Formal Lesson Plan Template

Name: Alexis Rhyner Pima Course: EDU 292B

Subject: Adaptive English
Components
1 Content Standard:
Choose ONE standard. Be
sure to write out the entire
standard, not just the number.
Topic: American Literature Grade Level: 11th Duration of Lesson: 55 m.
Description of Plan
[ 11.R.RL.09] The Highly Proficient student can demonstrate thorough knowledge of
foundational works of American Literature, analyzing and evaluating how two or
more texts from the same period analyze similar themes or topics.

2 Learning Objective: Students will be able to analyze the use of color in The Great Gatsby and Robert
Choose ONE objective Frosts Nothing Gold Can Stay and be able to explain the authors purpose and the
that leads toward mastery
impact on the text with 75% accuracy.
of the standard
Must be specific,
measurable, and realistic.
Must have at least two
Est.
parts: learning and # of
behavior mins
3 Anticipatory Set: Give me as many names for the color red as you can in one minute. 5
Sometimes called a ** Discuss why the students would use different versions of the color for different reasons.
"hook" to grab the
student's attention
Focuses student attention
on the objective and the
purpose of the lesson
Activates prior knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners
4 Teaching-Input: Read Nothing Gold can Stay as a class. Discuss the use of imagery and color. Connect 15
Using effective and varied The Great Gatsby reading from previous lesson with the poem by discussing the time
strategies, the teacher period connections (1920s).
provides information for
students to gain the concept,
strategy, or skill.

5 Teaching-Modeling: Pick a color as a class and work through analyzing author choice, purpose, and symbolism 10
Demonstrate and show together as a class.
examples of what students are
expected to do (how to solve
the problem, answer the
question, do the activity etc.).
6 Check for Understanding: Student participation throughout the lesson. 5
Various strategies that Discuss with your shoulder partner, share findings with the class.
are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."
7 Guided Practice: Pick a color from either The Great Gatsby or Nothing Gold Can Stay and relate the 3
An opportunity for each symbolism of that color to your life. Write it down on a piece of paper. Share with your
student to demonstrate new shoulder partner.
learning by working through an
activity or exercise with the
teachers guidance.
8 Closure: Have a classroom discussion on the power of color symbolism and the connection of color 5
 Formal Lesson Plan Template

Actions or statements to the authors ability to tell a powerful story. Have the students share the color symbolism
made by teachers AND that is the most impactful to them in the novel with a person in the class who is wearing the
students that summarize same (or similar) color as they are.
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught, and
to improve their chances
of retention and transfer.
Must be done BEFORE
Independent Practice
9 Independent Practice: Students will follow the color that they pick in closure throughout the novel to see how 10
AFTER proper closure, it is Fitzgerald uses the color to tell his story. They will record their findings and turn them in as
important to provide time for a part of their final assignment on the novel.
additional practice. It may be
group or individual work in
class or it might be homework.
10 Assessment: The formative assessment will be done throughout the lesson based on the paragraphs the NA
The formative and/or students share, and on their ability to grasp the imagery and symbolism concepts.
summative assessments that
are aligned with the objective. The summative assessment will be done based on the color profile submitted at the end of
the novel.
11 Differentiation: Students will be graded based on ability, not on assignment completion. NA
How you will reach diverse My lesson will be paced based on the needs of my students, especially for my slow-
learners by varying the: processing students who will need more time to processing the lesson and directions.
Content Instruction will be chunked out for students who struggle with multiple details.
Process Instruction will be offered both orally and visually.
Product
12 21st Century Learning: Students will think creatively. NA
Includes technology as well as Students will communicate clearly.
the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.
13 List of Materials, Handouts and other Supplemental Documents:
Copies of Nothing Gold Can Stay
Writing materials
Class Novel