Lesson taught to 9th grade English students.

Lesson plan follows the Madeline Hunter lesson line structure.

Lesson Title : Harrison Bergereon/Declaration of Independence

Teacher : Brooks, Melishia
Subject : English
Objectives/Standards :

9-10LA5 - Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

9-10RHS9 - Compare and contrast treatments of the same topic

in several primary and secondary sources.

9-10RIT4 - Determine the meaning of words and phrases as they

are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs

9-10RIT6 - Determine an author's point of view or purpose in a

text and analyze how an author uses rhetoric to advance that point of
view or purpose.

9-10RL1 - Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn
from the text.

9-10SL1d - Respond thoughtfully to diverse perspectives,

summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning
presented.

9-10W1 - Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
DAY ONE: Close Reading and Foundational Informational
Opening:
Bell Work (5 minutes): TSW complete the following journal prompt.
journal prompts should be at least 2 paragraphs: Do you agree with the
following quote, "If you want to hide something from young people, but
it in a book"? Explain why you agree or disagree.
Anticipatory Set (3 minutes): The teacher will provide the students
with a quiz. The quiz will have 10 questions with different directions.
The first direction will be to read all the questions before they complete
the quiz. the last question will tell the students to complete #1 ONLY.
This will be used to show the students the importance of reading. TTW
then tell the students that we will explore the technique of CLOSE
READING.
Teaching/Modeling (12 minutes): TTW present the CLOSE READING
SLIDE. Within the slide, notes on INFERENCE and EXPLICIT TEXTUAL
EVIDENCE will be given and the students will use cloze reading
technique. This will be done in an effort to supply the students with the

Lesson taught to 9th grade English students.

Lesson plan follows the Madeline Hunter lesson line structure.

appropriate language for Common Core skills and objectives. TTW also
present cloze reading notes on writing a SUMMARY.
Check for Understanding (5 minutes): TTW cold call students to
answer questions about close reading methods and annotation. TTW
will say What is close reading? Why do we close read texts? How is
this going to help you as a student?
Guided Practice (18 minutes):
TSW receive CLOSE READING Handout and will spend 5 minutes
reading the information on his/her own.
TSW then work with a partner to CLOSE READ an Informational text of
the teacher's choice (this text can be something that has been read in
class before, because the purpose is for the student to practice the
Close Reading skill).
TSW then work with their partner to CLOSE READ a "chunked" passage
that is fictional.
TSW work with a partner to choose the appropriate summary for each
of the passages in multiple choice style question. TSW use rationale to
justify their answers.
Independent Practice (20 minutes): TSW write 2 summaries of the
texts that they practiced their close readings on during Guided
practice. This will be an individual assignment. Each summary should
include the appropriate information for summary.
Closing : TSW complete an exit ticket where they choose appropriate
summaries for passages.
Enrichment/Remediation: (Accommodations and Modifications)
Throughout each lesson, students will be encouraged to engage in
peer tutoring, teacher/student tutoring, and reading partners.
Furthermore, there will be guided reading practice and the teacher will
gauge the class to see when extended time for note taking is
necessary.
DAY TWO: TSW begin close reading of "Harrison Bergeron" and
analyze the point of view.
Opening:
Bell Work (3 minutes): TSW respond to the following prompt: Write
about your idea of equality. Do you believe that society will reach
"true" equality? Why or why not?
Anticipatory Set (5 minutes): TTW continue the discussion about
equality by allowing the students to read and discuss a number of
quotes about people being equal. TTW will lead the discussion about

Lesson taught to 9th grade English students.

Lesson plan follows the Madeline Hunter lesson line structure.

how people are un-equal in our society. TTW raise questions that will
facilitate the students to respond appropriately and critically.
Input: (Teaching) (10 minutes) TTW complete the presentation
about close reading.
TTW give the students the close reading hand out and answer any
questions.
TTW then explain to the students that the purpose of this class is to
identify point of view in the story.
TTW present the POV notes and give appropriate examples.
Modeling (3 minutes): TTW begin reading the text. This will be
done in order to model projection as well as fluency for the students.
Check for Understanding: Teacher will pose questions to students in
a hierarchical manner using the Blooms Taxonomy strategy,
questioning students for knowledge, comprehension, application,
analysis, synthesis, and evaluation. Students will be "cold called".
Work Period: Guided practice (20 minutes): (What will the teacher
do? What will the student do?)
TSW begin the close reading of the text.
TSW complete "STOP AND JOT" questions about the text. TTW use this
as a method of informal assessment so that the plot of the story can be
explained and clarified.
TSW make inferences and predictions about the story as they reading.
This information will be documented in a reading journal or graphic
organizer.
Independent practice (20 minutes): The student will write a
literary critique on the story following an appropriate rubric. TSW have
to use examples from the story that show why the author's use of point
of view helped the reader to better understand the text.
Closing (5 minutes) : (Reflection of lesson) TSW complete a point of
view exit ticket where they give an example of each type of point of
view.
Enrichment/Remediation: (Accommodations and Modifications)
Throughout each lesson, students will be encouraged to engage in
peer tutoring, teacher/student tutoring, and reading partners.
Furthermore, there will be guided reading practice and the teacher will
gauge the class to see when extended time for note taking is
necessary.

Lesson taught to 9th grade English students.

Lesson plan follows the Madeline Hunter lesson line structure.

Day Three: TSW read an excerpt of The Declaration of

Independence and rationalize the use equality in Harrison
Bergeron based on that information.
Opening:
Bell Work (4 minutes): TSW answer a SATP3 question about point of
view. TSW justify their answer.
Anticipatory Set (5 minutes): TSW watch and discuss a video about
The Declaration of Independence. TSW be encouraged to discuss how
they view equality in our society versus the 2081 version of quality in
Harrison Bergeron.
Teaching/Modeling (10 minutes): TTW give background information
about The Declaration of Independence. This will put the idea of
equality into context in reference to the short story. TTW will facilitate a
discussion about equality and if it can be achieved.
Check for understanding: Teacher will pose questions to students in
a hierarchical manner using the Blooms Taxonomy strategy,
questioning students for knowledge, comprehension, application,
analysis, synthesis, and evaluation. Students will be "cold called".
Guided Practice (15 minutes):
TSW read the DOI excerpt.
TSW work in small groups to answer SATP3 questions about the
selection.
TSW justify their answers.
TTW cold call to have students share their answers and justifications
with the class.
Independent Practice (20 minutes): TSW write their own idea of
equality. TSW provide how they would run the government and what
practices would be put into place in order to achieve equality in their
society. TSW tell consequences for people that are not following the
practices outlined by the government. Responses should be of an
appropriate length and correlate to ideas from the DOI and HB.

CLOSURE (7 minutes): TSW complete the WHAT? SO? WHO? THEN?

activity about the DOI.
Enrichment/Remediation: (Accommodations and Modifications)
Throughout each lesson, students will be encouraged to engage in

Lesson taught to 9th grade English students.

Lesson plan follows the Madeline Hunter lesson line structure.

peer tutoring, teacher/student tutoring, and reading partners.

Furthermore, there will be guided reading practice and the teacher will
gauge the class to see when extended time for note taking is
necessary.
DAY FOUR: TSW use INRAGE format to respond to the central
focus question
Opening:
Bell Work (4 minutes): TSW answer a SATP3 question about point of
view. TSW justify their answer.
Anticipatory Set (6 minutes): There will be 4 physical attributes
displayed in the room. Each student will choose the attribute that BEST
describes them (or that is their best feature). Students will be
"handicapped" according to their attribute. Students who are able to
maintain their handicap for the entire class will receive a homework
pass or other class incentive.
Input (12 minutes):
(Teaching) (Explain what the objective is and why it is important) The
teacher will:
TTW present the INRAGE writing format.
TTW give the students a copy of the rubric.
Modeling: TTW show the student how to use the rubric to grade a
paragraph that was written using INRAGE.
Check for understanding: Teacher will pose questions to
students in a hierarchical manner using the Blooms Taxonomy
strategy, questioning students for knowledge, comprehension,
application, analysis, synthesis, and evaluation. Students will be "cold
called".
Guided practice (12 minutes): (What will the teacher do? What will
the student do?) DOK 3
TSW respond to a simple writing prompt such as Do you agree or
disagree with the uniform policy? using the INRAGE format.
TSW exchange paragraphs with a partner and use the rubric to label
and score the paragraph.
TSW have a chance to rewrite their paragraphs based on the their
partner's suggestions.
Independent practice (18 minutes): The student will use INRAGE to
respond to the central focus question: What is the relation between the
kind of equality pursued in Vonneguts fictional society and the political
idea of equality described in the Declaration of Independence?

Lesson taught to 9th grade English students.

Lesson plan follows the Madeline Hunter lesson line structure.

Closing (5 minutes): (Reflection of lesson) TSW present their INRAGE

paragraphs. TTW use cold calling or ask for volunteers.
Enrichment/Remediation: (Accommodations and Modifications)
Throughout each lesson, students will be encouraged to engage in
peer tutoring, teacher/student tutoring, and reading partners.
Furthermore, there will be guided reading practice and the teacher will
gauge the class to see when extended time for note taking is
necessary.
Homework :
DAY TWO: TSW revise their summaries from class and have a parent
sign the final copy.
DAY THREE: TSW complete the vocabulary journal sheet for "Harrison
Bergeron".
DAY FOUR: TSW create a dystopian society in a comic strip. TSW must
be creative and use a visual aid to make their society come to life. The
comic strips will be displayed in the classroom or hallway.