LESSON PLAN TEMPLATE

Course Name: English 12 Unit Plan Day: DAY 1

1, 3, 8, etc.
Level: General 12​th​ grade Lesson Duration: 90 minutes

Lesson Objective:
• At the end of the lesson, my students will understand background of WFG.

Standard Alignment (state and national):

Only list one or two
SL.11-12.2, L.11-12.6

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 Teacher Does: Students Do:
Time: This section should describe What are the students doing during
[i.e. 5 minutes, what the teacher is doing or this time? What activities are they
7 minutes] saying to guide student engaged with? Are they working
understanding. ​Include at least independently or in groups?
three quotes of what a teacher
would say to guide the
mini-lesson or lesson plan.
Students will record their
“okay everyone, make sure you responses in their writing journal.
Warm-up have your journal and a writing Students then have the opportunity
10 minutes utensil. Let’s go ahead and to share what they know about the
make a three column, two row text with the class.
chart on a new page. I need you
to write what you already know
about WFG in the first column,
and what you want to know in
the second column.”
“Now that you’ve been thinking
about what you already know, I
 want to hear about it. What do
we know about the historical
context and the background of
WFG?”

Context “So some of your want-to-knows Students will record notes for each
presentation were about the meaning of category to be used in the next
15 minutes Godot or the strange dialogue activity.
between the characters, and
others were about why the plot
was confusing. Lets get into the
background of the play to really
figure out some answers.”
Teacher-centered presentation
of background/context
Group “Alright, so I’m going to count Students will collaborate in groups
connections everyone off by fours. You’ll be to find connections between
assignment working in groups to find the context and text, which be
30 minutes connections between the displayed on a poster.
context category that you’ve
been assigned and the play.
Then I want you to show me
your creativity and make a
poster about these connections
you’ve found. Ones will be doing
Samuel Beckett, twos will be
doing politics, threes will do
theatre of the absurd and fours
will do existentialism. I’m giving
you 30 minutes to put your
posters together then we’re
going to present to the class.”

Group “Go ahead and put the finishing Students will informally present
presentations touches on your posters. We’ll their connections and their posters.
30 minutes make it easy and go in
numerical order.”
 Teacher observation and
evaluation of group
presentations.
Closure “Okay everyone thank you for Students will complete closure by
your beautiful posters and adding what they learned to their
presentations, lets get our KWL chart from the beginning of
journals back out and return to class.
our chart. Remember our
objective today was to be able to
make those connections in the
text. Based on that, add the top
three most interesting things that
you learned to your chart from
the warm-up.”
MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?
Presentation, writing journals, poster paper, markers

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.
Context is essential for understanding a complicated text like ​Waiting for Godot. ​Burke
(2013) discusses how researching context is both a pre-reading strategy as well as
part of after-reading reflection. By giving students background information and the
opportunity to connect this information to the text, students can appreciate the
relationship between context and text. The KWL chart highlights how understanding
context can directly explain some of the confusing aspects of the text. Because of this
text’s complexity, students are forced to revisit the reading process. Unlike linear
fiction novels, this play requires reflection, connections, contextual understanding and
discussion to truly process the meaning of the play. This is the perfect text to use as a
vessel for re-examining how and why we read.

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:
Tuesday ?/??/?? (B Day)
You need: your writing journal and a writing utensil
KWL Chart
Fill out the K section for what you may
already know about the play

Fill out the W section for any questions

you have about the play.
 Samuel Beckett
- born in Dublin, Ireland in 1906
- Studied English, French and Italian
at Trinity College
- Moves to Paris and works for the
French Resistance
- Chased out of the occupied section
of the city by the Gestapo
- Remains in Paris for the rest of his
life
https://www.bl.uk/people/samuel-beckett
Politics and War
- Beckett writes the play in French,
despite being from Ireland and
speaking English as his first
language
- Frontline warfare and occupation
decimated France’s countryside,
economy and infrastructure
- The wide-scale impact of the war
left many feeling defeated,
pessimistic, and disappointed as
the aftermath exposed the
Holocaust and families were left
without fathers and sons
Theatre of the Absurd
- typically refers to theatre pieces written in
the 1950s and 1960s
- Coined by Martin Esslin in his 1961
publication The Theatre of the Absurd
- These works often manipulate the
conventions of theatre to push emotional
and philosophical limits
- May return to theatrical elements such as
mime, clowning, vaudeville and
nonsense to create satire
https://www.bl.uk/20th-century-literature/articles/nonsense-talk-theatre-of-the-absurd
Existentialism
- Builds off of the ideas of Kierkegaard
and Nietzsche, but first used by
Jean-Paul Sartre
- Simultaneously a philosophical,
literary and visual arts movement that
flourishes in the 1940s and 1950s
- Defined as an approach that focuses
on the experience of the individual,
from the Danish “existents-forhold,” or
the condition of existence
https://plato.stanford.edu/entries/existentialism
Create a poster with:
- a title
- headings/subheadings when necessary
- symbols or images
- at least five connections between your
category and the play
Closure: Fill out the L
section of your chart
for what you learned
today and return your
journals.
 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:
Today we will close-read passages
from WFG in order to determine the
effect of literary devices on the
meaning of the whole text.

Monday, April 20
Diction
the choice of a particular word; phrasing
Syntax
The arrangement of words and phrases
Dialogue
Conversation between at least two people
Setting and Props
The location and time period of the story and what is on
stage during the play
Non-Sequitur
A statement that does not logically follow what was said
prior
What is a close-read? What are we
looking for when we are
close-reading?
“The way into the shrine was a round hole at the
side of a hill, just a little bigger than the round
opening into a henhouse. Worshippers and those
who came to seek knowledge from the god
crawled on their belly through the hole and found
themselves in a dark, endless space in the
presence of Agbala. No one had ever beheld
Agbala, except his priestess. But no one who had
ever crawled into his awful shrine had come out
without the fear of his power. His priestess stood
by the sacred fire which she built in the heart of
the cave and proclaimed the will of the god. The
fire did not burn with a flame. The glowing logs
only served to light up vaguely the dark figure of
the priestess.”
 Pair with the same passage: Pair with a different passage:
Look for literary devices both Look for shared literary devices.
partners found. Add to your
Discuss what ideas are present
close-read if your partner found
something you didn’t. in both passages.
 Term first definition revisited definition
diction

syntax

dialogue

setting/props

non-sequitur
Passage 1
(Estragon, sitting on a low mound, is trying to take off his boot. He pulls at it with both hands,
panting.
He gives up, exhausted, rests, tries again.
As before.
Enter Vladimir.)
ESTRAGON
(giving up again) Nothing to be done.
VLADIMIR
(advancing with short, stiff strides, legs wide apart) I'm beginning to come round to that opinion.
All my life I've tried to put it from me, saying Vladimir, be reasonable, you haven't yet tried
everything. And I resumed the struggle. (He broods, musing on the struggle.) (1.1-2)

Passage 2
VLADIMIR
At last! (Estragon gets up and goes towards Vladimir, a boot in each hand. He puts them down
at edge of stage, straightens and contemplates the moon.) What are you doing?
ESTRAGON
Pale for weariness.
VLADIMIR
Eh?
ESTRAGON
Of climbing heaven and gazing on the likes of us.
VLADIMIR
Your boots, what are you doing with your boots? (1.819-23)
 LESSON PLAN TEMPLATE

Course Name: English 12 Unit Plan Day: DAY 5

Level: General grade 12 Lesson Duration: 90 minutes

Lesson Objective:
• At the end of the lesson, my students will know how to effectively participate in
discussion.

Standard Alignment (state and national):

RL.11-12.2, SL.11-12.1

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 Teacher Does: Students Do:
Time: This section should describe What are the students doing during
[i.e. 5 minutes, what the teacher is doing or this time? What activities are they
7 minutes] saying to guide student engaged with? Are they working
understanding. ​Include at least independently or in groups?
three quotes of what a teacher
would say to guide the
mini-lesson or lesson plan.
Warm-up “As you come in, arrange your Students will set up the classroom
10 minutes desk for discussion and get out and complete warm up.
your journals. Once you’ve got
your desk situated, turn to
today’s page and write down
what you thinkmakes a good
discussion.”
Discussion “So what I have here is a Students will provide their
norms document where I’ll be recording discussion norms in order to
15 minutes our discussion norms. compile a list of class expectations
Everything you guys have for discussion.
written in your journals
 constitutes our ‘norms,’ so let
me hear what all you have.”
Take student responses and
record on document, it’s
rephrasing if necessary.
Discussion Discussion facilitation: Students will participate in
60 minutes encourage positive discussion. \
contributions, use talk moves to
direct discussion towards
identifying literary devices,
praise use of evidence and
productive transitions, use talk
moves to clarify student points
or extend thinking.

Synthesis “As we wrap up our discussion, Record take-always in journal.

lets return to our journal page
from today and write down two
take-aways from today’s
discussion.”

MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?
Journals

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) dedicates an entire chapter to speaking and listening skills in the ELA
classroom. While some of this speaks to presentations or speeches, a great deal
pertains to the whole-class discussion. The first part of planning a discussion involves
establishing expectations with the students, hence the time spent discussing the
norms prior to the discussion. ZThis method allows students to consider what they
themselves value in discussion, as well as become valuable and accountable
contributors before the discussion even starts. Additionally, Burke identifies three
broad topics for discussion: “the author’s craft, major themes in the work, [or] big
questions” (223). The launch for this discussion is asking students what they found
most impactful in the text. This launch allows students to begin with a subjective and
personal starting point as a means of engaging them. As we move forward, students
will be prompted to focus on matters of authors craft, and how these authorial choices
impact our interpretation of the text— much like the close-read from the day before.
Finally, Burke identifies ways to “extend the benefits of the discussion” by using notes
from the discussion “as the basis for a paper,” and collecting discussion notes as a
“check for understanding and effort.” This extension is the basis for requiring students
to take notes during the discussion and turn them in afterwards.

REFERENCES:
Please include the correct APA citations for each of the resources cited above.

Burke, J. (2013). Speaking and Listening. In The English teacher's companion: A

completely new guide to classroom, curriculum, and the profession. Portsmouth, NH:
Heinemann

ATTACHMENTS:
Please list any handouts that will be used as part of this lesson plan and before the next
day’s lesson plan. Include copies of handouts after the lesson plan.
 LESSON PLAN TEMPLATE

Course Name: English 12 Unit Plan Day: DAY 7

1, 3, 8, etc.
Level General grade 12 Lesson Duration: 90 minutes
(Grade/Honors How many
/AP): minutes will this
lesson last?
(Lesson should
last at least 45
minutes)
Lesson Objective:
• At the end of the lesson, my students will know how to create a thesis.
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
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

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 Teacher Does: Students Do:
Time: This section should describe What are the students doing during
[i.e. 5 minutes, what the teacher is doing or this time? What activities are they
7 minutes] saying to guide student engaged with? Are they working
understanding. ​Include at least independently or in groups?
three quotes of what a teacher
would say to guide the
mini-lesson or lesson plan.
“Today we’re warming up in our Students will complete warm-up
Grammar writing journals with some and respond during review.
Warm-up grammar so make sure you turn
10 minutes to the next blank page and paste
in todays worksheet from the
front table. Today’s grammar is
 the comma, so read through the
sentences and find where the
missing or incorrect commas
are. Correct the sentence or add
the comma.”

Review warm up with students

and take student responses to
ake corrections as necessary.
“Alright so our objective today is Students will craft a thesis using
Expectations to write a thesis for our paper. graphic organizers in order to give
15 minutes Does anyone remember the an elevator pitch. Students will then
formula for our thesis?” ​Take edit their thesis as necessary.
student response. ​“Great— we
need a ‘what,’ a ‘how,’ and a
‘why.’ So if I were using an
example from ​Things Fall Apart,
it would look like this.”
“For your thesis, you’ll be
identifying these three
components in ​Waiting for
Godot. ​You can model a graphic
organizer like mine or you’re
welcome to use your own
alternative if it helps you work
better.”
“After you’ve built your thesis,
you’re going to give me an
elevator pitch. can anyone tell
me what an elevator pitch is?”
Take student response.
“Awesome, so its a way to
present an idea to someone
quickly, just like if you get into
the elevator with your boss in
the lobby, and you have to pitch
your ideas to them before they
get out of the elevator. It should
be clear and concise. When
you’ve got your thesis, raise
your hand and I’ll be around to
hears your pitches.”
Workshop Students will work independently Students will use this as
20 minutes to develop a thesis with teacher independent worktime to develop a
guidance as needed. thesis.

Elevator check in with students and Students will present elevator

Pitches 40 receive elevator pitches in order pitches and make adjustments as
minutes to offer adjustments and needed.
constructive criticism.

Closure “Alright everyone let’s wrap up complete closure in journals.

5 minutes our workshop. In your journal,
write your what-how-why, your
original thesis, and your
adjusted thesis if you made
changes to it and return your
journals.”
MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?
Writing journals, daily slides, thesis worksheets

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) refers to the first draft of as thesis as a “working thesis,” as it allows
students to have a “focus line” for their paper that can be adjusted later in the writing
process. Burke describes his teaching methods for thesis writing to be broken into two
parts: a thesis generator and a paper proposal. While he uses two of his own
worksheets to develop this skill wth his students, I have reinvented this process ito
thesis workshopping and an elevator pitch so that students can develop a thesis more
independently and give their proposal orally. Burke discusses in depth the discussion
method he uses to affirm that’s students are prepared to satisfy the needs of the
thesis, and this is mirrored in my expectations section, wherein students are prompted
to review the three pieces of a functional and arguable thesis.

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

ATTACHMENTS:

Comma Drills
1. Ms. Schaum brought her graded papers her coffee and her laptop into school today.

2. All the kids forgot their homework and, had to turn it in late.

3. Because they turned it in late they apologized profusely hoping for extra credit.

4. The students were forgetful not disrespectful.

5. The students wanted to surprise the principal, but, they didn’t know she wouldn’t be at
school, today.

6. Having missed, their opportunity the students, had to reevaluate their plan.
7. Their surprise which was a huge cake just had to sit in the fridge of the third floor
teacher’s lounge.

8. They were a thoughtful, kind, and, appreciative group of students

Name:
Date:
Section:

Comma Drills
1. Ms. Schaum brought her graded papers her coffee and her laptop into school today.

2. All the kids forgot their homework and, had to turn it in late.

3. Because they turned it in late they apologized profusely hoping for extra credit.

4. The students were forgetful not disrespectful.

5. The students wanted to surprise the principal, but, they didn’t know she wouldn’t be at
school, today.

6. Having missed, their opportunity the students, had to reevaluate their plan.

7. Their surprise which was a huge cake just had to sit in the fridge of the third floor
teacher’s lounge.

8. They were a thoughtful, kind, and, appreciative group of students.

Today is Monday, March 30 Warm up: turn to today’s page in
You need:
your journal and complete your
- Your journal
- A pen/pencil daily grammar
Objective: students will participate in a writing workshop in order to
construct an outline and draft thesis for their essay

Agenda:
1. Warm-Up
2. Directions
3. Brainstorm
4. Elevator Pitch
 LESSON PLAN TEMPLATE

Course Name: English 12 Unit Plan Day: DAY 12

Level: general grade 12 Lesson Duration: 90 minutes

Lesson Objective:
• At the end of the lesson, my students will know how to revise and reflect on their
own writing.

Standard Alignment (state and national):

Only list one or two
W.11-12.5, 10

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 Teacher Does: Students Do:
Time: This section should describe What are the students doing during
[i.e. 5 minutes, what the teacher is doing or this time? What activities are they
7 minutes] saying to guide student engaged with? Are they working
understanding. ​Include at least independently or in groups?
three quotes of what a teacher
would say to guide the
mini-lesson or lesson plan.
Journal ”Alright everyone turn to a fresh students will do a ten minute free
10 minutes page in your journal. If you writing reflection exercise in their
remember, we turned in our journal.
papers last class. I’m proud that
everyone submitted them on
time and I was able to grade
them pretty quickly. With that
being said, there’s always room
for us to improve. Before I return
the papers, I went you to free
write for ten minutes in your
journal about what you would
 have added or changed about
your essay if you had an extra
day to work on it.”
Return papers ”As I’m passing out your paper, Accept papers and gather
and give take the time to review it and materials then move into
expectations; read the comments I left. If you independent revisions.
Self-guided have any questions, I’ll be able
revision time to answer them individually after
70 minutes I give directions. I’m giving you
the opportunity to revise your
essays. With this revision, you
should prioritize editing your
actual writing rather than the
mechanical mistakes. You
should revise your digital copy
and submit it online, then return
your physical graded copy back
to me. As I said, I’ll be around to
clarify or explain my comments.”
Reflection ”Come to a stopping point in Students will return papers, submit
10 minutes your revisions. Return to your revisions, and complete reflections.
journals, and now that you’ve
actually revised your paper, i
want you to elaborate on your
reflection: what can you take
away from this experience to
use while writing your next
paper?”

MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?
graded papers, writing journals

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) states that “revision is not a linear, paint-by-numbers process.” Burke
goes on to say that “this process of revision often marks a whole new phase of
generating ideas.” In this way of thinking, I developed the warm-up as way to
jump-start this new phase of generating ideas. Before they even see what I have
written on their papers, I want them to consider what adjustments they are already
self-aware of. Additionally, Burke emphasizes that while writers do proofread and edit
their mechanics, experienced writers are focusing on examining the “content, style
and rhetoric of their writing.” In this revision process, I have highlighted that I want
them to focus on these facets of their writing, and ultimately reflect on how this is a
learning experience for them as writers and as as students.
REFERENCES:
Please include the correct APA citations for each of the resources cited above.
Burke, J. (2013). Teaching Writing. In The English teacher's companion: A completely
new guide to classroom, curriculum, and the profession. Portsmouth, NH: Heinemann

ATTACHMENTS:
Please list any handouts that will be used as part of this lesson plan and before the next
day’s lesson plan. Include copies of handouts after the lesson plan.