University of Arkansas - Fort Smith

School of Education
Explanation of Lesson Plan Components

Lesson # 2

Name: Jasmine Hayes______ Date :_September 4, 2019__

Subject Area: _English___ Grade Level: __10th Grade__

Central Focus: Students will use specific detail to determine how a character has developed
over the course of the text. Students will come to their conclusions while following the outline of
the plot diagram.____

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)

Students will be shown a picture of a plot diagram on the projector. Students should have prior
knowledge of what a plot diagram is, therefore, this will be considered review.

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.

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:

 Analyze a character’s development over the course of the text
 Connect character analysis with Plot Diagram.
 Determine importance of character’s development through events that happened in the
text.

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:
  We are about to examine how the character of Rachel Marsh has developed over the course of
the text. Who is a different character that has shown development over the course of the text?
Provide textual evidence and details. Use plot diagram as a reference.

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
 Concentric Circles
o Students are able to discuss character development one-on-one
o Students may get different ideas on how character has developed
o Students are able to hear different views on subject
o Purpose to expand analysis of main character

Instruction (I do)

 Journals are used for reading assignments

o Promotes self-efficacy
o Encourages students to further analyze text
 Plot Diagram Worksheet
 Promotes self-efficacy
 Encourages student to analyze character development
 Concentric Circles
o Promotes Student engagement
o Students benefit from speaking one-on-one instead of in front of large group
o Students gain different perspectives on subject

Guided Practice (We do)

 Plot Diagram Worksheet

o Introduction
 How character is introduced in the story
o Conflict
 What issues surrounded character
o Rising Action
  Events leading to climax of character’s outbreak
o Climax
 Character begins to take control of situation/makes big decision
o Falling Action
 Result of character’s action/decision
o Resolution
 How character finished out the story
 Concentric Circles
o Students construct inner and outer circle
o Students get out journals with their answers
o Students will get into a circle or face desks towards another student
o Students given one minute to respond to each question(I will inform students
which question they will be answering)
o Inside circle turns (or students switch desks) until each student has made their
way back to their first partner

Independent Practice (You do)

I will:

 Encourage student engagement

 Provide classroom management by setting rules
 During concentric circle
o Students provided with instructions on how to move and what guided questions to
discuss with peer
 For plot diagram worksheet
o Review of plot diagram is given
o Instructions on how to fill out worksheet is given

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 do they think the concentric circle activity was important?
 What did they learn from the activity?
 What new perspective they were able to see while speaking with their peers one-on-one?

Students are reminded that the point of the activity was to analyze how a character developed over the
course of the text. This will be important for tomorrow’s lesson, as we will analyze how the story
developed over the course of the text.

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 concentric circles activity was important.
Students will also be measured by the plot diagram of character development worksheets that they turned
in.

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).

Students with learning disabilities are paired off with different students in the classroom. If those
students were having trouble developing a concept or idea of what the text was about, the
different perspectives from different students would help those students with a learning
disability, to understand the text better. The journals that the students keep, also help those
students keep track of their ideas and questions. It also helps to organize their thoughts.

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

Certain students may have ADD/ADHD, therefore this concentric circle activity is a good
exercise is good for them. Students are up moving around, so they do not have to be confined to
sitting in their desk. They are also discussing specific topics that I have given them. For the
“concentric circles” activity, students are paired randomly as they rotate partners after discussing
their answers.

Enrichment: (How will you extend the learning of students who grasp the content quickly?)

Students who grasp the content quickly, are given the opportunity to expand their perspectives
and they are also given the opportunity to help other students gain new insights on character
analysis.

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

research; other)

This lesson is not dependent on technology. Student were given a worksheet which was filled out
before the concentric circle activity. The worksheet was used a reference for talking points
during the activity.

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).