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School of Education
Lesson Plan 1
Name: Allison Harrison
Date:
II____Internship____
Grade Level:
Practicum 1___Practicum
216
Other:
Pre-assessment: (What will I use for pre-assessment, and how will I use the results
of the pre-assessment?)
The day before this lesson, students read Chapter 1 in the anchor text. In their
guided questions that the students were asked to answer (after reading) was Who
is the protagonist (the main character)? How old is he and what kind of personality
does he have? These questions are based on the observations and impressions
they made while reading. We discussed these questions as a class, and students
noted that Bruno was the main character, and that he was a little boy who was
spoiled. When asked how they came to this conclusion, students referred to the
pages in the text that explained this. No one mentioned the dialogue or the voice of
the character. Because of this, I felt the need to cover what voice is and its role in
the text.
Standard(s): (Include specific state standards.)
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
Closure: (How can I bring closure to summarize learning and enhance retention of
the material?)
At the end, I will sum up what we did today, emphasizing that voice is the style
choice, made by the author, that creates characters traits, personalities, and
attitudes. Students will also hand in their work at the end of the day.
Alternate Plan B: (What will I do if students do not understand the material? What
will I do if technology doesnt work?)
This lesson does not require any technology. If students do not understand, we can
work some more on the concept of characterization (which is not a focus of this
lesson but does tie into voice). We can practice together on Chapters 1 and 2, and 3
if needed.
Post-Assessment: (What data will give me information about students
understanding of the lesson, and how will this assessment be used?)
The assessment is the Character Investigation activity, which is turned in at the end
of class. By identifying the characters traits, personalities, and characteristics,
students can better understand the characters and how they develop/react to the
events of the story. Voice is important to the overall comprehension of the novel.
Accommodations: __ Extended Time __ Preferential Seating __ Segmented
Assignments __ Assignment Length X Communication Methods X Peer Tutors X
Instructional Assistance __ Other
Accommodations will be made according to any 504s or IEPs. Additional
accommodations include: varying the communication methods, peer tutoring, and
instructional assistance. If students do not benefit from me reading the text aloud,
they can read silently. I could also locate an audio book via sources such as Audible.
Because students are encouraged to compare answers with their peers, peer
tutoring is an easy accommodation. If there are students who need individualized
instruction, I can assist them in small groups or one-on-one instruction.
Remediation
See Accommodations.
Enrichment
An activity that can be used as a creative option (to do at home), is for students to
use their favorite movie, book, or television character, and list the characters traits
based off of evidence in the film/book/show. Students can bring this to class the
next day and share with the class.