Belmont Lesson Plan Template__ENGLISH METHODS (HOGAN)

BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document

ENGLISH LANGUAGE ARTS LESSON PLAN

English Language Arts Integration Plan:
Lesson Title: ____Learning Game_______________
Part of what unit? ___To Kill a Mockingbird________________________
TN State Standards:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own
clearly.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume,
and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Common Core (CCSS) Standards:
CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others
ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
CCSS.ELA-LITERACY.SL.8.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
NCTE Standards:
Students read a wide range of literature from many periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They
draw on their prior experience, their interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
Language Objectives (SIOP):
1. The students will be able to orally identify in English thematic constructs, characters, setting details,
and plot points of the novel, To Kill a Mockingbird.
2. The students will be able to define the levels and types of prejudice during the 1930s/ Great
Depression via specific academic vocabulary from the book and the lesson.
3. The students will be able to comprehend text in English and use it verbally support their claims during
the jeopardy game.
Check all that apply for this lesson: Instruction in
Reading

Writing

Speaking/Language/Listening

NonPrint

Critical
Thinking

Language
(SIOP)

INSTRUCTIONAL OBJECTIVES:
I.O. #1 Given: prior knowledge of the novel To Kill a Mockingbird
TLWBAT: organize prejudices experienced in the novel and the 1930s/ Great Depression Era into types,
levels, and categories, represented in the novel
By; playing a class game of jeopardy on TKAM and supporting their answers from the text
At (performance level): 85% which is school proficiency. I will assess this from the classs verbal
responses to the jeopardy questions and from the text they use to back up their claims. I will serve as Alex Trebek
and type in their answers/ give them the correct ones.
I.O. #2 Given: prior knowledge of the novel To Kill a Mockingbird
TLWBAT: recognize and identify characters, plot points, themes, and setting details from TKAM
By; verbally answering questions to class game of jeopardy on TKAM and supporting their answers with
evidence from the text
At (performance level): 85% which is school proficiency. See above.
I.O.#3 Given: prior knowledge of the novel To Kill a Mockingbird

TLWBAT: Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.

By; using the novel in a class game of jeopardy on TKAM to answer the game questions
At (performance level): 85% which is school proficiency. See above.
TASK ANALYSIS:
Prerequisite Knowledge and
Prior Knowledge
We have just covered an extensive,
in-depth look at grammar and its
function and usage in proper and
effective communication. We
covered all eight parts of speech and
have been tested on it. Two classes
reached the 80% mark which I
deemed to be mastery level of the
content. Two of my classes did not
reach that level. They have also
covered informational text, what it
looks like/ how to identify it, and
how to analyze in its relationship to
other fictional and nonfictional texts.
They learned what theme was and
how it might look in throughout
Gathering Blue. They have begun to
write an essay in which they identify
one of the themes from the novel
and support their claim with
evidence from the text. They also
have learned what the Five Stages
of Grief by Kubler-Ross is, how it
is evident in Gathering Blue, and
how death and dying might look in
different cultures. They also
discussed the concept of what
history is and what it entails, who
wrote it and why that is important
for historical records, how that could
change the future, and what role
history plays in Gathering Blue.
They have also completed an art
project where each class created a
family history quilt to expose
them to their own culture and the
cultures of their classmates and to
teach them that everyones familial
histories and cultures are
interdependent or connected. They
have also participated in a Socratic
seminar that encouraged and
fostered an in-depth discussion of
the novel and how it relates to
informational text about what family
and marriage look like in modern
day. All of this played into their

Desired Knowledge/
Essential Learning
The students will be able to recall all
plot points, characters, setting
details, and themes, including types
and levels of prejudice, symbols, and
the four main lessons of life from the
novel TKAM. They will be able to
verbally support all of their claims
with evidence they have found in the
text, proving that they have mastered
the vocabulary of the lesson/novel
and a cumulative knowledge of the
books content.

Enrichment/Extended Knowledge
The students will complete their
PBL part of the unit after
Thanksgiving break, so this review
time will serve as solid assessment
of the level of work and detail they
will need to be put into their
individual groups final
project/presentation.

prior knowledge of how to analyze

their next novel, TKAM. They have
completed the whole novel up to this
point and completed an in-depth
study guide, covering every chapter.
Now, they need to review before
taking the cumulative test.

LESSON PLAN:
Accommodations/
Differentiation

PRE-PLANNING
Assessment (based on objectives)

Assessment
accommodations:

Formative

Summative

I will assess the classs verbal

answers/responses to the jeopardy
game questions to check for
understanding and knowledge of the
content.

The students will take a standard

cumulative test over the entire novel
of TKAM, focusing on plot points,
themes, setting details, and
characters. All of the test questions
and answers will come from the study
guide, class discussion and notes, and
the novel which will all be reviewed
during the jeopardy game.

I will also check my copy of TKAM as

the students use theirs to support any
and all claims they make as answers
to the game questions to check for
understanding and knowledge of the
content and whether or not they can
meet the objective to cite and support
textual evidence.

I will also have the groups write down

the question as it is displayed on the
board, along with the answer they
think it is. When the correct answer is
revealed, they will need to write it
down too (a compare and contrast).
Then they will write down the page
numbers and paragraphs of their
evidence they used to support their
initial answer. They will turn this into
me at the end of class so I can assess
their abilities to make claims and
support them with evidence from the
text.

Materials
The students will need their own copy of TKAM, either hard copy or on an
electronic device. They will also need paper and a pen or a pencil. I will
provide them with the jeopardy game via the Promethean board. Some may
need to use their electronic devices to follow along with their
accommodations.

Kyle will need to write

down his answers to the
jeopardy questions
because it allows him time
to process and think
through what he wants to
say. He may also need to
come show me his
supported evidence in the
book, rather than writing it
down and turning it in. He
tends to forget things soon
after he has heard them.
Assessment differentiation:
My two lower functioning
classes will definitely need
to write down all their
answers, individually, and
all the evidence from the
book because not
everyone in that class will
be verbal and it will warp
my assessment/I wont get
an accurate assessment.

Integration of Technology
Teacher Use:
I will be using the Promethean board to display and navigate the jeopardy
game.
Student Use:
The students may use their electronic devices to access their TKAM copy.
My students with accommodations may also use their electronic devices to
access the game personally.

LESSON DESIGN

Adaptive Technology:
Although my classes dont
have any true need for
this, there are several
students who could benefit
from using Live Scribe
pens while they play the
game to use as notes for
their study guide;
especially students in my
lower functioning classes
and kids with ADHD like
C.J., Marcos, Savales, and
Kevin.
Time

Accommodatio
ns/
Differentiation

Anticipatory Set (1-3 Focusing )Attention Signal

Attention Signal

I will notify the students vocally that it is

time to sit down in their assigned seats
quietly and await further instruction from
me. (2 minutes)

Anticipatory Set

I will begin the class by playing the theme song

from Jeopardy, prompting the kids to tell me what
it comes from and what it usually indicates. We
will take a couple of minutes here to discuss the
rigorous academic intent of the show and how it
will play into the days lesson/review game.

Access/Review
Prior Knowledge
We have had several discussions on the dissection of the novel, specifically
looking at everything we can figure out about the Finches and the Radleys
and how that portrays a deeper significance in the novel and its themes. By
identifying these two households, the kids have been able to find in-depth
correlations between them and types of prejudices, the history of the
1930s/Great Depression Era, human civility, family models and structures,
and symbols like the innocence of a mockingbird.

Topic presentation
I will begin the class with the Jeopardy themed anticipatory set which will lead to a
brief discussion about the academic standards of the game and how it will play into
the standards I will expect from them as we finish out this unit. (2 min)
Then I will explain to the kids that they will be participating in a review game of
Jeopardy that I have specifically modified to accommodate everything we have
covered in TKAM. It will cover five categories, including: characters, types of
prejudices, setting details, miscellaneous, and literary terms from the novel. It is a
two player game, so I will divide the class in half and remain the show host, Alex
Trebek. I will explain to the kids how the game works, when it is each teams turn,
they will select a category with a certain number of points (indicating the level of
difficulty in the question) and answer the question. If they get it wrong, the question
will be completely eliminated from the game, losing the chance to earn the points.
It will then give them the correct answer. There are two main stipulations: 1. They
must find and support any answer they give with evidence from the text (I will
check/follow along with my copy). 2 .Each group needs to write down the question
as it is presented, the answer they think it is, the correct answer, and the page
number where they find the textual evidence as they go along. (5 min)
https://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?
gamefile=1415728488#.VGKEE_nF8rU
Modeling:
I will then show the class a short clip of how to correctly play Jeopardy and how it
can go wrong if you dont know the material. (5 min)
Guided Practice (Monitoring Learning): We will then begin the first couple of
questions or rounds, using them as a sort of test run so the kids can get a feel for
the game and the types of questions being asked in each category. We will have a
class discussion about two of them, reviewing what they need to support each
question and write about it, before moving on to their independent work as a group.
This means they will need to write each question down as it is presented on the
game/board, then as a team, decide the answer and find the textual evidence in the
novel, which will also be written down. Lastly, they will need to write down the
correct answer so that they and I can compare and contrast their understanding of
the knowledge and content and why they thought a particular answer was what it
was. (2 min)
Checking for Understanding: (Formative)
I will assess them verbally through their answers to their questions and the evidence
they pull from the novel to support it. We will use the correct answers and the text
to have a discussion about why it is the correct answer. (30 min)
Independent Practice: Homework (In-class or out-of-class)
They will need to use their notes from the review game and their study guide
questions (and the novel, of course) to study for their cumulative test tomorrow.
Closure:I will use the last five minutes of class to review over any further questions
and tell them how they can use what they have reviewed to study for the test.
Feedback and Evaluation: Summative (checking to see if learning objectives were
met)

T Accommodations/ Differentiation
i
m As I have mentioned, Ese, Mytarion,
e and Marium will need to use their
tablets in order to follow along with
the game as it is being projected
onto the Promethean board. They
have lost their glasses and cannot
see. As for my two lower functioning
classes, I have modified the game so
that I am covering things we have
talked about and may need to clarify
a little further. The questions are
positioned at an appropriate level of
increasing difficulty so they can start
with a base level of knowledge which
we can build off of in a whole class
discussion so they feel successful
and will have more motivation to do
better.
UDL Recognition:
Every child will process the
information differently and will need
a different outlet in which to display
their knowledge. This will be my
basis for how I assess them in the
classroom.
UDL Strategy:
Tactile and kinesthetic learners will
learn well from the activity of a game
and using research and writing to
complete the game. Audio and
visual learners will have an excellent
time with this because the visual
participation of the game matched
with the auditory answering will
optimize their learning process.
UDL: Affective Networks:
In order to answer the students
question of why am I learning this?
and to increase their motivation to
learn the subject, I am providing
incentives like getting to participate
in a television game show to review
a difficult novel.
Modifications:
Since C.J. and Charleston have
already had issues with the social
studies teacher and race, they may