Lesson Plan Template: EDIS 5400 & 4882

Context:
Course name: Dual Enrollment English 12
Grade level: 12
Length of lesson: 50 Minutes
Description of setting, students, and curriculumand any other important contextual
characteristics
Period 2: 25 students
Period 3: 17 students
Current unit: Beowulf: How Can We Understand the Anglo-Saxon Culture Through What We
See in Beowulf?

Strategy Requirement Satisfied:

(Note: Refer to the list in the syllabus or the document called Lesson Plan Overview)

Objectives (KUD format)

SWBAT:
Know:
1. Students will know that an inference is what you get when you use information from the
text and what you already know in order to figure out something about the text that the
author does not explicitly state.

Understand:
2. Students will understand that inferencing requires application of textual evidence and
background knowledge to analysis in order arrive at a deeper understanding of how a
text reflects the culture in which it was written.
Do:
3. Students will be able to make inferences about quotes
4. Students will be able to find quotations in a text that reveal cultural values

SOLs:
12.4 The student will read, comprehend, and analyze the development of British literature
and literature of other cultures.
d) Relate literary works and authors to major themes and issues of their eras.
12.5 The student will read and analyze a variety of nonfiction texts.
f) Draw conclusions and make inferences on explicit and implied information using textual
support.

Methods of Assessment:
[How will you know if the intended learning occurred?] Describe all methods of assessment
used in this lesson or which are related to this lesson and come in a future lesson (use the
sentence stems provided). After each assessment, indicate in brackets the number(s) of the
related lesson objectives that the assessment is evaluating.
Diagnostic Formative
Students will demonstrate Students will show their
what they already know progress towardby
aboutby
Quote Mining Activity: Quote Refining Activity:
A formative assessment Students will revisit the
was conducted on Friday of Quotable Quotes document
the previous week during and revise their quote
which the students created selections and analyses
a shared document based on the criteria we
compiling quotes and suggest to them during our
analysis from Beowulf. We minilesson:
were not satisfied with the Does the quote
quality of choices and support an insight into
analysis, so we used this to Anglo-Saxon culture?
inform us and adapt a Is the insight only
lesson focused around supported by this
what they need to improve. quote, or is it possible
[K1, U2, D3, D4] to support it with other
selections from the
text?
Does your analysis of
your quote explicitly
reflect a cultural
insight, or is it limited
to plot summary?
We will read the students
revised quote selections and
analyses to determine which
students still need additional
support in determining
appropriate textual evidence
and composing substantial
textual analyses. We will
base our evaluations of
improvement on students
original quote selections and
analyses - we will make a
Summative
Students will ultimately be
assessed (today or in a future
lesson) on...
Their inferencing and
application of the text of
Beowulf to Anglo-Saxon
culture will be assessed with
a formal paper with the
prompt:
A paper about Anglo-Saxon
written purely from the
inferences they are able to
make from Beowulf. Prompt:
As one critic has observed, it
is obvious that the true
importance of Beowulf is less
in the outward trappings of
the tale - the monsters, the
heroes, and the battles than
its wealth of allusion and its
ability to preserve like a fly in
amber something of the
atmosphere and perhaps the
history of that distant age.
By reading Beowulf carefully,
one can make many
inferences about life in Anglo-
Saxon England during the
dark ages.
Discuss life during this period
as depicted in the epic poem
Beowulf. Provide evidence
from the text to support your
response.
 copy of their original Quotable [K1, U2, D3, D4]
Quotes document and
compare it to the revised
document they produce
during this lesson.
[K1, U2, D3, D4]

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan]
Desks are arranged in five rows of five desks each.

1. [ 2 mins.] Welcome/greeting/announcements
Hey guys, were mixing things up a little bit today and give Ms. Showalter a break and so that
we can get to know you a little better as students since we get to see you so infrequently. We
really enjoyed watching you guys work together last week on mining your quotes and compiling
your document of quotes and analysis, so were going to work with you today on some
strategies to make really strong inferences about quotes and applying analysis to what they
might tell us about the Anglo-Saxon culture, rather than just plot of Beowulf.

2. [ 5 mins.] Bridge and/or Hook to lesson

Can everyone hold up between one and five fingers for how good you feel about the quotes and
analysis you did last Friday? [Pause and evaluate the room. If everyone feels around 1-2,
explain that what well go over today should help them understand how to improve. If they
primarily hold up 4-5, we will explain that its awesome to feel confident, but that we should
always be open to new strategies for thinking and reading]

What kinds of thing were you looking for while you read through the text? What was going
through your mind as you chose the quotes? [Call on people and have them share their thought
processes. Respond to them with questions about how that type of thinking helped their
analysis].

We really want to spend today figuring out what it means to make inferences from a text. The
papers youll be writing next week are going to be written entirely based on what youre able to
infer about Anglo-Saxon culture from the text of Beowulf, so we want those skills to be really
strong, and we want to make sure we can distinguish between Anglo-Saxon and pagan culture.
I believe there is a powerpoint on Canvas that you can reference is youre unsure about
something.

3. [ 20 mins.] Minilesson on Inferencing

[2 min] Define inferencing
Before we can start actually inferencing, we need to make sure we need to understand what an
inference is and how we do it. [pull up sheet on board] An inference is what you get when you
use information from the text and what you already know in order to figure out something about
the text that the author didnt tell you. Its just two parts: textual evidence + background
knowledge = inferential analysis. So lets apply this to Beowulf. Youve got the actual text, your
textual evidence; youve got your background knowledge, that PowerPoint about Anglo-Saxon
culture that Ms. Showalter worked on with you; and now youre going to use those pieces of
information to make inferences about how Anglo-Saxon culture is represented in Beowulf.

[2 min] Application to Strong and Non-Examples

Were going to look at some quotes that look a lot like the ones on the Quotable Quotes Google
Doc you worked on last Friday. Now, you may see something that looks a little bit like what you
wrote, and thats totally okay. Regardless of how strong each quote or analysis may be, we
want to improve our literary analysis skills and make sure were analyzing how Beowulf reflects
Anglo-Saxon culture, not just Beowulfs plot. These are skills that you can use with everything
you read this year and after high school, and Beowulf is an awesome context to practice with
[Pass out Strong and Non-Example Sheets]

[Think: 1 min]
Were going to start with the Strong Examples. Take a second to look over these quotes and the
analyses that go with them. While youre reading, think about what specifically makes these
quotes good selections. What are they saying about Anglo-Saxon culture? How is that
communicated that in the analyses? [Give them a minute to read and think to themselves.]

[Pair: 5 min]
Now turn to a partner and talk about what you thought of the quote/analysis pair you looked at.
Youll have about 5 minutes, so make sure both of you get to say what you thought. Go ahead
and start. [While students are talking with their partners, float around and listen for specific
qualities that they are identifying. Those who identify good qualities are potential students to call
on in whole-class share-out.]

[Share: 3 min]
Okay, finish your thoughts, were going to talk about this as a class. What did we find that was
really strong in these examples? Where can you see explicit evidence of good inferencing? [Call
on 3-5 hands and provide feedback about the quality of the things they notices. Possible
responses include: Great, and how do we do we see they this analysis incorporated the text and
background knowledge? How did you identify that that was a skillful analysis for that particular
quote? It may be interesting to survey students on their opinion of which example was stronger
based on the evidence they found]

[Whole class Non-Examples Critique: 7 min.]

Okay, now flip your sheet over to the non-examples side. For these quote/analysis pairs, were
looking for constructive criticism. Weve seen what strong analysis looks like, so now we should
apply what we just talked about to these examples - thisll help you revise your own analyses
too. Lets talk about these examples as a whole group.

Take a second and look at the first quote/analysis pair and think of some ways you might
improve it. [Wait for most of the students to look back up at us] When youre offering
constructive criticism, you might say something like Based on what I know about Anglo-Saxon
culture, this quote makes me think.. or This analysis could be stronger if. Raise your
hand when youre ready to share an idea.

[Call on students as they raise their hands. When they offer their suggestions, expand their
thinking with follow-up questions. Look at the first example for about 3 minutes]

Now lets look at the second example. What do you guys think? [Repeat the above process.]

4. [ 20 mins.] Group Application To Their Own Analyses on the Quotable Quotes

Document
Great job analyzing these analyses you guys, thanks for sharing your ideas. In the time we have
left, youre going to apply the inferencing strategies we just talked about in order to revise your
own quote selections and analyses. When you feel like youve finished, raise your hand and
well come check your work.

Instructions for applying to their own work

[As students work in their groups, we will float around and ask each group what kinds of things
they see in the quotes and analyses they already have. Are their quotes and analyses already
strong and applicable? If yes, push them to make them even more clear or find another one. If
no, ask them to apply the strategies used in the minilesson to strengthen their quote choice,
analysis, or both. When we determine that theyve written a solid analysis, we will instruct them
to help a peer with their quote selection and analysis.]

5. [ 3 mins] Closure:
Alright guys, the bell is going to ring in a couple of minutes, so start putting the finishing touches
on the quotable quotes document. Thanks for your hard work today, we really appreciate it.
Have a good afternoon!

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)

We structured our lesson around multiple forms of thought processing and discussion by using
think-pair-share, whole group share, and group work to allow students to work in multiple
formats. This allows for some physical movement and instructional variation so they dont get
bored. Each section of the lesson is given an explicit focus, and the main goals of the class are
restated multiple times so that students are always aware of why we are doing what were
doing. This allows more distractible students to maintain their engagement.

We also provided a poster as a visual aid for inferencing strategies. This poster is both
physically displayed, and posted on the class resources page for students to reference as they
need to on their computers. They can also use this if they are working at home or during a study
hall.

Materials Needed (list):

LCD projector
SMARTBoard (to be used as white background for projector)
Teacher computer - to type student responses to the strong and non-examples on a document
that they can reference later
Student Chromebooks - 1 per student (they already have these)
Quotable Quotes Google Doc
Strong and Non-Examples Graphic Organizer (paper copies) - 1 per student
Strong and Non-Examples Graphic Organizer (digital copy)
Inferencing strategies poster
Elements of Literature (text of Beowulf) - 1 per student

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)

Appendix A: Strong and Non-Examples Sheet

Appendix B: Inference Definition and Inferencing Strategies Document
Appendix C: Quotable Quotes Document
 Non-Examples
Quote Analysis

Nor His passing as He walks through our The people will have no peace if they dont
world, the Lord Of Heaven and earth; their rise up to save their land from being
ears could not hear His praise nor know attacked by evil.
His glory. Let them Beware, those who are
thrust into danger, Clutched at by trouble, If they do not stand up to danger they will
yet can carry no solace In their hearts, not get any peace within their land.
cannot hope to be better! Hail to those who
will rise to god, drop off Their bodies, and
seek our Fathers peace. (96-103)

How could this example be improved? List specific suggestions here.

Quote Analysis

And sometimes they sacrificed to the old This explains he believed that there were
stone gods, Made heathen vows. (90-91) many gods.

How could this example be improved? List specific suggestions here.

 Strong Examples
Quote Analysis

When we crossed the sea, my comrades The Anglo-Saxons saw it as honorable to

and I, I already knew that all my purpose
was this: to win the good will of your
people or die in battle, pressed in Grendels
fierce grip. Let me live in greatness and
courage, or here in this hall welcome my
death.
die in battle. Beowulf show his willingness
to fight the monster and that he is
prepared to die if he is supposed to. The
Anglo-Saxons valued courage in a warrior.
There is also a significant religious idea of
fate.

What makes this example strong? List specific qualities here.

Quote Analysis

Down there in the barrow, Beowulf the
warrior / lifted his shield: the outlandish
thing / writhed and convulsed and
vehemently turned on the king, / whose
keen-edged sword an heirloom inherited
by ancient, right was ready in hand.(709-
714)
In anglo saxon culture the shield was a
valued item because it provided protection,
as did heroes. This quote also shows that
heirlooms and family history were valued,
because the sword was passed down to
him.

What makes this example strong? List specific qualities here.

 Inferencing Strategies
Inference What you get when you use information from the text and
what you already know in order to figure out something about the text
that the author didnt tell you.

Self-check: Does your analysis use strong inferencing?

Does the quote support an insight into something outside the text?

Is the insight only supported by this quote, or is it possible to support it

with other selections from the text?

Does your analysis of your quote explicitly reflect a cultural insight, or

is it limited to plot summary?

Inferencing Strategies
Inference What you get when you use information from the text and
what you already know in order to figure out something about the text
that the author didnt tell you.

Self-check: Does your analysis use strong inferencing?

Does the quote support an insight into something outside the text?

Is the insight only supported by this quote, or is it possible to support it

with other selections from the text?

Does your analysis of your quote explicitly reflect a cultural insight, or

is it limited to plot summary?