What would you do?

TITLE

LES

DURATION

LEARNING &
EVALUATION
SITUATION

75 minutes

TEXT(S)

Forged By Fire by Sharon M. Draper

Forged By Fire by Sharon M. Draper

MATERIALS

Forged By Fire Chapter 7 & 8 Vocabulary and Analysis Questions

(appendix 1)

McGill University
McGill Supervisor:
Date Of Lesson: March 17th 2015
Room: 202

SUBJECT AREA

LEVEL

Fourth Field Experience

Cooperating Teacher: Mrs. Tara Fogel
Subject Area: English Language Arts
Students: 22

English Language Arts

Secondary
Cycle One

<INPUT TYPE=\
Year 1 (Gr. 7)
<INPUT TYPE=\
Year 2 (Gr. 8)

Secondary
Cycle Two

Year 1 (Gr. 9)
Year 2 (Gr. 10)

<INPUT TYPE=\
Year 3 (Gr. 11)

Competency 2 Reading: Critical Literacy In Action

Interprets the relationship(s) between reader, text and context in light of own
response(s)
PROGRAM CONTENT

Explains the impact of a text on self as reader by returning to its social function as well as the way
meanings and messages are constructed.
Draws on own reading profile, including knowledge of textual structures and features, to locate
textual details that support own interpretations.
Constructs interpretations that embody both own world and the world of the text.
Students will be able to:

LEARNING OBJECTIVES

Students will be able to use four new vocabulary words in a new sentence.
Students will be able to identify one literary device in the text.
Students will be able to make inferences about Jordan by creating a dialogue.
Students will be able to make a connection between the text and a larger global
issue (abuse).

Secondary
Cycle One
SUBJECT-SPECIFIC
COMPETENCIES

Secondary
Cycle Two

<INPUT TYPE=\ Competency 1. Uses language/talk to communicate and to learn

Competency 2. Reads and listens to written, spoken and media texts
<INPUT TYPE=\ Competency 3. Produces texts for personal and social purposes
Competency 1. Uses language/talk to communicate and to learn
<INPUT TYPE=\ Competency 2. Reads and listens to written, spoken and media texts
Competency 3. Produces texts for personal and social purposes
Competency 4. Represents her/his literacy in different media

CROSS-CURRICULAR
COMPETENCIES

BROAD AREA
OF LEARNING

Competency 1. Uses information

Competency 2. Solves problems
<INPUT TYPE=\ Competency 3. Exercises critical
judgment
Competency 4. Uses creativity
Competency 5. Adopts effective work methods
Health and Well-Being
Personal and
Career
Planning

Environmental Awareness /
Consumer Rights and
Responsibilities

<INPUT TYPE=\ Competency 1. To act as a

professional inheritor, critic and interpreter of
knowledge or culture when teaching students.
<INPUT TYPE=\ Competency 2. To
communicate clearly in the language of
instruction, both orally and in writing using
correct grammar, in various contexts related to
teaching.

PROFESSIONAL
COMPETENCIES

Competency 6. Uses ICT

<INPUT TYPE=\ Competency 7. Achieves his/her
potential
Competency 8. Cooperates with others
<INPUT TYPE=\ Competency 9. Communicates
appropriately

<INPUT TYPE=\ Competency 3. To develop

teaching/learning situations that are
appropriate to the students concerned and the
subject content with a view to developing the
competencies targeted in the program of study.
<INPUT TYPE=\ Competency 4. To pilot
teaching/learning situations that are
appropriate to the students concerned and to
the subject content with a view to developing
the competencies targeted in the program
study.
<INPUT TYPE=\ Competency 5. To evaluate
student progress in learning the subject
content and mastering the related
competencies.
<INPUT TYPE=\ Competency 6. To plan,
organize and supervise a class in such a way
as to promote students learning and social
development.

Media Literacy
<INPUT TYPE=\ Citizenship
and
Community Life

<INPUT TYPE=\ Competency 7. To adapt his

or her teaching to the needs and
characteristics of students with learning
disabilities, social maladjustment or handicaps.
Competency 8. To integrate information and
communications technologies (ICT) in the
preparation and delivery of teaching/learning
activities and for instructional management and
professional development purposes.
<INPUT TYPE=\ Competency 9. To cooperate
with school staff, parents, partners in the
community, and students in pursuing the
educational objectives of the school.
<INPUT TYPE=\ Competency 10. To
cooperate with members of the teaching team
in carrying out tasks involving the development
and evaluation of the competencies targeted in
the programs of study, taking into account the
students concerned.
<INPUT TYPE=\ Competency 11. To engage in
professional development individually and with
others.
<INPUT TYPE=\ Competency 12. To
demonstrate ethical and responsible
professional behaviour in the performance of
his or her duties.

CLASS PERIOD
& DURATION
CLASS 1

LESSON PLAN
LEARNING ACTIVITY 1: Reading Chapter 7 & 8

Introduction/Warm-Up
15 minutes

As students enter the classroom, they will take their seats and begin silent reading. This routine
has been implemented since the beginning of the year. As the students read their personal
novels, the instructor will take attendance and attend to any last minute preparations. The
instructor will also take this time to hand out the novels and the post chapter questions.
Development
1) Guiding question: Why is it so hard for us to ask for help?
2) As a class we will read Chapters 7 & 8 of Forged By Fire by Sharon M. Draper. The
instructor will begin by reading aloud, then hand off the reading to the students in the class.
3) The instructor will stop at four predetermined vocabulary words (words listed in appendix 1)
and ask the students to define the words then use them in an original sentence.
a) The instructor will have appendix 1 projected on the smart board and will use the
smart board technology to write the class definition on the smart board allowing
students the opportunity to copy the definition rather than retain it orally.

30 minutes

4) The instructor will also pause at key moments in the text and ask a guiding question to
stimulate class discussion. While the discussion is taking place the instructor will be
checking for understanding by gauging the students responses.
a) He locked the back door as they left, and somehow he knew that things would not
be the same (p.43)
I.

How are things going to change for Gerald?

b) The only thing that kept him from bolting out of the hospital door and down the
street into the darkness of forever was the warm little hand that held his, passing its
fragile strength to him (p.46).
I.

What does fragile mean? Breakable.

II.

How could something fragile/breakable be strong?

c) Waves of disgust and hot, burning anger enveloped him (p.52).

I.

Waves, metaphor

d) I was always cold on the insidealways cold. But since youve been around, I
finally feel like sunshine (p.53).
I.

Connect the hot/cold imagery

Closure/Wrap-Up
5) Being that there was a very dramatic ending and we discovered a lot in chapter eight (Angel
being molested), the instructor will open the floor to a brief discussion asking students how
they feel.
Extension/Whats Next?

Forged By Fire: Chapter 7 & 8 analysis

Multi-level Modifications
Reading aloud allows and promotes student understanding. If a student is just reading, they may
miss-interpret or struggle with the text; reading together as a class allows students to fully
comprehend the text by paying attention to the tone of the reader (the instructor may slow down
the reading at a critical moment, or speed up the reading during a climatic moment).
LEARNING ACTIVITY 2: Chapter Analysis
Introduction/Warm-Up
The instructor will now shift the focus from group discussion to individual work.
Development
1) The instructor will go through the hand-out and read all questions aloud ensuring students
fully understand.
10 minutes

2) The students are informed that they will have 10 minutes to complete three questions.
3) Students will answer the questions individually.
4) The instructor will circulate and assist any student who needs clarification. If more than one
student have the same question, the instructor will pause the individual work and address
the question for the whole classes benefit.
Closure/Wrap-Up

15 minutes

The instructor will lead the class in a group discussion where the students will share their
responses with the class.
Extension/Whats Next?
Forged By Fire Chapter 9 &10
Multi-level Modifications
If applicable, explain how you would modify this activity for exceptional students (who may have
either advanced skills or require additional supports, modifications, or accommodations
.
PERFORMANCE TASK: Forged By Fire Chapter 7 & 8 Vocabulary and Analysis Questions

Assessment
Students will be assessed informally during group discussion where the instructor will be
checking for understanding by asking guiding questions.

Evaluation Criteria
The instructor will collect the hand-out at the end of class and will formally evaluate the students
responses. This will allow the instructor to assess the students understanding of the novel, if
there are any discrepancies the instructor can address them next class and add clarification and
modify instruction.
Extension/Whats Next?
Forged By Fire: Chapter 9 & 10
Teaching Goal:
This class my teaching goal is to call upon students by first name (Im still learning them)
My second goal is to utilize the smart board technology without being flustered in how to
navigate from smart pen to scrolling.
My final goal is to have one of the quiet students contribute to the class discussion.
Reflection:

APPENDIX

Appendix 1: Forged By Fire Chapter 7 & 8 Vocabulary and Analysis Questions