Sarah King Lesson Plan R2
Sarah King Lesson Plan R2
Sarah King Lesson Plan R2
Name: Sarah King Date of Lesson: October 2nd, 2018 School: Madison Central High School
Grade / Age: 10th grade, 15-16 years old Subject & Topic: English 10, “A Lamb to the Slaughter”
_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team
1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial,
socioeconomic diversity in class.
The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the computer lab or chromebooks are made accessible for the whole
classroom. While there are no students with special needs accommodations, each student is leveled as low-
performing. Out of 21 sophomores, 11 girls and 10 boys, every student is at around an eighth or ninth grade
reading level. To accommodate this, students are arranged by achievement level in groups of 3 and work
frequently with those in their group. Other accommodations are extended time to work, all instructions are
written and said allowed, and visual aids.
Students will:
Identify and define the three types of irony (situational, verbal, and dramatic)
Understand an author’s use of irony by citing evidence and examples of each type
b. Current lesson’s learning targets / objectives:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone).
Students will:
Identify figurative and connotative words in a text.
Determine the figurative and connotative meanings of words and phrases as they are used in a text
c. Next lesson’s learning targets / objectives:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
Students will:
Explain how a character changes over the course of a text
Explain how a character’s conflicts and motives advance the plot of the text
The lesson will continue the students’ work in their short story unit. So far, they have:
gone over the three different types of irony (situational, verbal, and dramatic)
This lesson will start with a PowerPoint introducing the story to the students. We will briefly touch on the
different types of irony, where I will have students explain to the class the three different types before going
to the slides (first by volunteer but then popsicles if students are hesitant to participate). This will let me see
what they remember from the previous class. However, there are other devices in the PowerPoint as well
(foreshadowing, inferences, idioms) and I will repeat this same process with them to gauge the students’
knowledge of each device.
4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
PowerPoint with “Lamb to the Slaughter” information
Projector to view the PowerPoint
Computer to control PowerPoint
Hardcopies of Note Guides
Hardcopies of Anticipation Guides
Post-It-Notes for exit slip
Link for Anticipation Guide:
https://docs.google.com/document/d/12e7bfDh0GeJyEehlndZRVZzzXk5TDsNfuhXMphla8ww/edit?usp=sharing
Link for PowerPoint:
https://docs.google.com/presentation/d/1jciG4XSKdyhoquJf3sLoAvLYS_WfSRuqL9vbjxwxj2w/edit?usp=sharing
Link for Note Guides:
https://docs.google.com/document/d/10r6GwBB4CuIjmpwtAboR6PgEjs4lVEKzK8XDvPtLObY/edit?usp=sharing
Anticipation Guide modeled on one from Ashley Snow.
6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.
Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)
How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)