English Education Lesson Plan Template

Name Sunu Mathew

Lesson #, Lesson Title
Date (including day of
week)
Grade Level & Class Title
Period or Block (# of
minutes)
Lesson #30: What is a coming of age
story?
Tuesday, February 21st, 2017
Grade 10 Regular
40 minutes, period 4

Instructional Context
o What do I know about my students that will inform this lesson?
Are there any particular student strengths, interests, background
needs related to the lesson?
My students have finished reading To Kill a Mockingbird by Harper Lee
and have been working on different assignments through the semester
about literary terms such as characterization, setting, climax, etc.
Students will use their knowledge of such literary terms to understand
how Jem is depicted and how he has changed throughout the course of
the novel.

o How does this lesson connect with and build on the previous
lessons? What prior knowledge have students acquired?
Students will use their knowledge of literary terms, the major events of
the book, what they have observed, and what we have discussed to
create meaning and understand implications of the text. Students will
be building on their knowledge of events and characterization in the
book to map out Jems changes throughout the novel. Students will
ultimately decide if this is a coming of age story.

Central Focus
o What is the central focus for the content in the learning
segment?
The central focus is what a coming of age story is and how it is
depicted by Harper Lee. Students will work in groups to pick out where
they think Jem has changed throughout the story and justify it using
textual evidence, focusing on words and phrases that have led to their
conclusion.

Standards
o List Common Core standards addressed in the lesson.
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.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting

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motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Learning Objectives and Assessments
List the specific content learning objectives for the lesson. What do
I want my students to know, understand and do? How will I assess
these objectives?
Learning Objectives (Students will Assessments (Informal and/or
be able to) Formal)
Long-term objectives/unit objectives Informal assessments (free writes,
SWBA to use their knowledge of handouts, revision/editing work, checklists,
rubrics, grammar exercises, reading
literary terms to decide how exercises, exit slips, etc.)
characters are being depicted.
SWBA to practice analyzing a text. Students will take a quiz on Kahoot that is
informal and allows everyone to participate
SWBA to out textual evidence that without the pressure of testing.
supports their stance.
Short-term objectives (scaffolded steps Formal assessments (writing
to help students arrive at long-term) assessments papers/portfolios-rubrics,
SWBA to recognize bildungsroman checklists, written feedback; reading
assessments-poems, diagrams, concept
stories and how characters are maps, textual annotations, rubrics for socratic
depicted in them. seminars, dramas, and literature circle
SWBA to learn new literary terms products; oral/visual assessments-rubrics for
presentations, powerpoints, prezis,
based on their reading of a novel. performances, etc.)
SWBA to work in groups to pick
out key scenes and textual Concept maps that show Jems
evidence that supports the idea of progression in the novel will be used
a bildungsroman. in this lesson. Each group will
contribute to the concept map.

Academic Language
o List the academic language function for this lesson.
o Syntax, diction, Bildungsroman

Academic language demands Instructional supports to help

(e.g. vocabulary, syntax, students use the language
discourse) function and address language
demands.
Bildungsroman development of a Students will learn in class what it
character through the start of a is and how to recognize it.
major event and ends with a Students will be informally quizzed
realization about the constraints on what the elements of such a
of society novel are.

Syntax structure of a sentence Syntax: Students will be analyzing

the text to find how Jem is

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Diction word choice depicted at different points in the

story.

Diction: Students will analyze

Lees choice of words to depict
Jems story.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

o Launch/HookHow will you start the lesson to engage and
motivate students in learning?
Time Instructional Strategies/Learning Rationale
Tasks/Questions to Ask
10 Kahoot students will answer Students will be
min questions interactively informally assessed on
their understanding of
Bildungsroman.

o Middle of the lessonWhat will you do to engage students in

developing understanding of the lesson objectives?
Time Instructional Strategies/Learning Rationale
Tasks/Questions to Ask
1 min Allow students to create small Group work takes the
groups and choose which point in pressure off of
the novel/element of Bildungsroman students and
they will be working on. delegates work while
holding them
accountable.
10 min Have students work in groups to pick Students practice
out where in the text they can identify literary terms
support the element and pick out and how they are
key words/phrases (use literary used in a text.
terms) to decide if this is true.

10 min Creating concept map as a class to Students can visually

show Jems progression as a see a representation
character. of how Jem
progresses.
o Closing the lessonHow will you end the lesson?
Time Instructional Strategies/Learning Rationale
Tasks/Questions to Ask
10 min Reader response: What is the Students will decide
importance of telling a coming of for themselves based
age story from the perspective of a on their background
child? (Scout) and life experience

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why or why not it is

better for the story to
be written this way.

Materials and Resources

o Attach the handouts, notes, books, and other materials you will
need for the lesson.

Differentiation/Planned Support For Students

How will you differentiate your instruction to connect with a wide
variety of learners? Strategies for responding to individual students
or groups of students with similar learning styles, needs, IEPs or
504, ELL. What alternative approaches do you have for teaching
content to these students?

Students with IEPs can learn concepts better when they are
represented in different ways: audio, visual, etc. Students will be
able to have literary terms visually represented through Kahoot, a
concept map, and with their peers in small groups. Students can
listen to their peers and textual evidence to understand concepts.

How will you support students with gaps in their prior knowledge?

Students with gaps in their knowledge will find support from me

because I will be circulating around the room during group work so
that students can ask questions if they are unsure or do not want to
ask their group members. Students will be able to ask questions
during circulation, before, and after.

Strategies for responding to common errors and misunderstandings.

What alternative approaches do you have for teaching content if
you need it?

I can build a visual map of understanding Bildungsroman or create

an online storyboard and used flipped classroom so that students
can work at their own pace and understand literary terms in the
comfort of their home. Students can seek out help in our online
forum to ask questions and look over what we have learned in class
that day at their own pace.