Daily Lesson Plan

Teacher: Erin Scafone

Class/Periods: Literature 11
Core
Values:
Rigor
Relevance
Relations
hips
Respect
Responsib
ility

Unit
CC/State/EOC
Standard(s)

CCSS.ELALITERACY.RL.1112.3

Essential
Question

How can a persons decisions and actions change

his/her life?
How do the decisions and actions of characters reveal
their personalities?
How do decisions, actions, and consequences vary
depending on the different perspectives of the people
involved?

AIM/Objective (I
Can)

I can analyze the impact of the authors choices when creating a

character.

Strategies
Auditory
Believer/Doub
ter
Fishbowl
Four-Corners
Debate
Literature
Circles
Roundtables
Socratic
Seminars
Teach-Back
Think-PairShare
Read-Aloud
Think-Aloud

Grouped by Readiness

Do Now:
How do decisions, actions, and consequences vary depending on the different
perspectives of the people involved?
(Blooms: Evaluation)

WarmUp: Preparing for lesson.

Visual
Guided Note
Taking
Flowcharts
Double-Entry
Notebooks
Sequencing
Maps
Concept Maps
Venn
Diagrams
Foldables
Dioramas
Mobiles
Graphing

Review the Do Now.

Connection: Brief verbal statement connecting WarmUp skills to Objective.

Addresses the WHW of the day--What theyll learn, How they are going to
learn it, Why they are learning it)

We have worked on characterization, today we will be working on a project that

demonstrates our knowledge of characterization. Remember, characters,
particularly in a play, are the only way an author can communicate to you his
message.

Model/ Teach/ Guided Practice: Provide lesson steps, explanations,

connection to AIM

Kinesthetic
Gallery Walks
Readers
Theater
Investigations
Games
Floor/Wall
Puzzles

1. Tell the students to move to the area of the room that is

appropriate. (Suns, stars, and spirals.
2. Then, pass out the work cards. Tell the students to read the work
cards silently.
3. Ask the students if they have any general questions right now.
4. Explain where each member can find the materials they need for
complete the activities on their work cards and where they can
go to find examples and assistance.
5. Explain if they finish early they should view their If I am finished

Bingo sheet for a list of anchor activities that they are allowed
to do when they are done.
Active Involvement/ Check-in Assessment: How are you going to check
for understanding?

Work with groups as they work to complete their projects

Call up individual students to conference as you see fit.

Work-Time/ Independent or Group Practice: Provide activity steps,

explanations, and connection to AIM

1. Students work to complete the projects assigned to them on their

work cards:
2. Write a sonnet synthesizing character traits from three different
characters
(M.I: Linguistic)
(Blooms: Synthesis)
(Williams: Elaboration)
Advanced Learner Work Card
3. Write an extended ending after John Proctor dies.
(M.I Linguistic, possibly Kinesthetic)
(Blooms: Application)
(Williams: Originality)
Learner Work Card
4. Write a biopoem about 2 characters in the story
(M.I: Musical, Linguistic)
(Blooms: Application)
(Williams: Fluency)

Closing: Reflecting (Share-out, Journals, Exit Slips)

Share out
Students present their projects to the class.
Extension For Learning (Advanced Learner Accommodations):
Create an assignment(s) aligned to the daily objective for students to work
on/complete in the event they finish early. The extensions should BUILD off of
the work completed earlier in the class.

See advanced learner work cards

Anchor Activities: Develop and prepare a series of options in the event

none of the students have any clue as to what you are talking about. Its
always best practice to prepare an escape in the event your lesson plan goes
awry.

1. Use struggling learner accommodations.

***Homework Assignment (Daily):

Students have regular blog posts and readings they do for homework.

_____________________________________________________________________

Struggling Learner Accommodations:

See struggling learner work cards