Samantha Sanders

Lesson Overview
This lesson is going to be a K-W-L based lesson meaning that there will be a know
section in which students will tells us what they already know about the short story
The Pedestrian which they were to read as homework. The want to know portion
of this lesson will allow us to ask the question what students still do not know about
the text and what their lingering questions are. Students will break up into groups
for this portion of the lesson and then report out a question from their group to the
rest of the class by writing this question on the board. We will then commence with
discussing the possible answers to these questions as a class. Finally the learn
portion of this lesson will be in the form of an exit slip. Students will be expected to
write down something that they learned about The Pedestrian during this class
period on a sticky note. Both their question and answer will be posted to the board
via sticky note.
Common Core State Standard
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.
Objectives
Students will be able to apply the significance of the implications made in the
story to the real world.
Students will be able to discuss their thoughts of the texts meaning and
support their thoughts with specific evidence.
Students will analyze inferences made by the text and form concrete
meaning from these abstract ideas.
Student Friendly Version (on the board)
How can I make the story relevant?
How can I show what I know about the story and participate in discussion?
What does the text say about society? How do I know this?

Material/ Resources
Sticky notes
Activities/ Procedures
(20 minutes) Independent silent reading
(5 minutes)- Know I will ask the class the question: What do you know already
from reading The Pedestrian. I will then write down these answers on the board
prompting students with questions like: What is the setting, characters, conflict
etc. We should be backing up all answers with examples from the text so I will be
asking students What makes you think that?
 Samantha Sanders

Possible questions:
What is the setting of the story and how do we know this?
Who are the characters in the story? What do we know about them?
What are some of the conflicts in the story?
What would you say the major conflict of the story is and why?
Who is the author and does this matter to the story?
What time period are we set in?
How is this setting different than current time? Similarities and differences?

(5 minutes) Want to Know Student will then break up into groups of 2-3 and
begin discussing what lingering questions they had about the text. During this time I
will be walking around the room and prompting discussion where it is needed. An
example for these questions is: Why is Leonards occupation not considered and
occupation by the police? Students will then report out their group question to the
rest of the class by writing them on the board.
Possible questions:
Why for ten years night or day has Leonard not run into any people while
walking for miles?
Why is Leonard arrested?
What significance does television play in this story?
Why is there only one police car in a city of three million people?
Is the police officer an actual human? What leads you to believe this?
Where are all the people? What are they doing?
Why is it odd for Leonard to be walking around?

(10 minutes)- Want to know We will then discuss the possible answers to these
questions as a class pointing toward evidence from the text to support our answers.
(10 minutes)- Learned I will ask students to tell me something that they have
learned in class today that they did not come into class knowing already. Students
will be asked to write these answers down on a sticky note and stick them to the
white board.
Accommodations/ Differential Instruction
Students who have not yet read The Pedestrian may read it for silent reading time
before instruction. None of my students have IEPs in my CTs classes so I am not
sure I would have any accommodations to make, however, there are some English
language learners in the class so helping them to pre-read The Pedestrian and
understand the vocabulary in it by annotating maybe a helpful way of front loading
this lesson for them.
Assessment
The learn portion of this lesson will be the assessment to check understanding.
Students will complete their exit slip by writing something that they learned after
discussion in class today on a sticky note and post the sticky note to the board.