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For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Pegah Mahmoud 891 933 053 English Language Arts
Class Title Lesson Title Unit Title Grade Levels Total Minutes
English Language Arts 1A Symbolism in Lord of the Flies Lord of the Flies 10 54 minutes
CLASS DESCRIPTION (including specific special needs and language proficiencies)
There are a total of 30 students in the class. There are 10 English Learners (Emerging ELD level), 19 English-only (EO) students and/or
Redesignated Fluent-English Proficient (RFEP) English learners, and 1 Special Needs student diagnosed with Au sm and ADHD. There
are 12 females and 18 males.


SDAIE (Integrated ELD)
Content Objective(s)
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science Strategies for developing
(cognitive, psychomotor,
and Technical Subjects, NGSS, and Content Standards knowledge in the content
Essential Question:
Interactive Reading Strategy:
Is humankind inherently good
Students will be given the
CCCSS.ELA-LITERACY.RL.9-10.4 or evil?
passages from chapter 2 to
Determine the meaning of words and phrases as they are used in
look at. Then, throughout the
the text, including figura ve and connota ve meanings; analyze Unit Goal: Students will create
given passages, they will mark
the cumula ve impact of specific word choices on meaning and a crea ve poster board
symbols that determine what
tone (e.g., how the language evokes a sense of me and place; demonstra ng the literal and
kind of connec on they have
how it sets a formal or informal tone). figura ve change of a symbol in
to that passage (ques ons
the novel.
about the text, agreements,
disagreements, significant
ideas, etc.).
Respond though ully to diverse perspec ves, summarize points Lesson Objective:
of agreement and disagreement, and, when warranted, qualify SWBAT predict and discuss the
or jus fy their own views and understanding and make new figura ve significance of three
connec ons in light of the evidence and reasoning presented. symbols introduced in chapter 2
the Lord of the Flies.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Describe Figura ve
Share Literal
Judgement Symbolism
SDAIE Strategies for
Disciplinary Language
English Language Development Standards (ELD) developing knowledge of
disciplinary English
SWBAT predict and jus fy the Sentence Frames:
CCCSS.ELD.PI.9-10.11A.EM meanings of symbols used in I will offer students sentence
Jus fy opinions by ar cula ng some relevant textual evidence or the novel through wri en and frames for their discussions.
background knowledge, with visual support oral communica on. Sentence frames can be used
for agreeing/disagreeing with
CCCSS.ELD.PI.9-10.3.EM a statement, adding onto an
Suppor ng opinions and persuading others Nego ate with or idea, ques oning.
persuade others in conversa ons using learned phrases (e.g.,
Would you say that again? I think . . .), as well as open responses Text Annotations: On the right
to express and defend opinions. of the text passages, there are
annota ons that explain
academic vocabulary words
with pictures to help students
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
Au sm Spectrum & ADHD
Sea ng preference, extended me to finish task, checks for
understanding, consistent monitoring.
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
The teacher will put the bell The teacher will walk
This will allow the teacher
The entry level assessment work up on the board and around and see what
to assess how well the
will be the bell work done in students will have me to students write on their bell
EL students know the
the beginning of class. This is answer the ques on. Once work. A er students discuss
concepts. If it seems the
to get students warmed up to students have filled out with their partner, the
(Entry students do not know the
the concept of symbolism, their bell work, they will teacher will have them share
Level) concepts, she will take some
literal meanings, and then discuss what they their answers to the class,
me to break down the
figura ve meanings. wrote with the person next and will provide affirma on
to them. to their answers.
Progress Monitoring will aid
During the lesson body, the
the teacher in assessing the
teacher will monitor When the teacher will walk
PM The purpose of this progress of the class. If the
progress by walking around around, they will provide
(Progr assessment is to make sure teacher realizes that there is
during the individual verbal feedback, such as
ess all students understand the a pa ern in student
por on and group member making comments, asking
Monit tasks, especially my focus responses, it will help them
por on to see and hear ques ons, or extending
oring) students. understand what to spend
what students discuss ideas to students.
more me on or less me
about their symbol.
There will be no summa ve
assessment for this lesson
ac vity.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
5 min STEP 1: The teacher will begin the lesson by asking students STEP 1: Students will get out their bell work and begin
to get out their daily bell work and introducing the bell work working on the prompt. A er the designated me is over,
prompt for the day. The teacher will project a powerpoint students will turn to a person next to them and each
slide; on it, a picture of a heart and a rose. Under the pictures describe what they wrote for their bellwork. They will also
will be the ques ons: “What is the literal meaning of the rose share their answers with the class if they wish.
and heart that you see above? What is their figurative
meaning (what does it symbolize)?” At the bo om are
sentence frames that students may use to complete their bell
work. Students will have three minutes to think and write
their answer. The teacher will then instruct students to turn to
the person next to them and discuss their answers. A er
partner discussion is finished, the teacher will ask if anyone
would like to share their answers.

STEP 2: The teacher will then explain what “literal” and

3 min “figura ve” is to refresh students on the concepts (they STEP 2: Students will take notes on the defini on of
should have been familiar with the terms by the 8th grade). “literal,” “figura ve,” and “symbol.”
She will tell them to take notes. The teacher will explain the
terms on the next slide of the powerpoint. The defini on of
“figura ve” and “literal” will be on the slide, along with the
term “symbol.” The teacher will explain how a symbol is type
of figura ve language, and will connect it back to the picture
of the rose and the heart---the rose and heart being symbols
for love.

STEP 3: The teacher will inform students of the content and

language objec ves of the day, which is typed out on the next STEP 3: Students are made aware of the content &
3 min slide of the powerpoint. Teacher will read the standards language objec ves.
aloud. She will then say: “The bell work was a li le warm-up
for today’s lesson. You all explained on your paper and to your
partner how the heart and the rose are literally a cartoon
heart and a type of flower. They are also symbols for love and
passion. Since we have read up to CH.2 of the Lord of the
Flies, we will do an ac vity where we guess the symbolic
meaning of a few objects that are seen in chapter two of the
Lesson Body
Time Teacher Does Student Does
STEP 4: The teacher will count off students from numbers 1-6.
This is because there will be 6 groups, with 5 students in each STEP 4: Students will each call off their number, then get
5 min group. A er the teacher counts off students, they will get into into their groups with appropriate sea ng.
their assigned groups. There will be designated areas as to
where each group will sit. Once students are grouped
together, the teacher will discuss the academic task. The
teacher will state: “For today’s class, we will be doing a
group-based discussion. I will be giving each group a passage
from Lord of the Flies.” She will then hold up the printed out
passages so that beginning students can understand. “The
passage is based off one of three symbols: the beast, the
conch, and Piggy’s glasses. It is you and your group members’
job to figure out the figura ve meaning of the symbol based
off the passage. So that I know everyone par cipates, you will
fill out the symbol predic on chart that I will hand to you. On
the chart, you will put your own individual response on the
le , and your group members’ responses on the right.”

STEP 5: The teacher will then pass out the passages and
symbol chart handout to each group, everyone will have one STEP 5: Once the teacher has handed out the passages
10 copy. Once everyone has a copy, the teacher will state: “I want designated for each group, the students will begin by each
min everyone to read the passage to themselves. On the top of looking at the passages individually and begin filling out
the passage, you will see that there are close reading symbols their symbol chart, for seven minutes. During this
you can use to help you understand the text and create any individual por on of the ac vity, students may use their
discussion points if you need it. On the right hand side, there Close Reading Symbol chart in order create points for
are also text annota ons. The annota ons will help you discussion and to help them answer their Symbol Chart
understand the meaning of some words in the passage.I will Response Sheet.
give you each seven minutes to read the passage and fill out
your sec on of the symbol chart.” During this me, the
teacher will walk around and monitor progress. This will be a
silent ac vity.

12 STEP 6: A er ten minutes, the teacher will then no fy

min students to discuss with the members what they wrote on STEP 6: When seven minutes is up, students will then begin
their chart---the chart asks what figura ve meanings they their discussion of their answers on their Symbol Chart
believe their assigned symbol (glasses, conch, fire, etc.) has Response Sheet. Each student will have a chance to discuss
and what they predict will happen to the symbol as the novel their answers. Whenever one student is talking in the
progresses. The teacher will tell students, “When your group group, all of the other group members will write down
members are talking, you must write down their ideas on the their response on the right hand side of their Symbol Chart
le side of your chart. Your group will also have to choose one Response Sheet. This will con nue on un l all group
person to discuss your answers and predic ons once we members are finished discussing.
switch to our class discussion. If you need help star ng your
sentence, there are sentence starters provided on the chart.”

10 STEP 7: When students are finished discussing, the teacher

min will tell everyone that someone from each group will be a
“spokesperson” for their group. The spokesperson will be STEP 7: Students will choose someone from their group to
responsible for telling the class what their group discussed. All be a spokesperson. Once all spokespeople are chosen, they
other students will have to pay a en on carefully, as they will will each go one at a me. All other students will have to
need to fill out an exit cket that requires them to talk about a pay careful a en on.
symbol other than their own.

Lesson Closure
Time Teacher Does Student Does
STEP 8: Once all speakers are done discussing the teacher will
have student take out a piece of paper. The teacher will state, STEP 8: Students will have seven minutes to complete their
“Tell me about a symbol discussed in a group other than the exit cket, comple ng it silently and individually. Once the
one assigned to you. Do you agree with what they predict will bell rings, they will hand the cket the to the teacher.
happen to the symbol literally and figura vely? Answer in 2-3
5 min sentences.”

If there is extra me, the class will begin reading chapter

three of the novel.

Instructional Materials, Equipment, and Multimedia

Lord of the Flies Passages
Symbol Chart Response
Co-Teaching Strategies

☐One teach, one observe 
☐One teach, one assist 
☐Station teaching 
☐Parallel teaching

☐Supplemental teaching 
☐Differentiated teaching 
☐Team teaching 
🗸Not applicable