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Lesson Planning
Waynesburg University
Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
-I will be teaching regular-ed 11th and 12th grade literature students.
Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
-The students themselves will be asked to contribute to the learning process by way of creating ideas and sharing them with the class as well as
taking part in discussion.
When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
1. Learning acquisition
2. Learning maintenance
3. Learning generalization
When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
1. One day
2. One day
3. Lesson will take one day, but the assignment will take place over 4-6 days.
Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
-All should take place in a computer lab to help students with any technological problems and design. Internet access and office software of
some kind will be needed.
Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
1. This lesson will help the students connect to The Crucible on a more personal level because they will understand the reality of the situation.
Recreating a list of the names of the people killed reinforces the idea that these things happened to real people.
Jordan Connors
2. This lesson will allow the students to practice their own analytical skills as well as helping them synthesize their ideas into a different form
than the standard written essay.
3. This lesson will help student relate the information to their own lives and the real world. This will be an effective way for the students to bring
together the previous two lessons while at the same time creating new insights.
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
- All of the lessons are based on the concurrent reading of The Crucible.
1. This lesson builds on the ideas presented in the previous lesson dealing with the real world aspects of The Salem Witch Trials, and it builds
into the analytical reading of the next lesson.
2. This lesson builds on the real life connections and allows the student to produce their own ideas. This lesson along with the previous lesson
will make up the framework for the assignment created in the final lesson.
3. This lesson takes the two previous ones and synthesizes the ideas into one final presentation that allows for personal, historical, and
analytical perspectives.
How will you determine if students have met the lesson objective? (Think assessment)
1. This lesson will be judged using a checklist.
2. This lesson will be judged using a rubric.
3. This lesson will be judged using a rubric.
How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
- All activities should be presented in a full class discussion environment.
Lesson Planning
Waynesburg University
Lesson Objective(s)
(Stated in observable and measurable terms)
1. Students will be able to understand the real world events that make up the background of play and describe them with 90%
accuracy by creating a spreadsheet that lists the birth and death dates of all those killed in the Salem Witch Trials, and then exporting
the spreadsheet to a word document with a short description and a nice design.
2. SWBAT analyze the literary concepts brought up in the play by creating a presentation in which they creatively detail one aspect of
the play of their own choosing.
3. SWBAT to synthesize the material of the previous two lessons to display a dynamic understanding of play by creating a website on
which to upload their work, provide links, detail the author, and write their own blog on the play.
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
- Daily discussions
1. A checklist will be used to assess the document the students create relating to the victims of The Salem Witch Trials. Students will
also discuss the results in class.
2. A rubric will be used to determine if the students have completed the learning objectives. Students will also be asked to discuss
the results in class.
3. A rubric will be used to determine if the students have completed the learning objectives. Students will also be asked to discuss
the results in class.
Materials:
- Computer, The Crucible, Office software, internet access
Enrichment Techniques:
- Allow for students to create their own assignment ideas
- Extra reading material by Arthur Miller and the time periods covered for extended research
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
- Teacher will be available for any problems that arise
- Pre-made shells for assignments
Closure:
1. - Ask students to write down one new thing they learned that day.
- “Final product due tomorrow”
Jordan Connors
- “Any Questions?”
2. - Ask students to write down one new thing they learned that day.
- “Final product due tomorrow”
- “Any Questions?”
3. - Discuss particulars of the site and give a time frame (4-5) days for completion
- Ask students to write down one new thing they learned that day.
- “Any Questions?”