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School: 3165 Subject: English IV Teacher: Campbell Lesson Plan Oct. 22-23
Date(s):
Day 3
OBJECTIVE Standard/Benchmark:
What will your students be able to learn?
SWBAT cite strong and thorough evidence to support an analysis of Ch. 3 of 1984 and make inferences from the text. LAFS.1112.RL.1.1
Student answers will vary but should include some of the following: 1. Propaganda 2. Ind’t Thought/Freedom is restricted 3. Big Brother is
worshipped 4. Citizens are always being watched 5. Citizens are dehumanized 6. The natural world is banished 7. Citizen conform to uniformed
standards
PRE-PLANNING
ESSENTIAL QUESTION
A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson,
and answered by students at the end of the lesson to show understanding of the concepts taught.
What is the relationship between language and truth? How is language sometimes used deceptively? What are the qualities of effective
communication?
What are the features of our story thus far, that make 1984 a dystopian story?
HIGHER ORDER QUESTIONS (3-5 questions)
What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal
student response be for each question?
What is the main idea of Ch. 3?
What is the significance of the Golden Country?
How does Winston feel about his job?
What is doublethink?
What predictions do I have about the rest of the novel?
ACCOMMODATIONS
Teacher asks two different students to explain the setting and characters so far.
MODELING “I DO” 0
Component of the lesson when teacher explicitly models to students exactly what they are expected to do during min
guided practice and eventually during independent work.
Conduct a think aloud while modeling the steps to completing an activity or solving a problem.
Model the use of a graphic organizer.
Use questioning techniques such as re-directing, wait-time and prompting.
N/A
Group 2:
Devond, Alize, Jada, Alexys, Jennifer, Adjuwuan
Tianne, Sheonise, Antoine, Marlon, Dennis
Stephanie, Rashanna, Rodney, Malik, La’Angel
Rashuwn, Aikia, Tanquriera, Breona, Janiya, Darius
Tyrek, Ivvyon, Paul, Bryant, Ayana, Jasmine, Eric, Joell
Samiyah, Jada, Tatyana, David, Desmond
Independent: Students will read chapter 3 and 4 (pg.27-43) and complete questions 1-10 on page two of their guided
notes packets.
Secondary Lesson Plan Template
Technology: Students will complete the Achieve 3000 article Privacy in the Digital Age. Students who completed this
article can choice an article of their own and score 88% or higher to receive full credit.
CLOSURE 7
Wrap up the lesson and help students organize the information learned into a meaningful context. Min
Have students reflect on or answer the Essential Question.
Help students connect today’s learning to their bigger goal in the course.
Students will answer the daily essential question “what elements of this story, make it a dystopian novel?”
HOME-LEARNING
How will students practice what they learned? How will opportunities be provided for students to maintain mastery of previously mastered
skills/concepts?
Students who did not finish reading chapter 4 will read that for homework.
Secondary Lesson Plan Template