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Belmont Lesson Plan Template

Building together for excellence in education
Lesson Planning Document
General Information
Teacher: Michael Bontrager
Subject: English
Number of
Students: 35
Mentor: Scott Bennett
Grade: 9
Number: 8
Date: October 9, 2014
Time Allowed: 50 minutes
in Sequence: 1
Unit Title: The Prince
and Current Events
Topic: The Prince and Objective Summaries

Subjects Integrated: English


Readiness and Background Knowledge

There is not much prerequisite knowledge for this lesson. The students
need to know what specific traits Greeks thought a hero had. Students
also need to be able to know the differences between an epic hero,
romantic hero, and anti-hero. The last thing students need to know is the
time period that the Odyssey was written in. I know students are ready
for this lesson because of two reasons. First, their performance on the
Odyssey unit exam was excellent. This shows that they know the text, its
themes, and what an epic hero is. The second reason I know they are
ready for this lesson is that it is the first lesson in the unit. Students do
not need a large amount of background knowledge for this lesson.
Students will have a brief review of the characteristics that made
Odysseus a hero. There is no pretesting process for this unit because it is
the first lesson.
CCSS IT 3: Analyze how the author unfolds an analysis or series of ideas
or events, including the order in which the points are made, how they are

introduced and developed, and the connections that are drawn between
CCSS IT 4: Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a
CCSS IT 6: Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or
CCSS W 2: Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
CCSS L 4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades9-10 reading and content,
choosing flexibly from a range of strategies.

Student learning objectives:
Given that the learner understands the notes on objective summaries,
the learner will be able too use interpretive comprehension to understand
the usefulness and importance of an objective summary, by writing an
objective summary of the dedication of The Prince, at a level expected of
9th graders.
Given that the learner knows background knowledge on Niccolo
Machiavelli, the learner will begin to be able too interpret why he wrote
The Prince, by citing textual evidence and inferences from the text, at a
level expected of 9th graders.
Given that the learner does not understand a particular word in the text,
the learner will be able too determine the meaning of the word by using a
variety of literary strategies, at a level expected of 9th graders.
Teacher learning objectives
There are multiple things that I want to work on during this lesson. The
first is simple data keeping. One of my instructors at Belmont told me to
start tracking how many times each student answers a question. This
will allow me to know what students a constantly answering and which

need to participate more. I have a sense of this in my head, but this will
make it clearer. I will also be working on my pacing for this lesson. I
want my lessons to run smoothly to maximize the learning time for my
students. I do not think my pacing is bad, but it could improve. The final
thing I will be working on is still my wait time for students. I do not want
to call on the first student that raises their hand, but rather give all
students an opportunity to think about the question and their answer.
Assessment (statement of how you will assess your objective for
the lesson)
I will assess my objectives for this lesson through my post lesson
reflection and feedback I receive from my mentor and supervisor. I will
look at if I kept data on who answered, had good pacing in my lesson,
and allowed proper wait time for students.
Resources and Materials
Students will need their online textbook logins, their kidblog logins, their
copy of The Prince, a writing utensil, and something to write on. I will
need PowerPoint for the I can statements and to type a sample copy of
an objective summary of the dedication of the text. I will also need my
copy of the textbook and the text.

Instructional Model, Procedures, and Strategies (Include
time estimates for each section of the lesson.)
Attention Signal: 2 minutes
I will begin the lesson by asking the students to log onto their kidblog
accounts to answer the questions posted. If this does not get their
attention, I will ask the same question again. If the students are still not
giving me their attention, I will flick the lights off the let them know that
it is time to begin class.

Opening and Advanced Organizer: 8 minutes
I will hook the students into the lesson through the questions posted on
their kidblogs. These questions will be attached to the last page of this
lesson plan. I will give them time to think through these questions and
answer them to the best of their ability. The lesson will connect to
previous lessons and learning through out discussion of leadership.

There is not a review needed. I also cannot foresee any student
misconceptions about the lesson.
Behavioral Expectations
Students will be expected to follow all school and classroom rules and
procedures. They are expected to enter the classroom and begin their
work. Students will also be expected to not talk while I am speaking.
Students know they must raise their hands before speaking. One big
classroom rule that students will be expected to follow is the use of
headphones in the class. Students will not be allowed to have their
headphones in while I am instructing. Students will be expected to not
be playing games or have other distractions on their computer during the

Instructional Steps
1. The lesson will begin with the bellringer kidblog questions.
2. I will then hold a classwide discussion on the questions on kidblog. For
the last question we will make a list on the board. This will take 10
3. Students will then be asked to login to their online textbooks and go to
page CC 64. This will take 3 minutes.
4. I will then directly instruct the class on the main points of writing an
objective summary. This will take 8 minutes.
5. The class will then perform an out loud objective summary of the
dedication, chapter 1, and chapter 2 of Machiavelli’s The Prince. I will
model this by typing our classwide objective summary on the PowerPoint
for the students to see. The students will also take parts of this and work
in pairs to summarize certain sentences. This will take 18 minutes.
6. I will then transition the class to Mr. Bennett. This will take 1 minute.
Lesson Closure
My section of the lesson will end with the students finishing their
objectives summaries of the dedication, chapter 1, and chapter 2 of the
text. Mr. Bennett will continue the lesson from there.
Feedback and Evaluation
Students will be evaluated constantly throughout the lesson. Their first
evaluation will come in the form of the bellringer. The class will also be
evaluated with their answers to the out loud discussion and question and

answer. The students will also be given feedback on their objective
summaries. This directly aligns with all standards and objectives for the
lesson. Students will begin to understand Machiavelli’s motivation
behind The Prince, write an objective summary, and use a variety of
literary strategies to determine the meaning of words that they may not

Modifications for this classroom are unique. The classroom is designed to
give all students modifications. All students receive modification whether
they are needed or not.

Kidblog Questions:
A train going at 75mph has lost control of its breaks and could not stop.
Up ahead of the train are 7 people working on the track, completely
unaware of the danger approaching them. As a lowly employee, you have
no way of warning or communicating to these people. Fortunately you
can save these 7 lives by diverting the train to another track.
Unfortunately there are 2 people working on that second track. To make
matters worse, those 2 people happened to be your friends and you have
no way of communicating with them. What do you do? a) Divert the train
and kill your 2 friends b) Do not divert the train and kill the 7 people
You and 3 friends barely survived a violent shipwrek in the middle of an
unknown body of water. You have no medical equipment to treak your
injuries, no cell phones or any technological means of communication, no
food, and no water (saltwater is undrinkable); all you have are the clothes
on your back and the emergency life raft you sitting in. It’s been over 2
days and there is still no signs of rescue and your hopes are growing dim.
One of your friends (injured from the shipwreck) is suffering from a deep
wound infection that has spread to several vital areas of his/her body,
dehydration, and starvation. The lack of medical treatment and nutrition
has caused him/her to become incoherent, weak, and quite possibly
dying. What should you do with him/her? a) Throw him/her overboard and
kill him/her to prevent his/her slow and agonizing death b) Let him/her

live and cling on to the small piece of hope that rescue will come soon
and he/she will be properly treated
What makes a good leader? What qualities does a good leader possess?
Who are some examples of people that you see as good leaders?