University of Arkansas - Fort Smith

School of Education
Explanation of Lesson Plan Components

Lesson # 1

Name: Jasmine Hayes Date: September 3, 2019_______

Subject Area: English ______ Grade Level: 10th Grade___

Central Focus: _The central focus of this lesson plan is to use have students analyze and
understand a text. Students are also able to connect character traits through character analysis,
while using unknown vocabulary words in the text.

Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-
assessment? ie. prior academic learning, prerequisite skills, misconception).

I will use a worksheet with pre-selected vocabulary words, that students were supposed to define
by using textual evidence from the text, from the previous nights reading. The activity that is
planned for this lesson will require that the students researched the pre-selected vocabulary
words.

Standard(s):

RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Objective(s) (What should students be able to do at the end of the lesson: Consider Language
Functions, Bloom’s Taxonomy and/or Depth of Knowledge [DOK])

Students will be able to:

 Determine the meaning of self-selected vocabulary words from the text.
 Use the textual evidence to support inferred definitions.
 Analyze each word and determine the importance of specific word choices.
Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention and/or
connect prior knowledge to lesson objectives?)

Students will start class with bellwork as usual in this class. Since students are maintaining a journal while
reading the text, I will post a guided question for students to answer. The question will be:

 Given Rachel’s position in the Adams’s household, do you think her risking her position so that
she could see Matthew, as a friend in jail, was worth the sacrifice? Explain your answer, and how
you would have handled the situation. Use textual evidence to support your reasoning.

Instruction and Planned Supports: (How will I present new material, ie instructional strategies, and
make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed
questions and anticipated responses from students)

Strategies being used:

 English journals.
o Students are able to take notes about specific events that may happen,
o Students are able to record questions that they may have while reading the text
or while listening to a lecture
o To expand vocabulary
 Use textual evidence to make text-based inferences on meanings of
words
 Students expected to write down the sentence where they found
the word
o Helps isolate the sentence to help students better use an
inference to come up with their own definition
 “Kick-Me” Method
o Students are assigned vocabulary word from reading
o Students must work together to help each other find definitions to vocabulary
words
 Definitions are located on students back
 Students hold up vocabulary words in front
These strategies are meant to support student’s self-efficacy by guiding students to think for
themselves.

Instruction (I do)

 Journals are used for reading assignments

o Promotes self-efficacy
o Encourages students to further analyze text
 Kick-Me Method
o Extrinsic motivation
o Student engagement
o Form of assessment
 Closure
o How today’s lesson/activity will be tied into tomorrow’s lesson
o Homework assignment

Guided Practice (We do)

  Students will be handed cards with vocabulary words written on them
o Students will place cards on the front of their shirts
o Students will also be given a worksheet with the words on them, with a space for
the definition to be written into.
 There will be separate cards with the definitions written on them
 These cards will be placed on students backs
 Students will engage in “kick-me” method
o Students will be grouped in pairs
 One student with the cards on the front and back of shirt
 The other student will fill out worksheet as they go along
o Students were given flashcards with one vocabulary word on front
o Definitions are placed on different students backs
o Students must work together to match vocabulary words with their definitions
based off of what they read in chapter one
o Vocabulary words include
 Privy
 Sharing in the knowledge of
 Saucy
 Bold and lively
 Indentured
 A contract where someone is bound to service
 Haughty
 Arrogantly superior
 Brazen
 Bold without shame
 Mused
 Be absorbed in thought
 Dingy
 Gloomy and drab
 Larder
 A room or large cupboard for storing food
 Lout
 An uncouth and aggressive man or boy
 Decorous
 In keeping with good taste and propriety; polite restrained
 Students are given reading homework to complete for tomorrow
o Students are asked to think about Rachel’s development over the course of the
story
 Will come in handy for lesson tomorrow

Independent Practice (You do)

I will:

 Encourage student engagement

  Provide classroom management by setting rules
 During “Kick-Me” activity
o Students are provided with instructions to help each other find the definitions that
matched their vocabulary words
 After activity
o Students provided with explanation of reason for activity
o Given textual evidence that was used to find the definition of vocabulary words

Questioning and Closure: (Include proposed higher order thinking skills [HOTS] questions aligned
with objectives. How can I bring closure to summarize learning and enhance retention of the material?)

 Students are asked why they think we performed the “kick-me” activity
o To make own connections to vocabulary words and their definitions through textual
evidence
 Students also asked to think about Rachel and her development over the course of the text
o Students encouraged to write notes in journal

Alternate Plan “B”-(What new strategy will I use if students do not understand the material? What will I
do if technology does not work? What alternative instructional resources can I use? )

If technology is not working, I will write bellwork on dry-erase board. The lesson plan is not
dependent on students using technology, therefore, lesson remains the same.

Post-Assessment:(How will you measure the degree to which students met the objectives? How will
this assessment data be used for future learning?)

Students will have review questions of why they think the class performed the “kick-me” activity. Students
will also be measured by the worksheets that they turned in and how well they performed during the
activity.

Accommodations/Modifications: (Explain which of the following you will use and why: Extended
Time; Preferential Seating; Segmented Assignments; Assignment Length; Communication Methods; Peer
Tutors; Instructional Assistance; IEP/504/ELL/GT; Other).

If there were students with a learning disability, I would have students perform the “kick-me”
activity in pairs and the students would be paired heterogeneously so that there would be
someone there to help those students with a learning disability, understand the definition.

Remediation: (Rationale for specific students’ accommodations/modifications)

Certain students may have ADD/ADHD, therefore this “kick-me” activity is a good exercise is
good for them. If there are students with dyslexia, then I could create an audio file and release
the file to those students through Google Classroom. For the “kick-me” activity, I will pair
students up heterogeneously. Each student will have an assigned role, and the definitions will
have a small visual representation as well.
Enrichment: (How will you extend the learning of students who grasp the content quickly?)

This activity is very engaging because it activates prior knowledge and gets students engaged by
keeping them active. I will reward the whole class, if they finish the activity before the time runs
out. This will help ensure that the students are helping their peers as well.

Resources/Materials/Equipment: (Consider: technology; visuals; supplies; professional; internet

research; other)

This lesson is not dependent on technology, but students will have notecards with vocabulary
words on them. The definitions are placed on the back of their shirts.

Reflection Narrative: Today I...

Reflection: (Consider the following in your response: Used data to plan the lesson; stated my
objectives clearly; actively engaged students; integrated Bloom’s Taxonomy; provided time for
interaction; gave feedback; kept the lesson aligned with standard(s) and objectives. Address
your instruction, classroom management, and student engagement. Include self-efficacy,
professionalism, and use academic language).