Baldwin Wallace University Division of Education Lesson Planning Form

I. Major Topic: Elements of Themes Date: 11/21/2013 Grade Level: 7 II. MATERIALS: Pearson Textbook, Worksheets, 3-4 short stories with a strong theme III. CANDIDATE Resources: Pearson Hall Literature 7th Grade Common Core Edition IV. STATE/Local Standards: RL 7.2 IV. (a) National/State technology standards (if applicable) V. Objective(s): Students will recognize and identify the different elements of themes. They will also be able to recognize the elements of themes in different shorts stories. VI. Introduction: Strategy and Grouping Pattern Used/Group Size: whole class 11 students, groups of 3-4 Transition/Focus Attention: Students will sit in their assigned seats and take out their texts books, along with a pen or pencil. I will then ask the students what they think a theme is. Motivation/Hook: I will show a short YouTube video of the short story Little Red Riding Hood. Set Behavior Expectations: Students will be focused and stay quiet when appropriate. While in groups the students will stay on task. Set Purpose: The purpose of this lesson is for students to gain knowledge of different elements of themes in the stories they read. VII. Steps/Learning Activities/Differentiated Instruction: 1.) I will begin class with the introduction of todays lesson. I will begin by telling students that todays lesson will be about the elements of themes. I will then ask the students to take out their textbooks and open to page 202. While they are opening their textbooks, I will pass out the worksheets. (3 min.) 2.) I will have the students then complete the worksheet with my help at the front of the board, they will also be able to use their textbooks as we go along with the worksheet. This is where the students will learn the different elements of theme. (17 min.) 3.) I will then break the class into groups of 3-4 and each group will get a story. They will read the story and discuss what they believe the theme is. While doing this they will also discuss what elements of theme play a part in discovering the theme. (10 min.) 4.) Lastly, we will come back together as a class discussion and discuss what elements they believe played a part in the storys theme. (14 min.)

Differentiated Instruction: For the CD student in my classroom, I will make her a different worksheet with the notes already done, just the titles blank for her to fill in. Closure: To close this lesson, I will pass out an exit slip for the students to complete and turn in before they can leave. (5 minutes) Assessment Activities: To assess the students, I will give the students an exit slip with three questions on it for them to answer. Transition: Students will turn in their exit slips with the bell rings, pack up, and go to their next class. VII. REFLECTION How do you know that learning took place? How does the data support your conclusion? I know learning took place when I grade the exit slips. This data showed that the students did indeed learn because the class average was a 4 out of 5. What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students? For the CD student in my classroom, I will make her a different worksheet with the notes already done, just the titles blank for her to fill in.

Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of activities, time management, questioning, etc.) Why or why not? What changes would you make? I will give less time to the group work and more time to the notes. While going through my lesson, the students seemed to get through the group work quickly but the notes took a little more time because of class discussion and copying time.

Signature of Cooperating Teacher: Miriam Engle (E-signed) Date: November 21, 2013