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TEACHER: Cassandra Moreno

DATE 10-28-15
OBJECTIVE: 110.32 (2.B)
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the students benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to: (B) analyze archetypes (e.g., journey of a
hero, tragic flaw) in mythic, traditional and classical literature
Students will be able analyze the character archetypes in popular literary works through text/visual example and
be able to name and explain an archetype of their choice to the class.

Materials/Resources/Equipment Needed: Power Point/Video with Examples in Text and Visual Imagery, Paper or
Small Poster Board, Tape, List of Archtypes with Definitions to match, Kahoot.it, Exit Ticket

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)
It is essential for students to at least know the difference of characters, no necessarily archetypes at this point.
This will be communicated through Formative Assessment in the beginning in very basic and simple matching a
character to their role within a story or film version. Students will be placed in groups of 5 in order to bounce
discussion off one another on their ideas of what archetypes are while collaborating on which archetype they can
explain and give an example of be it modern literature or worldly real-life knowledge.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for
your students by tapping into their prior knowledge and giving the objectives a context. What activities will
you use to focus students on the lesson for the day?)
Students will begin the lesson by playing a short Kahoot.it game involving popular characters that will
assess their knowledge of matching said character to their distinctive role or purpose with brief explanation
of each answer to assure students understand the answers and why before veering towards how they can
turn into archetypes.
(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.
Students will watch a very brief video that gives examples of archetypes via literary text and visual
images with the educator giving vocal explanation to give them a base understanding of the overall
meaning of the focal point of the lesson the revolves around this term.
Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)
While passing materials out, the educator will explain the assignment of student groups of gluing the
Archetype Term to its Definition as best as they can within the allotted time. During so, the educator will
come around and ask groups at random for a Term and to explain it to the class as well as come up with a
Character Example that would fit it. (Students will be required to tape their completed work or not to the
wall once time is up.)
Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)
Kahoot.it Formative Assessment
Poster Board Term Matching and Definition
Exit Ticket Formative Assessment
Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective FORMATIVE.)
The educator will see with formative assessment tools of Kahoot.it and the Exit Ticket to determine if
students have learned the objective. Additional strategy will be calling groups in seeing their ability to
explain the definition in their own words to the class while giving and defending their reason for choosing a
character that fits that term.
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)
Exit Ticket: Students will complete a 3..21 Exit Ticket on their learning and turn it in before the
class/lesson ends in order for the Educator to see the students overall assessment of the objective taught
and where they are at in terms of what was learned and what is still left to question and review.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)