Lesson Plan 1: The Pearl Chap.

4 Character
Development
UTL 640E
Kathryn Kelley / Austin High School
9th
9/24/15
6th Period / 10:35 12:10

Sarah Smith
English I /
Teach # 1

Lesson Objective:
Afterreadingchapter4ofSteinbecksThePearlandcompletingthetwocolumnnotes
activityinpairs,studentswillusetheirnotestoanswerfouranalysisquestionsover
characterizationandcharactertypesindependentlyandaccuratelyinordertodevelop
theircharacteranalysisandclosereadingskills.

Resources/Materials:
A.TODObeforethedayofthelesson:
ReadThePearluptoChapter5
PrintThePearlChapter4twocolumnnotesandanalysisquestionshandoutwith
modifiedhandoutforMarcanthony
Printcopiesofshortresponsequestion,keepthemtodistributetostudentsas/if
needed
PrepareshortPrezionmotivation,andflatvs.round(staticvs.dynamic)characters
o https://prezi.com/o24gk2cc1xcd/chapter4literaryterms/#
B.Forthelessonitself:
HavestudentspickupacopyofThePearlastheywalkintoclass
Havehandouts(twocolumnnotes)readyforstudentsintheirfolders
Preziisuponthescreenandreadytogo
Coloredpaperandmarkersfornameplates

TEKS Addressed in the Lesson:

(5)Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,make
inferencesanddrawconclusionsaboutthestructureandelementsoffictionandprovide
evidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:
(B)analyzehowauthorsdevelopcomplexyetbelievablecharactersinworksof
fictionthrougharangeofliterarydevices,includingcharacterfoils.
(15)Writing/ExpositoryandProceduralTexts.Studentswriteexpositoryandprocedural
orworkrelatedtextstocommunicateideasandinformationtospecificaudiencesfor
specificpurposes.Studentsareexpectedto:

(C)writeaninterpretativeresponsetoanexpositoryoraliterarytext(e.g.,essay
orreview).

Steps in Lesson:
Engagement(15minsest.)
BecauseIhaventseenthisspecificclassofstudentsinoveraweek,Iwillstart
theclassbyhavingthestudentsmakenameplatestobetterorganizeourshort
classdiscussion.
ThenIwillpresentashortPreziontheliterarytermsontheirChapter4notes
handouttogeteveryonethinkingaboutwhattheyrelookingforinthetextwhile
theyrereading.
o Iwillaskonthemotivationslide,WhyhasKinodonethethingshes
donesofar?WhydidhegoouttofishforpearlswhenCoyotitogotstung
bythescorpion?
o Ontheflatcharactersslide,Arethereanycharacterssofarthatyouthink
areflatcharacters?
o Andontheroundcharactersslide,Spoiler,Kinoisaroundcharacter.
Howishestartingtochange?Orhashenotstartedtochangeyet?
o Iwillalsobeaskingstudentstoprovidetheirownexamplesofmotivation,
flatcharactersandroundcharactersaswegothrougheachslide.
IwillkeepthePrezislidewiththeinstructionsfortheirreadingactivitydisplayed
onthescreenduringtherestofthelesson.
StatedObjective(1min)TodayweregoingtocontinuereadingThePearlwitha
partner,usingthesametwocolumnnotetakingstrategiesyouvealreadybeendoing
withthepreviouschapters,butbecauseChapter4hassomegreatchunksof
characterizationandgettingintothemaincharacters,Kinos,head,wellbeanswering
questionsafterreadingaboutthedifferentliterarytermswejustwentover.Oncewere
donereadingThePearlforthedayMs.Kelleywillbegoingoveranessayassignment
abouttakingchances,whereIhopeyouwillseesomeconnectionstoThePearl.
ActiveLearning(50minutesest.)
Explain(3minutes):Iwillaskstudentstogetintoshoulderpartnerpairsforthe
reading,andeventhoughtheymaybegettingtoworkwithafriend,Illstillbe
monitoringtheroomtomakesureeveryoneisontask.Iwillquicklyexplain
againthattheywillreadThePearlandtaketwocolumnnoteswiththehandout
uptopg.48(firstpageofthetwocolumnnotes)withtheirpartner,thentransition
toworkingindependently.
o Iwillencourageeachpairtouseareadaloudstrategy,switchingoff
whichpartnerreadsaloudwhiletheotherpartnerwritesdownthemajor
events.Thiswillalsohelpmemonitorwhatstudentsarereadingthebook
andwhichstudentsareofftask.

Apply(47minutes):StudentswillworkinpairsandIwillmonitorthe
classroom,checkinginwitheachgroupandansweringanyquestionsstudents
mayhavewhiletheywork.Aftertheyhavefinishedreadingandtakingnotes,
theywillworkindependentlytoanswerthefourliterarytermsquestions.
o IfInoticestudentsmovingontotheliterarytermsquestionsandhaving
troublewithrememberingtheterms,Imightasktheclasstotakeaquick
breaktoquicklyaskthemreviewquestionsovertheinformationfromthe
Preziatthebeginningofclass.
WasBatmanaroundorflatcharacter?Hechangedright?
Ifyoucantfigureoutwhatacharactersmotivationis,ask
yourself,whydidtheydothis?Whatcircumstancesweretheyin
whentheydidthisaction?
Evaluate:PeriodicallythroughoutthelessonIwillbecheckinginwiththe
groups,andoncethestudentshavetransitionedtoindividualwork,Iwillcheckin
ontheirnotestocheckforunderstandingandaskthemindividualquestionsif
theirnotesneedtobemorespecific/elaborated.
Ifanystudentcompletesthemainreadingactivityandquestionsinthetime
allotted,Iwillhavecopiesofashortresponsequestiontheycangetstartedon,
thoughIthinkmoststudentswilltaketheentire50minutestoreadthepages,take
notesandanswerthequestions.
o Ifstudentsarestartingtofinishwithonlyafewminutesleft,Iwillgive
themtheoptionoflookingattheshortresponsequestionand
brainstormingafewideas,whichIwillcollectattheendofthelesson.
ClassroomManagementStrategies:Forstudentswhohavetroublestayingon
taskwhileworkingpairs,Iwillfirstgivethemtworeminderstokeepreadingand
takingnotes.Becausestudentsaregoingtokeepgoinginthenovel,anyworknot
completedinclasswillhavetobecompletedbeforethenextblock,whichmight
providemoremotivationtoworkinclass.Afterthefirsttworeminders,Iwill
separateanypairsthatcantstayontasktogether.Ifapairisstayingontaskbut
notontracktoreaduptopg.48bytheendoftheperiod,Iwilltalkwiththem
individuallytoprovidereadingstrategies.
o ReadingStrategies:Onepartnerreadingaloudwhiletheotherjotsdown
notes,andtheycanshareafterreadingapage;alternatingthepartnerwho
reads.Iftheythinkreadingindividuallywouldalsohelpthemreadmore,
theyarealsoallowedtothat.

Closure(4minutes)
Becausetheendofmylessonisnttheendoftheclassperiod,Iwillaskthe
studentstocometoastoppingpoint,andiftheyhaventreaduptopg.48or
finishedtheanalysisquestions,theywillhavetofinishthosebeforethenext
block.
Doingaquickshowofhands,Illaskifanyonesawhowthetermswetalked
aboutatthebeginningofclasswerepresentinthischapterandiftheystartedto
seeanyflatorroundcharactersastheywerereading.

IfInoticedmorestudentsweredonewiththeanalysisquestions,Illbemore
specificwithmyquestions,askingthemquestionssimilartotheonesonthe
handouttocheckforunderstanding.
o WasmyspoilerforKinobeingaroundcharactertrue?Howhashe
changedsofar?
o Arethereanycharactersotherthanthepearlbuyerswhoyouthinkare
flat?

Modifications:

Martin(504,ADHD):PartnerindividualworkwillreducehisdistractionsandI
canperiodicallycheckinonhisprogressandprovideanyneededindividual
instruction.
o Havingtheinstructionsontheboardasareminderwillhelpkeephimon
task.
o Duringourquickclassdiscussiononliteraryterms,IwillaskMartinone
questiontospecificallyencouragehimtoparticipate.
Marcanthony(IEP):Willhavetheoptionofusingadifferenttwocolumnnotes
handoutwithfillintheblanks,fornotetakingassistance,andIcanprovidemore
individualinstruction/havehispartnerhelphimduringpartnerreading.
o Havingtheinstructionsontheboardwillhelphimstayontaskand
focusedontheclasswork.
o Willdiscusswithhimduringaquiettime,beforetheperiod,during
announcementsorduringatransition,aboutusingthemodifiedtwo
columnnotes.
Jonathan(504,Anxiety/Depression):Partnerworkwillgivemetheopportunityto
askhimindividuallyifhehasanyquestionsandtoprovidespecificpositive
reinforcement,bothofwhichheneedsbutisscaredtoaskfor.
o Havingtheinstructionsontheboardwillhelphimberemindedofhisgoal
fortheday,especiallybecausehelikesrepeatedinstructions.

Differentiation Strategies:
Studentswilluseafewmethodstoorganizetheirreadingandcharacteranalysissuchas,
partnerreading,twocolumnnotes,answeringguidedtextanalysisquestions
independently,classdiscussionandwritingopenendedresponses.
TheinformationIwillpresentontheliterarytermswillbevisualinmyPrezi,butalso
aurallypresentedandisontheirhandoutsotheywillhaveitinmultipleforms.

Evaluation Strategies:
(Informal):checkforunderstandingwhenreviewingliterarytermsforthechapter,asking
studentstovolunteerexamplesofflatorroundcharactersormotivations
(Informal):monitorindividualprogresswhiletheyreadChapter4andcompletetheir
noteshandout,checkinonnoteswhentheyhavetransitionedtoworkingindependently

(Informal):quickdiscussionasclosure,affirmingthequestionsontheanalysisquestions
handouttocheckforunderstandingofwhattheyweresupposedtohavelearnedfromthe
reading
(Formal):completionandturninginofnoteshandoutforChapter4successin
answeringquestionsandthoughtfullycompletingnotes

Notes/Recommendations for next time:

Shoulderpartnerpairswereagoodoptiontooffer,especiallybecausemost
studentswhoreadinpairs,werethestudentswhoneededtobemonitoredclosely
forstayingontaskcouldhearthemreadingaloud,socouldheariftheywere
talkingaboutsomethingotherthanthebook
Didnthavetimetodoclosurebecausestudentswereallprogressingthrough
reading,notetakingandansweringthequestionsatdifferentpacescouldntstop
andaskclosurequestionsbecausesomestudentshadntreadenoughto
understand/beabletoanswerthequestions
o Somestudentshadextratimeattheendevenwiththeshortresponse
question
o Didthestudentswhodidntreaduptothepointtheyshouldhavefinish
thereadingoutofclass?
Prezionliterarytermswasgoodbutstudentscouldhaveusedareminderonthem
oncetheystartedtheanalysisquestions