Lesson Plan

Stage 1 – Desired Results

Content Standard(s):

● 8. RL. 1. - Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
● 8. RL. 4. - Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.

Unpacked Standard(s): Essential Questions:

● To use context clues and details to
understand and determine the meaning of
a word/phrases used within the text.
● To identify and analyze explicit text
that best supports inferences made.
● Who do you think the narrator is
speaking to at the end of the story? Give one
reason.
● How would you describe the
narrator’s character? Choose and use one
word from the list of words to write a
sentence that best describes the narrator’s
character.

Students will set their own personal goals by…

● Using a rubric to determine personal learning goals and how to achieve these goals.

Progress on students' personalized goals will be monitored by…

● Answering the questions written on the board to determine whether their personalized goals were
met or if they need more clarification of the literary terms and learning objectives.

Rules and Procedures:

● Students will work independently and read the text for 10 minutes.
● Students will work in pairs to circle unfamiliar words with and try to identify if there is a root
word that they can draw out a meaning from it for 10 minutes.
● Students will work in groups of three to look and discuss context clues from the sentences before
and after the unfamiliar word; students should locate any figurative language, verbs, adjectives and
adverbs in the text and identify the connotations.
● Write on the board vocabulary words: dulled, acute, conceived, object, passion, fancy, foresight.
Discuss root words, connotations – is the writer using the word in a negative or positive connotation
and write a simplified definition on the board.
● Students will work in pairs to create a comic strip. Point out main events within the story and
include 3 vocabulary words written in sentences in the speech bubbles.
● Closure— Exit ticket: Have students answer one of the questions on the slip of paper.
 Stage 2 – Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment (including analysis of the pre-assessment results):

• Recall the definition of inference. What does one do to draw an inference?

• How does one support a drawn inference?
• What is connotation mean?
• What is figurative language?
• What is the purpose of figurative language? Give an example?
• In what ways can you draw inferences of the characterization of a character in the story?

Performance Task(s) or Assignment Description(s):

• In a separate notebook, students will write down any unfamiliar words and look the word up in
the dictionary. This book is a compilation of unknown words
• Answer essential questions and then discuss as a class the answers.
• Root words – students will try to figure out the meaning of the words based on the root
word/base word.
• Students will draw inferences on the character’s characterization based on the details and literary
elements in the story. Describe the character.

Rubric:
Literary Analysis and Response Rubric

Score 4 3 2 1
Student response Student response Student response Student response
• demonstrates • demonstrat • demonstr • demonstr
full es ates basic ates
comprehension comprehens comprehe limited
of ideas by ion of ideas nsion of comprehe
providing an providing a ideas nsion of
accurate mostly providing ideas
analysis accurate a providing
• provides analysis generally a
Reading effective and • provides accurate minimally
Comprehension comprehensive mostly analysis accurate
and Written development effective • provides analysis
Response of topic that is developmen some • provides
consistent to t of topic developm minimal
the task that is ent of the developm
• uses clear mostly topic that ent of the
reasoning appropriate is topic that
supported by to the task somewhat is limited
relevant text • uses mostly appropriat to the task
clear
 based reasoning e to the • uses
evidence. supported task limited
by relevant • uses some reasoning
text based reasoning and text-
evidence. and text- based
based evidence
evidence.
Demonstrates skillful Demonstrates skill Demonstrates Demonstrates no
use of the written and knowledge in minimal use of the knowledge and
English language with the use of the written English skill of the English
few minor mistakes in written English language with language with
grammar and the language with many multiple mistakes multiple mistakes
meaning is clear. minor mistakes in in grammar and in grammar and
grammar and the the meaning is there is almost no
meaning is clear. difficult to meaning.
understand.

Self- or Peer Assessments: Formative Assessments, Summative Assessments,

etc.:
• To engaged and continue student interest,
have students discuss and compare ideas • Go around the classroom and ask questions
and answers. – Think-Pair-Share. to quickly assess student’s understanding of
story.
• Write a short summary of the story.

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments

Learning Activities:
• Writing task – Write on the board. Write about a time when you were bothered by someone or
something. What did you do to help you cope with that person or incident? (Connect, Coherence,
Context)
• Have the students read the title and title page of the story. Question: What do you think the story
is about? Students will make inferences based on the title and illustration at the beginning of the
story. (Curiosity, Connect)
• Students will write an entry in their writing notebooks to reflect on their learning. (Coherence,
Concentration)
• Students will determine if their learning goals were met using a rubric provided. (Connect,
Coherence, Context, Coaching)
 Stage 4 – Feedback Strategies, including Timeliness
• As homework, students will write a reflective writing piece on what they learned in class. They
will need to state their intended goals at the beginning of class; what helped them the most to
reach their intended learning goals; what they felt did not work well for them to reach their
learning goals; what information could they give their peers to help them understand a concept
better.