Daily Lesson Plan

Name: H. Taylor, English 10 Periods: ALL Dates: 2/28 and 3/01

VDOE English 10 Objectives

10.1 The student will make planned multimodal, interactive presentations collaboratively and individually.
10.2 The student will examine, analyze, and produce media messages.
10.3 the student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary
development in authentic texts
10.4 The student will read, interpret, analyze literary texts of different cultures and eras
10.5 The student will read, interpret, analyze, and evaluate nonfiction texts
10.6 The student will write in variety of forms to include persuasive, reflective, interpretive, and analytic with
emphasis on persuasion and analysis.
10.7 The student will self and peer edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English
10.8 The student will find, evaluate, and select credible resources to create a research paper.

PROCEDURES, STRATEGIES, AND/OR ACTIVITIES

1. Quiz 4
2. Teacher survey for classes 1A, 3B. Guidance survey for 2A, 1B, 2B (No more than 10 minutes)
3. The students will draft “teams” for Character Body Mapping. The top 6 grades of the class will be taken into the
hall and are to pick the members of their groups
4. Character Body Maps “Gingerbread Men”: the students will draw a gingerbread man on their sheet of paper.
They will fill in all of the information for their gingerbread man (Found in the instructions on Schoology) They will
decorate their gingerbread men as well according to the information found in the book. Their characters should
contain a claim, at least 2 quotes from each body part, as well as an explanation.
Rationale: Body Maps allow students to produce a visual representation that develops their interpretation of the
character and the character's interactions within the plot. Students capture the essence of a character by identifying
factual traits: what the character thinks, feels, says, and does within the story and what others think or say about
that character. It also requires students to make inferences in order to identify more ambiguous traits and to then
interpret some of the traits in order to make sense of the character's actions or motivation. Body Maps can work for
a wide variety of purposes and with a wide variety of students as a way to build a more complex understanding of
character and are unforgettable powerful visual reminders of character motivation and character evolution.
Goal: To use symbolic and visual representations to enhance students' understanding of character and how that
character is affected by the plot.

(These body maps will be revisited throughout the novel so that students may add information as well as amend
information)

Materials: Quiz 4 on Schoology. Markers, Pens, Scissors, Paper. LOTF

Evaluations: Students will be evaluated on their knowledge of the text from chapter 4, Students will be
evaluated on group participation and contribution.

Assignment(s): Chapter 5 for HW and quiz next class