Student Name: Hannah Smith

Title of Lesson: The Ones Who Walk Total Lesson Time: 47 minutes

Grade(s): 11th/12th Subject Area: American Experience

Curriculum Standard(s)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact

CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.11-12.3.C
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).

Learning Objectives (Benchmark) and Assessment:

Learning Objective(s) Assessment(s)
Student will be able to:
1 Predict events based off of textual clues. Annotations
2 Analyze a short story to develop moral. Group discussion
3 Theorize perspective based off of hints Group discussion
given in a short story.

Materials Needed:
Copies of the Ones Who Walked Away From Omelas

Lesson Procedures: Time Differentiation (Adaptations for

Diverse Learners, ELL, Gifted)
1. Anticipatory: Sharing of short stories started on 5 min
Friday and finished over the weekend.

2. Introduction: Set up annotation. Have the title of 4 min Projected and having a think
the short story up on the projector and ask aloud.
students to take a few moments to think about
questions or ideas or assumptions come to mind
when they read the title.
 Ask for volunteers to offer what they wrote 1 min
about the title. Discussion about prediction.

Tell them, while the story is being read out loud, 1 min Read story out loud as well as
mark moments that stand out to them or pieces have physical copies in front of
that help them form an answer to the leading them to follow along in.
questions:
- Who is the narrator? What is their place 7 min Projected.
in this society?
- What life lesson could Ursula Le Guin
be trying to get across through this
story?
- Who is the narrator? How does this
narrators perspective shape our 15
understanding of this society? min

3. Modeling: Begin reading the short story out 5 min

loud. Stop after the first paragraph to do a think
aloud and mark moments that stand out to me.
Be sure to point out pronouns used and possible
assumptions that can be made based off of that. 5 min
Instruct students to make the same marking ask Think-Pair-Share
I am. After this point, they will be able to mark
it as they please while I continue to read.

4. Guided Practice: After completing, have students

get into groups to discuss their takeaways and to
talk about moments that stood out to them.

Bring back together and ask for volunteers.

Ask about sequence of events. How did it start

out? What kind of impact did the narrator
asking questions have? What kind of impact 4 min
did the order of knowledge you learned have? List on board

Ask about thoughts of the narrator. Ideas of

where they could be situated in the story?
Whose perspective did we not get? Make a list
on the board. (Child in room, someone who
left, a citizen, etc.)

5. Group Closing: They will be writing a fan fiction

of sorts, describing the perspective of another
character in the story. This can complicate the
story as well. Invite them to go home and
reread the short story.