Name: Mr.

Wood
Lesson Plan
Lesson Title: The Body Chapters 15 + 17 and Themes (con’t) Grade: 10

Subject: English Strand: Applied Location: Room 125 Time: 75 Mins Date: Thursday Nov 30, 2017

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

This lesson will focus on a reading of chapters 15 and 17 in Stephen King’s The Body. Chapter 16 will be skipped due
to its irrelevance to the plot. A short discussion of the chapters will take place to ensure students are extracting
meaning from the text. At this point, students should have a good understanding of the characters.

The second part of the lesson will be a continuation of the prior lesson. Students will present the work they did
yesterday to the rest of the class. Students should take notes on each other’s work to ensure they have notes on all of
the themes discussed.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

Oral Communication
2. Speaking to communicate
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

Oral Communication
2.1. Purpose
communicate orally for several different purposes, using language suitable for the intended audience.
2.3 Clarity and Coherence
communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 To express how a theme is introduced in The Body
 To express how a theme has been developed in The Body
 To explain my reasons for choosing specific quotes
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Identify important plot points in The Body

I can: Identify major themes in The Body
I can: Clearly explain the work I did to the rest of my class
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record
(Write, Say, Do) e.g., turn and talk, brainstorming, mind data
map, debate, etc. i.e., rubric, checklist, observation sheet,

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 etc.

Assessment For Learning Say Present your Work observation

Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Worked their way through a Themes worksheet – each group was assigned a specific theme
*Read up to chapter 15 in The Body

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

 All work will be done digitally using GAPPS, the students will fill in the worksheet independently (they will be
filling in the sections of the worksheet that other pairs were assigned the day before)
 Instructions will be explicit to avoid confusion when completing tasks
 Teacher will prompt students and ensure that the worksheet is completed
 Questions will be reworded by the teacher should instructions not be explicit enough
 Students will be given a 5-minute break to avoid overwhelming them

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

 Themes
 Coming of Age
 Reputation
 Violence/Bullying
 Sibling Rivalries
 Friendship
 Growing up in a small town
 Relationships with Parents
 Exploring the Unknown
 Rebellion
 Death

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 “Intro to Themes” worksheet – shared with them on Google Drive
 copies of the Novella

Learning Environment (grouping; transitions; physical set up)

During the reading, students will remain in their seats with their laptops closed. They should be listening along as the teacher reads aloud. Students will have
copies of the book to follow along, but may choose to sit and listen if they prefer. During the break, the ‘song of the day’ will play, and students will be allowed to
rest.
During the second half, students who are presenting their work will stand at the front and explain what they have done. The rest of the students should copy
down what they have done so that they have it themselves.

Cross Curricular Links

 N/A for this lesson
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

Welcome class and present the Agenda for the day. Contribute by expressing what you remember.
Quickly have the students summarize what happened

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 during the previous chapters.
 Explain that we will be skipping chapter 16
because it does not add to the story.
(5 Mins)
Action: During /working on it
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Read chapters 15 and 17 pausing after each chapter Listen to the teacher while they read. Be ready to
to revisit some of the major plot points, character answer questions about what has happened in the
development and some difficult vocabulary. chapters covered today.
 “Are there any words that are used that
you are unfamiliar with?” Make note of any questions you have as they come up.
 “Can anyone tell me what happened in
this chapter?”
 “Now that we’ve begun to talk about
themes, is there anything in this chapter that
might contribute to one of the themes we
looked at yesterday?”
(40 Minutes)

Break briefly to allow students some time to relax their Break to relax their minds.
brains.
(5 Mins)

Consolidation & Connection (Reflect and Connect)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

Begin to have the pairs present their work. Try and get If it is their turn to present. They should be ready to
through as many as possible. explain what they have found.
 Try and have them explain their thoughts. Don’t
just let them read it off their paper. Make sure If it is not their turn, they can either take notes on the
they can explain how each point relates to the other themes being presented or finish their own if they
theme. are not done. (The teacher will ultimately make a
(20 Mins) handout with all the themes for them based on what
the students have come up with, so if they don’t take
good notes they will not be screwed)

Extension Activities/Next Steps (where will this lesson lead to next)

If we don’t get through all the pairs presentations today we will continue tomorrow (this will likely be the case). In
the next lesson we will continue reading as well.

The Character Profile Assignment will be handed out either in the next lesson or the lesson following it. Students
will need an understanding of characters and themes for the assignment.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
This lesson went very well I think. The class seemed to enjoy the chapters that we read today, and I was really impressed with the work that they had gotten done
the day before. I was able to get through 5 sets of pairs showing off their work, so I know that I will be able to finish off the rest tomorrow.

The Teacher:
I was so happy to see that some of the students who typically struggle were proud of the work they’d done while presenting. It reassured me that the effort I put
in yesterday, helping them do their work was worth it.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013