SubTwo Learner Development

Viterbo University
Lesson Plan Template
Revised 8/26/2014
Effective Fall 2014

This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each of the lesson plan components,
see the Viterbo Essential Elements posted on Moodle in the Education Majors course. All items below will expand as needed to add text.
Name: Ryan Leis

Date: 10/22/15

Lesson Title : The Most Dangerous Game

Grade Level : 12th

Time Frame : 50 minutes

Learner Profile and Contextual Factors: Onalaska High School, 25 students: American Indian or Alaska Native (0.6%) = 0, Asian or Pacific Islander
(9.0%) = 2, Black not Hispanic (3.1%) = 1, Hispanic (2.6%) = 1, White not Hispanic (84.8%) = 21, Students w/ disabilities (9.6%) = 2, Economically
Disadvantaged (23.5%) = 6, Limited English Proficient (1.6%) = 0
Curriculum Standards:

Unit Goal/Central Focus

Resources

CCSS.ELA-LITERACY.RL.11-12.3

Be able to understand why authors of short

stories make certain decisions with regards to
setting, character development etcAnd be
able to use that to enhance their own writing.

Materials:
The Most Dangerous Game

Unit Summative Assessment:

Write their own short story from the point of
view of the ship Rainsford fell off of. You can
change the ending of The Most Dangerous
Game if you so desire, but your decisions must
be justified.

People:

Prior Student Knowledge:

The student will need to have an understanding of literary features such as setting, character, point of view, plot structure. The student will need to be
familiar with short story structure and characteristics.

Lesson Objectives:

Formative Assessment:

TSW will create their own short story from the point of view of the ship
Rainsford fell off of.

Assess the one page paper that the students write defending the choices they
made while writing their short stories.

The student will defend the choices they make in a one page paper.

Academic Language:

What is the key language demand/function?

What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?

Key Language demands and

functions
Synthesize High

Academic Language

Practice

Support

Character Development
Setting
Plot Structure

Writing their own short story.

The teacher will model a short

story of their own to show students
exactly what they are asking of
them.

INSTRUCTION
Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment. You should
indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the lesson from the plan.

Time

Intro/Motivation/Anticipatory Set:

5 Min Writing Spark The students will spend 5 minutes writing about
what they think went through Whitneys mind when he woke up and
Rainsford was missing.

20
Min

25
Min

Instructional Procedures/Developmental Lesson/Universal Core:

The teacher will model an example of their own work doing the
assignment. They will explain the decisions they made, and how it
affects the story. This will give the students a good idea of what you
are asking of them, as well as maybe igniting some ideas of their
own.

Differentiation for All / Multiple Pathways/Alternative Teaching

Approaches
Lecture
Modeling
Individual work

The students will spend the rest of class working on their stories.
The teacher will be there to provide support when they need it.
Closure:
The teacher will assign a due date for the assignment. As well as
assign a short one page paper asking the students to defend the
choices they make in their short story.

IEP Requirements

Rationale/Theoretical Reasoning/ Research:

Haston, W. (2007). Teacher modeling as an effective teaching strategy. Music Educators Journal, 26-30.

Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?

Classroom Management:
Safety:

Analysis: Include quantitative (numerical) and qualitative (descriptive) data which address the questions: Did the students attain each objective? How do you
know? What is your evidence?

Reflection/Future Modifications: Provide specific, evidence-based example, not generalizations.

To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of student learning?
What did you learn about your students as learners?
What will be your next instructional steps?
What have you learned about yourself as a teacher?

Rationale:

This is a lesson plan from my Methods course designed around the short story The Most Dangerous Game. I have the
students rewrite the story from the aspect of another character in the story other than the narrator. This gives the students an
opportunity to be creative and think on their own while still implementing sound writing strategy and technique. I also believe because
they have enough control over the assignment themselves that they will be enthusiastic about undertaking the assignment, which is
always important. This type of assignment also allows for differentiation as I can provide individual feedback and assessment based on
the specific student and their needs and learning level.