Student Name: Hannah Smith

Title of Lesson: Men Are Different Total Lesson Time: 47 minutes

Grade(s): 11th/12th Subject Area: Advanced Composition

Curriculum Standard(s)
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

Learning Objectives (Benchmark) and Assessment:

Learning Objective(s) Assessment(s)
Student will be able to:
1 Cite relevant and effective quotes from a Quote choices in in-class writing
given text.
2 Actively engage with a text. Annotations made on the physical copies
of Men Are Different
3 Understand allegory and its effectiveness in Reading Men Are Different
a piece of fiction.

4 Support an analysis based on a text. In-class writing

Materials Needed:
Copies of Men Are Different by Alan Bloch

Lesson Procedures: Time Differentiation (Adaptations for

1. Anticipatory: Refresh students on proper MLA
citations from the day before. Include a citation
that will go at the end of the analysis and how
proper in-text citations would be inserted into
an analysis. Ask for volunteers to fill in the
blanks, dont just do it while they watch.
Diverse Learners, ELL, Gifted)
3 min Complete this activity on the
board and make sure the writing
is large enough so everyone can
see.

2. Introduction: Pass out copies of Men Are 3 min Put the lists of types of
Different by Alan Bloch. Invite students to responses (Question, Reactions,
annotate their copies by refreshing them on the etc.) on the overhead while they
ways they can respond. are reading.

3. Modeling: As a class, start with the title Men 5 min

Are Different. Give an example of what your
 reaction is to it and write it so they can see. For
example, Men as in gender or species? Then
ask for volunteers to give reactions they had to
the title and write them as well. Tell students
that this is how they should be annotating their
own copies.

5 Guided Practice: Give students time to read 6 min

and annotate the short story.

Have students get together with a partner to 5 min Give time for students to share
discuss their reactions to it and what they their ideas in a small group
believe the short story is about. This should before requiring volunteers to
be a time for them to work on the literal share with an entire class.
meaning. Questions to generate discussion:
What happened? Who is the narrator? At
what moments did you realize something
new? Etc.

Come together as a class and have a whole- 5 min

class discussion. Discuss allegory. Ask
students that, if you were told this wasnt about
robots or some post-apocalyptic world, what
might it be about? Questions to generate
discussion: Why did the man at the end die?
What kind of moral can we take from this
story? How might this moral apply to our
world today?
20
5. Group Closing: In-class analysis writing over the min
allegorical message in Men Are Different.