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Lesson 2 PDF

This lesson plan template provides details for a 90-minute English 12 lesson on close reading. Students will complete an anticipation guide to activate prior knowledge and then review definitions of key terms from the teacher's presentation. As a model, the teacher will demonstrate their close reading process for a passage from Things Fall Apart, identifying literary devices and analyzing their contribution to meaning. Students will then independently close read assigned passages and discuss their findings in small groups before reflecting on literary devices in their journals. The goal is for students to learn how to closely analyze texts.

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Mackenzie Schaum
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139 views6 pages

Lesson 2 PDF

This lesson plan template provides details for a 90-minute English 12 lesson on close reading. Students will complete an anticipation guide to activate prior knowledge and then review definitions of key terms from the teacher's presentation. As a model, the teacher will demonstrate their close reading process for a passage from Things Fall Apart, identifying literary devices and analyzing their contribution to meaning. Students will then independently close read assigned passages and discuss their findings in small groups before reflecting on literary devices in their journals. The goal is for students to learn how to closely analyze texts.

Uploaded by

Mackenzie Schaum
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON PLAN TEMPLATE

Course Name: English 12 Unit Plan Day: DAY 4


1, 3, 8, etc.
Level General grade 12 Lesson 90 minutes
(Grade/Honors/AP): Duration:

Lesson Objective:
• At the end of the lesson, my students will know how to close-read.
This objective should align with the skills or understandings that you want to improve.
It should also scaffold students’ growth across the three-day lessons.
Standard Alignment (state and national):
Only list one or two
RL.11-12.3, 6

SUMMARY OF TEACHING TASKS/ACTIONS:


Include a description of the lesson activities, clarifying: 1) what the student will be
doing, 2) what the teacher will be doing. and 3) how long the specific activity should
take.
Estimated Time: Teacher Does: Students Do:
[i.e. 5 minutes, 7 This section should describe What are the students doing
minutes] what the teacher is doing or during this time? What activities
saying to guide student are they engaged with? Are they
understanding. ​Include at working independently or in
least three quotes of what a groups?
teacher would say to guide
the mini-lesson or lesson
plan.
Students will complete
“Alright everyone take a anticipation guide.
Warm-Up worksheet from the front table
10 minutes and have a seat. Take a look
at these terms and give me
your best definition. If you
can, think of a fun example or
draw a picture.
Review Use a presentation to run Students will correct or add to
15 minutes through the proper definitions definitions
of the terms

Model/Directions “Now that we’ve got some Students will close-read their
and Ind. close-read definitions we’re going to respective assigned passages.
25 minutes complete a close-read. Can
someone remind me what a
close-read is? Student
answers. Great, so we’re
looking for literary devices in
a passage that contribute to
the overall meaning. I’ll assign
one of the provided passages
so you can close-read it.”
“I’m looking for things that
stick out to me in this passage
from ​Things Fall Apart. I​ see
some imagery here. Maybe
the darkness is a symbol. The
fire is symbol. The diction of
this sentence “crawled on
their belly” is really specific.
The mood of this passage is
really ominous. As I’m reading
I’m seeing the motif of magic
appear again. So then I want
to think about what all of
these things add to my
understanding.”
Jigsaw 1 Give directions for students to Students meet with student
15 minutes meet with others assigned the sharing the same passage and
same passages. Monitor discuss their findings. Add to
discussion. close-read if necessary.

Jigsaw 2 Switch students to match with Students meet with a student


15 minutes a student that has the that has the other unlike
alternative passage. Monitor passage to discuss similarities or
discussion. differences.
Closure “Alright, wrap-up your Students reflect on findings in
5 minutes discussions and let’s move journal.
into our closure. In your
journals I want you to write
down which literary devices
you found and what they
contributed to the passage
you analyzed.”
MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?
Anticipation guides, writing journal, novel available

JUSTIFICATION:
In this section, specifically describe how you integrated contemporary instructional
methods that we’ve discussed in this class to support diverse groups of student
learners. Please visit our course syllabus to ensure that you address methods and
concepts from each area of our class study. Cite your resources and include them in
the “References” section below.
This section should be no longer than 1/2-page, single-spaced.
Burke (2013) advocates for active reading. Part of this is “annotating... connecting
what they read to... the world at large... [and] evaluate the importance of details...” as
well as revisiting the text to “extend their understanding.” Close-reading is a specified
method of active reading that emphasizes the aforementioned skills of annotating,
connecting and evaluating, with the goal of extending understanding. Because this
text is so complicated, students must annotate, take notes, and connect this text to
themselves in order to make sense of it.

REFERENCES:
Please include the correct APA citations for each of the resources cited above.
Burke, J. (2013). What We Teach, Teaching Reading. In The English teacher's
companion: A completely new guide to classroom, curriculum, and the profession.
Portsmouth, NH: Heinemann
ATTACHMENTS:

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