University of Arkansas Fort Smith

School of Education Format Unit Title: Do the stars make us who we are?
Lesson Title: Introduction to TFIOS
Subject Area: English

Grade Level: 9th Grade

Duration of Lesson: 1 Day 50 Minutes

Dates: 11-10-14

Name: Sara Tomlin

SOE Course: YAL

Standards: Rl.9-10.4 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
Objectives: By the end of the lesson students will have analyzed William Shakespeares
Julius Caesar quote that the title The Fault in Our Stars is based off of and answer questions and
make predictions about the two main characters Hazel and Augustus in consideration of the
quote and title.
I.

II.

III.

Pre-Assessment: To pre-assess this lesson I will make sure that this novel is on the
students reading level and that they can handle the mature content in the novel. This
is lesson is a pre-reading activity so it in part serves as the pre-assessment itself.
Post Assessment: As a post assessment the students will turn in an exit ticket that
asks them to make predictions about the fates of the two main characters in regards to
the quote and title.
Planning- To do this lesson I will refer back to the students knowledge of reading
William Shakespeares Julius Caesar earlier this semester. We will discuss the quote,
The fault, dear Brutus is not in our stars, / But in ourselves, that we are underlings.
I will ask my students to consider the meaning of this quote and the implications that
it has on fate and decision making. I will ask them to consider how this quote relates
to the lives and decision making processes of two characters that have potentially
fatal forms of cancer. We will have class discussion and then they will have to
complete an exit ticket that is about half a page asking them to state their opinion on
the quote and make predictions about the characters based on the title and quote. We
will then pass out books and if we have time we will start reading the novel out loud.
If not students must be prepared with their text with sticky notes to start the novel the
following day.
Engaging the Learner- To engage the learner I will stand in front of the class and
recite the quote from Shakespeare. I expect at this point students will pick up on the
fact that we have already read and analyzed this. I will then ask them the hard
questions and provoke discussion.

IV.

Methods- My methods for this lesson are to make sure the students stay on task and
are active in discussion. I will use proximity for students who seem off task and think
pair share when I ask questions.
V.
Activities- The activities in this lesson are class discussion, think pair share, and an
exit ticket.
VI.
Resources- I will need a classroom set of novels, sticky notes, paper and pencils.
VII. PAL- To adapt this lesson I could give supplementary text to students who struggle.
For ELL I could offer them extra help and translations, for students with IEPs I
would have them pair with diverse abilities to help them gain understanding and go
deeper into classroom discussion.
VIII. Collaboration- To collaborate this lesson I will talk to the other English teachers and
tell parents that we will be doing a lesson on TFIOS .