Dottie Akers-Pecht

EDIS 5882
Observation 2
Context:
Date and time for which lesson will be taught: Friday, September 18th from 3:00 to 3:50
Course name: Honors English 11 American Literature
Grade level: 11th
Length of lesson: 50 minutes
Description of setting, students, and curriculum and any other important contextual
characteristics:
The students will have read up to chapter 11 in Nathaniel Hawthornes The Scarlet Letter.
Previously when discussing the novel so far, my mentor and I have led full class discussions
highlighting important passages and plot points to ensure that students have been following
along and comprehending as they read this lofty work of literature. During this class, I would
like to give students a try at discovering meaning in the novel for themselves first before sharing
their thoughts in a whole class format. Additionally, in my 8th block especially, Ive observed that
there are several students who attempt to dominate the discussion. By providing students with
the opportunity to talk in groups, I hope to encourage the students who typically remain quiet
during whole class discussion to get their voices and ideas heard early on in the semester, even if
this occurs in only small groups at first.

Objectives (number each objective to reference in the Assessment section):

SWBAT:
Cognitive (know/understand):
a. The students will know major characters and themes in The Scarlet Letter.
Affective (feel/value) and/or Non-Cognitive:
b. The students will value one anothers contributions to class discussion.
Performance (do):
c. The students will be able to articulate their own interpretations of a literary work using
textual evidence in both small group and whole class discussions.
SOLs:
Reading 11.4 h) Explain how an authors specific word choices, syntax, tone, and voice support
the authors purpose.
CCSs:

CCSS.ELA-Literacy.RI.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.
Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know about themes, characters, and
plot points in chapters 9-11 of The Scarlet Letter by:
Participating in an initial whole class discussion recapping chapters 7 and 8 assigned for
last class (objectives a and b)
Formative: Students will show their progress towards todays objectives by
Participating in small group and whole class discussions on chapters 9-11 using specific
evidence from the text to support their interpretations (objectives b and c, SOL Reading
11.4h, CCSS.ELA-Literacy.RI.11-12.1)
Summative: Students will ultimately be assessed in a future lesson on their understanding of the
objectives by:
Completing a multiple choice and essay assessment on The Scarlet Letter in which they
will need to draw on specific evidence from the text (objectives a and c, CCSS.ELALiteracy.RI.11-12.1)

Materials Needed:
My own notes on important themes and points to discuss from chapters 9-11 of The
Scarlet Letter
Copies of guiding questions on chapters 9-11 for all students
Extra copies of The Scarlet Letter in case some students have forgotten theirs for class
today
Students may also feel the need to write down notes/important points that they discuss in
small groups before sharing in a whole class format. In this case, the students will need
paper/a notebook and a pen/pencil.
Instructional Steps (Procedures): Detail student and teacher behavior.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

The students desks are arranged in five groups of four, and one group of six. The students will
work within these groups during small group discussion. Students will remain in this seating
arrangement throughout the lesson.

1.

[10 mins.] Bridge/Hook/Opening to lesson:

Before diving into discussion of chapters 9-11 of The Scarlet Letter that were assigned for this
lesson, I will first lead students in a quick review of the preceding chapters. I will request the
students to turn to chapters 7 and 8 in the novel to jog their memory as I ask them to briefly
summarize aloud what happened in these parts of the novel. I will call on students who volunteer
and record any important points on the dry erase board for students to keep in mind or refer back
to as they move into the chapters assigned for today.
I will then remind the students that during the previous class, we discussed the character of Pearl
in more detail with an accompanying activity where the students chose to either draw Pearl or
summarize her in writing using evidence from the novel. I will let the students know that for
todays class, well continue to use the text as evidence, but in a discussion format instead.
I will pass out the guiding questions for chapters 9-11 and explain that we will first discuss each
chapters questions briefly in small groups before sharing in a full class format. (For example, we
will discuss chapter 9 in small groups and then share, then return to the small groups for chapter
10 and then share, etc.) I will request that the students choose a spokesperson or two for the
group to share out loud. This person can be different during each time that they share, but they
need to be prepared for who will be the spokesperson for each time we return to a full class
format. The students will have 5 minutes to discuss each set of guiding questions in small groups
before returning to a full class discussion. I will explain that its all right if students are unable to
get to each guiding question in this time, but that they should attempt to do so within 5 minutes
for each chapter. I will then ask if there are any questions before proceeding to pass out the
guiding questions.

2.

[5 mins.] Step 1: Small group discussion of the guiding questions for chapter 9

The students will work within their small groups with the people sitting around them to respond
to the guiding questions I provided on chapter 9. These guiding questions include page numbers
to direct the students to specific points in the novel. I will circulate the room as the students work
in order to address any points of confusion students may have, as well as ensure that they are
using specific evidence from the novel to uphold the conclusions theyre coming to about
characters, plot points, themes, and other literary devices in the novel.

3.

[5 mins.] Step 2: Large group sharing of responses to chapter 9

The spokespeople for each group will briefly summarize the highlights of their group discussions
regarding chapter 9. I will allow students to respond to one anothers thoughts. My role during
this part of the lesson will be more of a facilitator with the hopes that the discussion in our class
will start to become more student-centered. We may not get to all of the guiding questions in this
time, so I will encourage the students to talk first about whatever interested them the most or
brought up the most confusion/questions. I will record important points/ideas on the dry erase
board or the overhead projector if more convenient.

4.

[5 mins.] Step 3: Small group discussion of the guiding questions for chapter 10

This next discussion will follow the same aforementioned structure as in the group discussion of
chapter 9.

5.

[5 mins.] Step 4: Large group sharing of responses to chapter 10

This large group discussion will follow the same structure as outlined above in step 3.

6.

[5 mins.] Step 5: Small group discussion of the guiding questions for chapter 11

This next discussion will follow the same aforementioned structure as in the group discussion of
chapter 9.

7.

[5 mins.] Step 6: Large group sharing of responses to chapter 11

This large group discussion will follow the same structure as outlined above in step 3.

8.

[10 mins.] Step 11: Closing to lesson time for questions and predictions

At the end of the block, I will take time for any questions students may still have that need to be
answered before moving ahead into the next sections of The Scarlet Letter. I will ask the students
to make some predictions based on the conclusions made in discussion today as to what they
think will occur next in the novel.

Attention to Individual Student Needs: (Differentiation): Detail specific actions/materials

you will use to differentiate instruction in this lesson.
We have several students who have IEPs or 504 plans specifying that they need clarified
instructions. I will print out instructions alongside copies of the guiding questions for all students
so that everyone can refer back to the guidelines for this discussion as they wish. Students may
also wish to take notes on this sheet of paper if its easier for them to recall points that theyve
written down rather than having to remember them off the top of their heads in full class
discussion.
By providing students with an opportunity to discuss in groups, I hope to differentiate the lesson
for students who may need more time to get their thoughts together before sharing in a full class
format. This may include students who as of yet have felt uncomfortable speaking up in
discussion.

Technology Use: Detail specific technology being used in the lesson with explanation for
why it is being used.
This lesson makes no use of technology. My reasoning behind this exclusion of technology is
that I would like for the students to focus on interacting with one another through discussion, as
well as interacting with the text as they discuss.
One potential use for technology, however, is that I may type up students comments or
conclusions about the novel on the overhead projector as they share. This would allow the
students to visualize and refer back to previous points made in the discussion as we talk through
the chapters assigned for today.

How this lesson incorporates specific insights from course readings and/or class discussion:
In class discussion, weve talked some about encouraging students to participate in class. I think
that the inclusion of small groups will help some of my quieter students to feel that their voices
are being heard. I would like to scaffold these students to begin talking on smaller platforms first
with just a group of a few of their peers before they are asked to speak in front of the class later
on. I may later request the students to take on more of a leadership role where they learn a certain
short work of literature or study a specific symbol/theme in a work to then teach to the class.
This lesson will first allow them to try out speaking up in class on a less intimidating level.