Lesson Plan Template

Candidate Name:____Erryn Walker__________

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other
UNIT NAME
The Chocolate War: Do I Dare Disturb the Universe?

LESSON NAME

Time Needed (Hours/Days)

Looking at The Chocolate War through Metaphorical

Expression

Grade
8

th

Subject
English/Language Arts

50 Minutes/2-3 Days

Course
Advanced/TAG Mixed Model

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

xtual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ntral idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, an
lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
ogical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
relevant facts, definitions, concrete details, quotations, or other information and examples.
ing Skills 7The student uses analogies, metaphors, and/or models to explain complex concepts.

ENDURING UNDERSTANDING:
-The student will analyze the theme of The Chocolate War through using metaphors

ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?
Why is it necessary to analyze characters in order to better understand an authors
purpose?

TEACHER LESSON PREPARATION

-The teacher will guide the students through the metaphorical expressions strategy.
-The teacher will have four (4) metaphorical expression tasks set up around the room to
allow the students to analyze the different main characters within The Chocolate War
(Jerry, Archie, and Brother Leon).

ACTIVATING STRATEGY
Contains one of these in a well-developed, clearly explained format: related pre-assessment,
motivating introductory activity (hook or mini-lesson), opportunity for students to link content to
prior knowledge and interests, an advanced organizer, and/or clearly stated learning expectations
using related focusing and guiding questions

-The teacher will explain that the days lesson will only be done in metaphors.
-The teacher will have the students divide into four groups and go to one of the four
stations.
-The students will have 2 minutes at each station to complete the metaphor on that page.
-The four metaphor tasks will ask the following questions:
1. How is Jerry like a raw pizza dough?
2. How is Brother Leon like a corn maze?
3. Draw how loyalty is like a bullet-proof vest?
4.

How is deceit like a natural gas leak?

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the
strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively

-The teacher will ask each group of students to explain each of the four metaphors and
explain what (s)he wrote and explain their reasoning.
-The teacher will ask the students to express their rationales behind completing this
strategy.
-The teacher will then explain the assignment that the students are to complete with the
remainder of class.
-Students will use The Chocolate War novel to brainstorm different themes expressed
throughout the novel. Students will complete the brainstorming with a partner. Students will
choose one of the themes and complete the Content Organizer independently.
-Upon completion of the Content Organizer, the students will engage in a series of
analogies based on the themes and characters from the novel.
Direct Analogy: Students will work in groups of 2-4 and will identify the similarities
and differences between Brother Leon and a colander. Students will use the graphic
organizer posted on OneNote to complete the analogy.
Personal Analogy: Students will compare themselves to a theme from the novel
The Chocolate War. Students will answer the following questions in the OneNote
notebook:
1. Who are you?
2. What is your greatest strength?
3. How do others perceive you?
4. What is your fatal flaw?
Students will create a drawing or a poem to personify the theme that they
chose.
Compressed Conflict: Students will create a list of 5 synonyms and antonyms for
the theme that they chose and fill in those synonyms and antonyms on the chart in
their OneNote notebook.

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal
assessment of student learning, and any assessment tools or questions used are included
-Students will use OneNote on their Surface 3 tablets to answer the essential question.
Students will put this on their OneNote page and submit it for a daily grade.
-Students will debrief as a whole group and discuss the type of project they completed and
explain what they liked or disliked about this assignment.
-Students will complete 3-2-1 exit ticket on their Surface 3. They will express 3 things that
they enjoyed about the lesson, 2 things that they felt were still unclear, and one thing that
they would change to make the activity better in their opinion.
-Students are to complete the sentence, (this theme) is like ______________. The student
must give 4-5 reasons as to why they chose those comparisons.

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following:
acceleration, extensions, enrichment, tiered activities.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be
transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.
-Students will be encouraged to ask relevant questions as necessary.
-Students groups will be made based on a mixture of higher achieving students and lower
achieving students so that the students can learn to interact and support one another.
-The teacher will move from group to group to ensure that each group is on task and to
provide additional support to each group, in a facilitative role, as needed.

Materials/Links/Text References/Resources - Thorough

-Chart paper for metaphor gallery walk
-Surface 3 Tablets
-OneNote Classroom notebook(for constructed responses, Compressed Conflict, Content
Organizer, Personal Analogy, and Direct Analogy)
-Post-It Notes
-Markers/Colored Pencils/Pens
-The Chocolate War

Compressed Conflict
Themes from The Chocolate War
List five synonyms to describe the
theme that you chose.

List an antonyms for each word to the

left.

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

Review your list of synonyms and its antonyms. Do any of the pairs of words seem to fight each
other but still describe the theme that you chose? Create three Compressed Conflicts.

Content Organizer

Content to be examined:

What does it look like? (use pictures or words)

What are its parts?

What is its purpose?

How does it operate? (use pictures or words)

How did it originate?

What is it a part of?

What is its importance?

Personal Analogy
The Chocolate War Theme
You are comparing yourself to the theme that you chose. Answer the questions below, and
complete the task at the end of the assignment.
Who are you?

What is your greatest strength?

How do others perceive you?

What is your fatal flaw?

Create a drawing or a poem to personify the theme that you chose.