life-changing experiences

love

Explanation__________________________________________________________________
________________________________________________________________________

1. The Fifth Person Eddie Meets: Tala

Relationship/Connection to Eddie

The Lesson/What Eddie Realizes

Feeling/Tone related to this memory/relationship (circle one or write your own):

sadness
friendship

happiness
disappointment

overcoming challenges
life-changing experiences

love

Explanation__________________________________________________________________
________________________________________________________________________

Eddies Thoughts about his Life

Before Meeting his Five People

After Meeting his Five People

Additional Thoughts/Overall Reaction to the Novel

________________________________________________________________________
______
________________________________________________________________________
______
________________________________________________________________________
______
________________________________________________________________________
______
________________________________________________________________________
______

*Remember to bring this with you to class every day

Literature Circle Group Names:

Directions: Each week your group will be handed the same six worksheets; Discussion
Director, Selector Director, Art Director; Word Finder, Connector Director, and Summary
Director. These will be handed out every two to three chapters you read in the book, The
Five People You Meet In Heaven. This means, you each will complete each of the jobs
once.
Chapter 3-5:
Discussion Director:_____________________ Word Finder:
Connector:____________________

Art Director:_____________________

Chapter 6-10:
Discussion Director:_____________________ Word Finder:
Connector:____________________

Art Director:_____________________

Chapter 11-14:
Discussion Director:_____________________ Word Finder:
Connector:____________________

Art Director:_____________________

Worksheet #1:
Discussion Director:__________________________
Name of the book is: ________________________________________________

Your job is to develop a list of questions that the group might want to discuss about this
part of the book.
Usually the best discussion questions come from your own thoughts, feelings and
concerns as you read. What was going through your mind while you read...What
questions did you have when you finished this section? Did anything in this section of the
book surprise you?
Think about the question helpers.
Who? What? Where? When? Why? How?
Details? What if? Opinion?
1.___________________________________________________________________
2.___________________________________________________________________
3.___________________________________________________________________
4.___________________________________________________________________
5.___________________________________________________________________
6.___________________________________________________________________

Worksheet #2
Connector Director__________________________________

Name of the book is:__________________________________

How is this book like real life? Find a way to connect what you read today, to something
that might happen, or has happened in real life. (2 Paragraphs)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Worksheet #3:
Art Director__________________________

Write two to three paragraphs summarizing the chapter or today's reading. Use the chart
that guides you through summarizing.
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Use the back of this paper to draw a picture of what happened in today's reading for the
group. Be sure to include details from the story in your picture.
Title _______________________________________
What I included in my drawing and why I included it:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Worksheet #4:
Wild and Crazy Word Finder________________________________________________

Name of the book is: ___________________________________

Find four to six interesting, powerful or tricky words from today's reading. Write them
below along with the page number. Use flags to mark those words. You will be asked to
share those words during our next guided reading meeting.
1.______________________________ Page ___________
2.______________________________ Page ___________
3.______________________________ Page ___________
4.______________________________ Page ___________
5.______________________________ Page ___________
6.______________________________ Page ___________

Name: ____________________________ Date:____________________________

Reading Quiz on Chapters 1 and 2The Five People You Meet In Heaven by Mitch Alborn

1. Who is the protagonist in the novel?

______________________________________________________
2. How does the protagonist die in Chapter one?
______________________________________________________
3. What is the name of the Amusement Park that the protagonist works at?
______________________________________________________
4. What is the name of the man who used to perform in the Freak Shows at the pier that
the protagonist meets when he first enters Heaven?
_____________________________________________________
5. How many people are appointed to the main character in the story?
_____________________________________________________
1. Where does Eddie wake up in Chapter Three?
a) In heaven.
b) In his bed.
c) In the teacup ride on Ruby Pier.
d) In the Philippines.
2. What is different about Eddie when he wakes up?
a) He can walk without his cane.
b) He floats.
c) He is young again.
d) He looks different.
3. How does Eddie feel when he wakes up?
a) Wonderful, but alone.
b) Sad and alone.
c) Young, but skeptical.
d) Happy and alive.
4. What is different about Ruby Pier when Eddie wakes up?
a) It is the Ruby Pier of the present.
b) It is the new Ruby Pier.
c) It is the Ruby Pier of the past.
d) It is Ruby Pier of Eddie's childhood.

The Five People You Meet In Heaven

VOCABULARY FOLLOW-ALONG
As you come across any of these words in the text,
write down the page number, record the sentence,
and look uo its definition as it is used in the text.
Mitch Albom:
Page #:
Sentence:

Definition:

Arthritis:
Page #:
Sentence:

Definition:

Biography:
Page #:
Sentence:

Definition:

Nimble:
Page #:
Sentence:

Definition:

Pier:
Page #:
Sentence:

Definition:

Firmament:
Page #:
Sentence:

Definition:

Symbolism:
Page #:
Sentence:

Definition:

Cacophony:
Page #:
Sentence:

Definition:

Imminent:
Page #:
Sentence:

Definition:

Ballyhoo:
Page #:
Sentence:

Definition:

Commodity:
Page #:
Sentence:

Definition:

Flashback:
Page #:
Sentence:

Definition:

Thomas R. Brown
Seton Catholic High School

The Five People You Meet in Heaven

Lesson 3
1-21-15
Today went absolutely perfect! Not! As I was separating the groups for their
literature circles and explaining their guidelines and expectations, I soon realized every
student was staring at me as if their was a monkey on my head. I simply asked them
why are you all looking at me like that? and they replied with we have no clue what
you are talking about with this. This just made my day. What I failed to do was explain
that not all of this was due at once and that they would be working on these throughout
the entire duration of the novel. My kids all thought this was one big assignment as were
ready to get their pitchforks and run me out of the school. I decided to take a step back,
pull the packet up on the projector and go through each page one at a time. As we went
through this together, I had the students write in due dates, assign roles within their
groups, and ask questions as we went. This worked wonderfully!
I also explained to the class that this assignment relies largely on group
collaboration and participation. Without even making a point of it, group leaders arose in
each group and the students took it amongst themselves to organize their groups
individually. I was excited to see the groups collaborating, making plans, setting
schedules, and even answering one anothers questions. Today I really felt as if I was
simply a facilitator and the students were taking the lead role in their own learning.
As we were discussing what we read last night for homework, I made a point of
making my students questions themselves. I am not sure right now if this were a good
idea, but whenever a student would mention a fact about the reading, I would question
them in a way that would make them feel as if they misread or misunderstood what they

read. In my observations during their career unit, prior to this unit, I realized that students
do not speak up for themselves, stand up for their own opinion and doubt themselves
even when they are right. I am hoping that students pick up on this and start standing up
for their answers using textual evidence, but class just ended and I feel like I just
confused a lot of kids.