Ms.

Aina
Grade: 9th
Subject: ELA
Standards: (Common Core
Learning Standards/ New York State
Standards)
CCSS.ELA-LITERACY.RL. 9-10.1
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters
(e.g., those with multiple or
conflicting motivations) develop
over the course of a text, interact
with other characters, and advance
the plot or develop the theme.
Content Vocabulary:
Leer
Caviar
Nelly
Indulging
Ablaze

Lesson Plan

Objective(s)/Aim(s):
How do we perform character
analysis on Harrison Bergeron
through an essay?

Materials/Resources:
-Harrison Bergeron by Kurt
Vonnegut, Jr.
-White boards

Essential Questions:
1. What traits will be focused
on about Harrison, and what
will we be trying to prove?
2. What is the purpose of an
analysis essay?

Technology:
Smart board

Language Supports:
Spanish/English glossary
Dictionary
Thesaurus
List of poem definitions
Learners Dictionary.com
Frayer Model

Motivation/ Hook/Do Now: (The purposes, connection to experiences, or review of a previous lesson ~5 mins.)
Compare your 3 column chart on Harrison Bergeron with your partner. You should have a minimum of 5
similarities and differences between the film and story in each column.
Mini-Lesson/Direct Instruction: (Teacher explains, models correct responses, and elicits scholar responses stepby-step procedure. ~10 min.)
Teacher will go over the 3-column chart that the students completed for homework using the smartboard. The 3column chart will focus on the short story and film version of Harrison Bergeron.

Guided Practice: (Teacher works with students: 1. to have them demonstrate understanding of objective with
assistance, 2. to allow students to show understanding individually or in groups, and 3. to re-teach through
multiple intelligences. ~5 min.)
Teacher will give the class 5 minutes to think of and jot down 2 traits to write about in their essays. Teacher will
walk around the room during this time to see what kinds of traits students are coming up with. Also teacher will
assist those that are having trouble thinking of a trait. Afterwards, teacher will briefly review T.E.A. (Thesis,
Evidence, and Analysis) for essay outlining.
Practice (Activity): (Teacher provides activity and students complete tasks in pairs while teacher observes and
informally assesses for understanding. ~ 20 min.)
Students will begin planning out their outline. They will select two similarities or differences from their 3-column
chart and derive the personality traits they represent. Two outlines must be created, in which one each will be for
a trait. T.E.A outlines will serve as the two body paragraphs for their essays.
Share/Reflection: (Closure, connection, students share/reflect while teacher continues to check for
understanding. ~5 Min.)
Students will share traits they are focusing on to write about Harrison Bergeron. How and why did they choose
the traits they did? What do these traits reveal about the character?
Differentiation:
Assessment:
Homework:
Students can use either the film or
Students will continue working on
short story of Harrison Bergeron
their T.E.A outlines. Tomorrow
Formative: Teacher will review the
to complete their outlines. Giving
they must come to class with
3-column chart with the class to
them more variety to work with
outlines completed, and be ready
check for understanding. Did the
allows for versatility in their options students focus on and notice the
to start writing out their two body
for completing classwork and
paragraph essays.
right things? Did they capture the
homework, and for learning.
important aspects, and are they
aware of how they established
criteria?
Summative: Students will work on
and complete their T.E.A. outlines.
Teacher will check each students
outlines to ensure they have properly
completed each part of the outline.