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Belmont Lesson Plan Template__ENGLISH METHODS (HOGAN

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BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document

ENGLISH LANGUAGE ARTS LESSON PLAN
English Language Arts Integration Plan:
Lesson Title: Introduction to The Prince
Part of what unit? The Prince and Current Events
TN State Standards: Same as Common Core

Common Core (CCSS) Standards:
CCSS RI 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS RI 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 them.
CCSS RI 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 newspaper).
CCSS RI 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 purpose.
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 RL 4: Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task
CCSS L 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades9-10 reading and content, choosing flexibly from a range of strategies.

NCTE Standards:
NCTE Standard 1: Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire new information;
to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among
these texts are fiction and nonfiction, classic and contemporary works.
NCTE Standard 2: Students read a wide range of literature from many periods in many genres to build
an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
NCTE Standard 5: Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of purposes.

Language Objectives (SIOP): The students will verbally outline an objective summary of the dedication
of The Prince with me. They will focus on their academic language, as they must put the main ideas of
the text into an academic summary.
Check all that apply for this lesson: Instruction in…
Reading

Writing

Speaking/Language/Listening

NonPrint

Critical
Thinking

Language
(SIOP)

X

X

X

X

X

x

INSTRUCTIONAL OBJECTIVES:
I.O. #1 Given: The learner understands the idea of a Greek Hero from their reading of the Odyssey
TLWBAT: Use applied comprehension to see how a renaissance hero is defined in comparison to a
Greek hero
By; Answering an essay comparing and contrasting the two on their end of the quarter exam
At (performance level): A 75% success rate.
I.O. #2 Given: The learner understands the notes on objective summaries
TLWBAT: Use interpretive comprehension to understand the usefulness of an objective summary
By; Writing an objective summary of the dedication of The Prince
At (performance level): A level expected of 9th graders.
I.O.#3 Given: The student knows the English language
TLWBAT: Use literal thinking to understand that the English Language stems from many different
languages
By; Answering the question, why does the English language have many words that mean the same
thing?
At (performance level): A 90% success rate.

TASK ANALYSIS:
Prerequisite Knowledge and
Prior Knowledge
Students will have prior knowledge
of the Odyssey. They will have
knowledge of what Greeks thought a
hero was. They will also have
knowledge of the hero’s journey
steps. Students will know when the
Odyssey was written. Students will
also have knowledge of the different
types of heroes, villains, and
archetypes from their notes.

Desired Knowledge/
Essential Learning
By the end of this lesson students
will know when The Prince was
written. Students will know the
reasons for why Machiavelli wrote
The Prince. Students will also have
the basic knowledge of who
Machiavelli is and his political
stance. Students will know a brief
overview of how the English
language developed over time and
has many different contributors to its
existence. Finally, students will
begin to learn the important aspects
of an objective summary and how to
write one.

Enrichment/Extended Knowledge
For homework students will be
asked to complete their reading of
the last paragraph of the dedication
of The Prince. After doing this they
will be asked to finish their objective
summaries. This will mean that they
must practice summarizing the last
paragraph of the text on their own.
This will enhance their learning
because they will gain knowledge of
both the book and how to write an
objective summary.

LESSON PLAN:
Accommodations/
Differentiation

PRE-PLANNING
Assessment (based on objectives)
Formative
The students will be assessed formally
throughout the lesson with out loud question
and answer. These questions will be scaffolded
for the students. There will be both basic level
questions and deeper thinking questions. A list
of these questions will be put in the lesson
design part of this plan.
The students will be assessed formally through
their answers on their kidblog.
Students will also be assessed formally through
their homework given at the end of class. This
homework is their finished objective summary
of the dedication of the text.

Assessment accommodations:
Accommodations will be made for
There will be no summative assessment given one student with disabilities. His
in this lesson. Students will have an end of the one on one will put these in place,
year exam, a TED talk, and an objective
but they include extended quiz time
summary on a current event that will all be
and all work can be typed because
summative.
the student struggles with writing.
The assessment will feature
differentiation. If this student does
not wish to make a TED talk will be
encouraged to do so. However, if
he is persistent he may make their
presentation in front of only Mr.
Bennett and I, not the whole class.
Summative

Assessment differentiation:
Differentiation will come in the
form of a read aloud and silent
reading. I will read some sections
of the text while students will be
asked to read some on their own.
Differentiation will also occur in the
scaffolding of questions. Basic plot
questions will be asked for students
who struggle to connect to a higher
level of thinking. Higher level
thinking questions will be asked for
the students who need these
questions to help their learning.
These scaffolded questions will
occur constantly throughout the
out loud read aloud.

Materials:
Students: Students will need their online textbook logins, their kidblog logins, their copy of The
Prince, a writing utensil, and something to write on.

Teacher: 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. I will also need my PowerPoint presentation of the history of the English language.

Integration of Technology
Teacher Use: I will use technology in many ways during this lesson. I will use PowerPoint for
my lecture. I will also use Microsoft Word to type an example with the students of what an
objective summary should look like.

Adaptive Technology: None used in
this lesson.

Student Use: The students will use technology in many ways. They will use kidblog to answer
questions and take notes. They will also use their online textbooks and an online text of The
Prince if they forgot their book.

LESSON DESIGN

Time

Accommodations/
Differentiation

Anticipatory Set (1-3 Focusing )—Attention Signal
Attention Signal

I will get the students attention by greeting them at the door
and asking them to log into their kidblogs as they come into
the class. Once the bell rings I will once again ask them to log
onto their kidblogs and answer the questions, which will also
serve as my anticipatory set.

Anticipatory Set

The anticipatory set will involve three questions on the
students kidblog which they will answer After answering these
questions we will discuss them out loud as a class. The
questions are listed here:
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?

20 Minutes

N/A for this section
of the lesson

Access/Review : Not much review is needed for this lesson. We will have a brief out loud review
of what characteristics the Greeks thought a hero had.
Prior Knowledge: Students will have prior knowledge of the Odyssey. They will have knowledge
of what Greeks thought a hero was. They will also have knowledge of the hero’s journey steps.
Students will know when the Odyssey was written. Students will also have knowledge of the
different types of heroes, villains, and archetypes from their notes.

5 Minutes

Time
Topic presentation: This lesson covers multiple topics. The first topic will be presented to the students
through the anticipatory set. We will be discussing leadership and the qualities that they possess. The
lesson will begin with the students answering the questions on their kidblog. After doing this we will have
an out loud discussion on these questions.
The next topic that will be presented will be through PowerPoint. This topic is a brief overview of the
history of the English language.
The final topic of this lesson will involve part of the, The Prince, which was the first topic introduced. This
topic is objective summarizes. It will be presented by having the students begin an out loud objective
summary of the dedication of the text. Students will be asked the following questions:

What is an objective summary?

What can you not put in an objective summary?

Who is Machiavelli writing his book for?

Why do we think he is doing this?

What does he mean when he refers to Lorenzo Di Piero De’ Medici as “the magnificent?”

What is Machiavelli’s most precious gift?

What does antiquity mean?

What metaphor does Machiavelli use to describe why he can better assess leadership than the
prince?

Modeling: Modeling: I will model the proper form of discussion for the students. How I ask questions and
answer questions will provide them with a guide on the correct way to do it. I will also model for the
students how to read and analyze a text to gain understanding and meaning from a text. I will also type my
objective summary for the students where they can see it as we are reading. This will allow them to see an
example of what an objective summary should look like.
Guided Practice (Monitoring Learning): The guided practice will occur when I ask the students to read a
paragraph of the dedication on their own and discuss it with their partner. After doing this they will write
one to two sentences that provide an objective summary of that paragraph.
Checking for Understanding: (Formative): Checking for understanding will occur constantly throughout the
lesson. Students will be asked out loud questions during all three topics that will check their
comprehension of what is being taught. Understanding will also be checked through their objective
summaries. I will walk around and briefly check to make sure they are on the right track.
Independent Practice: Homework (In-class or out-of-class): The students will be asked to objectively
summarize the last paragraph of the text on their own for homework.
Closure: The lesson will close with me giving the class a brief overview of where we are headed for the next
nine weeks. I will explain to them why objectives summaries are important. I will also ask them to
remember the qualities they listed a good leader possessed when reading The Prince. I will want them to
compare these to what Machiavelli says about good leadership.
Feedback and Evaluation: Summative (checking to see if learning objectives were met): I will be checking to
see if the objectives are met by looking at the students answers on their kidblog and by listening to their
out loud discussion answers. Students will also be evaluated at the end of 9 weeks with a summative exam
over the text and an objective summary on a current event.

Accommodations/
Differentiation

65 Minutes
UDL Recognition: This
lesson will use a read
aloud and pair and
share while being
taught. The lesson will
also use PowerPoint
visuals that include
maps and other
pictures to enhance
learning.

UDL Strategy: This
lesson will use
collaboration, multiple
means of
demonstration, and
multiple means of
engagement.

UDL: Affective
Networks: Students will
begin to see that their
definition of a leader
might differ from other
peoples. Students will
also learn that they
cannot always put
emotion and feelings
into their writing.

Modifications: No
modifications will be
needed for this lesson.