Lesson Plan 2: The Pearl Chap.

6 Suspense and
Irony
UTL 640E
Kathryn Kelley / Austin High School
9th
10/6/15
6th Period / 10:35 12:10 & 8th Period / 2:45 4:15

Sarah Smith
English I /
Teaches # 2 & 3

Lesson Objective:
Asaclass,studentswillreadaloudChapter6ofSteinbecksThePearl,taketwocolumn
notestogetherandindependentlytounderstandtheactionsofthenovelandwhytheyare
happening,andusetheirnotestoanswerliteraryanalysisquestionsonsuspenseinthe
textinordertopromoteclosereadingandliteraryanalysisskills.

Resources/Materials:
A.TODObeforethedayofthelesson:
ReadThePearl(complete)
PrintandmakecopiesofThePearlChapter6twocolumnnotesandanalysis
questionshandout(attachedinemail)
B.Forthelessonitself:
HavestudentspickupacopyofThePearlastheywalkintoclass
Havehandouts(twocolumnnotes)readyforstudentsintheirfolders

TEKS Addressed in the Lesson:

(5)Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,make
inferencesanddrawconclusionsaboutthestructureandelementsoffictionandprovide
evidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:
(A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, subplots, parallel plot structures) and compare it to linear plot development
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand,
make inferences and draw conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to support their
understanding. Students are expected to explain the role of irony, sarcasm, and paradox in
literary works.

Steps in Lesson:
Engagement(3minutes)HavethelastparagraphofChapter5onaslideonthe
projector.

Thispearlhasbecomemysoul,saidKino.IfIgiveitupIshalllosemysoul.
GothoualsowithGod.(Steinbeck,67)
Iwillaskfor2or3volunteerstosaywhattheythinkisgoingtohappeninthelast
chapterbasedthelastfewsentencesofthebooktheyread.
Thestudentswillhavetheirimaginedendingsintheirheadsaswereadthrough
theendofthebookandseewhatreallyhappens.(Primingthemforsituational
irony!)
For8thPeriod:Becausewemightgothroughthelessonfaster,thestudentswill
writedowntheirthoughtsaboutwhatwillhappennextsowecanrevisitthemat
theendofthelesson(seeClosure).

StatedObjective(1min)TodayweregoingtocontinuereadingThePearl,weve
reachedchapter6,thelastchapterofthebook,andweregoingtoreadjustabouthalfof
thechaptertoday.Weregoingtodospiritreadingasawholeclass,whichImaboutto
explain,andwewillbetakingbreakstodiscussourtwocolumnnotes.Afterweveread
ourpagesfortoday,wewillanswerthefirsttwoliterarytermsquestionsonthenotes
handout.
ActiveLearning(approx.61minutes)
Explain(5minutes):Ok,soImentionedspiritreadingjustasecondago,and
hereiswhatitis.
o Spiritreadingiswhenyoureadaloudwheneveryoufeellikethespirithas
calledyoutodoso.
o Allstudentsdonothavetoreadaloudbecausethespiritmayjustnotbe
callingthemtoday,butIwillaskstudentsthatiftheyarecomfortable
readingaloudtoraisetheirhandsquicklysoIcanhaveareferenceforthe
restofthelesson.
Beforewestartremindthestudentstohavetheirtwocolumnnotesout,andthat
wewillstopperiodicallyduringreadingtonotewhatactionishappeningand
why.
Weregoingtoreadupto(hopefully)pg.7980asaclassandthenwillquickly
discusssomeofthemomentsofsuspenseandsurprisetheyveseensofar,sothey
willbepreparedtoanswertheliteraryanalysisquestionsattheendofthechapter.
RulesforTodaysSpiritReading:
o Readwhenthespiritcallsyoutodoso.
o Theresaminimumreadingamountofoneparagraphandamaximum
readingamountof4paragraphs.
o Ifmultiplepeoplefeelthespiritatthesametime,theteacherwillputthem
inorderbywhospokefirst.
o Sometimesyouhavetobequietforalittlebit,tomakesurenooneis
havingthespiritstolenfromhimorher.

o For8thPeriod:BecauseIhaventseenthisclassinawhile,Iwillaskthe
studentstogoaroundtheroomandsaytheirnamessoIcanknowaswe
startreadingandIneedtocallonaspecificperson.
Apply(approx.56minutes):
Readthefirstthreeparagraphstostarttheclassoff,andthenspiritreadasagroup
untilwehaveabout5to7minutesleftofclass.
Asweread,pauseaftereachsectionofpagesthatarechunkedtogetheronthetwo
columnnotessothatwecanwritedownwhatactionhappenedandwhy.Forthe
firsttwopagechunks,wewilldothisasaclass,whereIwillaskforvolunteersto
saywhathappenedandwhy,butfortheremainingpagechunks,Iwillgivethe
students2minutestowriteitdownindependently.Willcirculatetheroomto
checkifstudentsaredoingtheirwork,ifnotdoingitindependentlyatfirst
opportunitywilldonoteschunksasaclass.
Evaluate:Mostoftheevaluationinthislessonwilloccurduringoralchecksfor
understandingwheneverIaskforvolunteerstoansweraquestion.
Explain(57minutes):
o Aftercomingtoastoppingpointinthetext,studentswillgoontoanswer
thefirsttwoquestionsonsuspense.

Closure(5minutes)Tofacilitatesomeclassdiscussionandtomakeeveryone
(hopefully)excitedtofinishThePearl,thestudentswillpairupwithashoulderpartner
andtalkaboutwhattheythoughtwasgoingtohappeninChapter6beforetheystarted
reading(fromtheEngagement),andiftheyhavebeensurprisedornotbytheeventsof
thechaptersofar.Ifwehavetime,Iwillaskforvolunteerstosharetheirthoughtswith
theclass.
IfIseeanyoneopeningtheirbookstoskipaheadtotheend,thebookfairyis
goingtocomearoundandmakethosebooksdisappear!

Modifications:

Willnotaskanyofthese5studentstoreadaloudiftheydontfeelcomfortable
doingso.Iftheydoreadaloudandbegintostruggle,Iwilleitherhavethe
studentspausetotakeanoteaboutwhathappenedandwhy?ortransitionto
anotherreaderafteranappropriatelengthofthetext.

6thPeriod:
Martin(504,ADHD):Wholeclassworkwillreducedistractions,andlisteningto
thebookreadaloudwillhelpkeephimfocusedonthereading.
o IwillalsoprovideaheadsuptoMartinwhenImplanningonaskinghim
tosharehisthoughtsduringclassdiscussion,bytellinghimindividually,
HeyMartin,Iwanttohearfromyouonthenextquestion.
Marcanthony(IEP):Readinganddiscussingthenotesasaclasswillhelphim
withanynotetakingassistanceandcomprehensionhelpheneeds.

o Duringindividualworkonthenotes,Iwillcheckinonhisprogressand
askhimindividualquestionstomakesureheisstayingontrackwiththe
restofthebook.
Jonathan(504,Anxiety/Depression):Wholeclassworkwillkeephimontaskand
focused,andthemultipleopportunitiestoaskquestionsandheartheother
studentsthoughtswillhelpifheisnervoustoaskhisownquestionsatfirst.
o Wonthavetorepeatinstructionsasoftenbecausewewillbegoing
throughthingsasagroup,andthematerialwillbeinchunks.

8thPeriod:
Joaquin(IEP):WholeclassworkwillhelpkeepJoaquinfocused,andprovide
multipleopportunitiestomakesureheisinvolvedwiththework.Willalsobe
abletomonitorhisprogressionandpacingthroughthelesson,andcanalsomake
Shouldstatementstoentireclasswhentheyaredoingindividualtasks(notes).
o Workingonthefirsttwotwocolumnnotespagechunkswillprovidean
exampleofgoodworkforwhenheisaskedtodothisindividually.
o Canalsolistentothereadingalongwiththevisualofhisownbook,
havingmultiplewaysoflookingatthetext.
o Monitoringhisfocusbystandingclosebyhisdeskandcheckingifheis
lookingatthebook,andnotlookingathispeersoraroundtheclassroom.
Alec(IEP):WholeclassworkwillhelpscaffoldAlecintothetaskshewillhave
todoindividually(whathappenedandwhy?onthetwocolumnnotes).
o Duringindividualtasks,Iwillcheckinonhisprogressandprovideany
support,orwritingassistance,asneeded.
o WillaskAlec,afternotifyinghimaheadoftime,toansweroneofthe
wholeclassquestionssohecanhaveanopportunitytosharehisinsight.
o Redirectionswillbedonequietlyandincludespecificinstructionsonwhat
behaviorisnotappropriateforthesettingandwillhaveatimelimit
attached.Wholegroupremindersofhandraisingfollowedbyprivate
reminders.

Differentiation Strategies:
Studentswillbehavingavisualandauralrepresentationofthereading,throughhaving
thetextinfrontofthemandhearingitreadaloud,orreadingitoutloudthemselves.They
willbeorganizingtheirthoughtsonthereadingthroughtwocolumnnotes,informal
sharingwithaneighborandclassdiscussion.

Evaluation Strategies:
(Informal):checkforunderstandingwhenworkasaclassonthefirsttwopagechunkson
twocolumnnoteswhathappenedandwhy?
(Informal):checkforunderstandingwhenmonitoringtheroomduringthe2minutesthey
willworkindividuallyonthepagechunksaftertheoneswedoasaclass

(Informal):quickdiscussionsatbeginningandendofclasswillshowifstudentsare
rememberingwhathashappenedpreviouslyinthebook,andiftheyarecomprehending
enoughtothinkaheadtowhatwillhappennext
(Formal):eventualcompletionoftheChapter6twocolumnnotesandliteraryanalysis
questionswillbethefinalcheckifthestudentswerecomprehendingaswereadaclass,
andiftheywererememberingthemomentsofsuspenseandsurprisewediscussed.

Notes/Recommendations for next time:

PACINGremembertogivestudentstimetopackupandendthelesson,but
dontgivethemtoomuchtimebecausewillcompletelylosestudentsandwill
havetostretchoutthelessonawkwardly(hadfirstproblemwith8thperiodand
secondproblemwith6thperiod)
o Needtosetoutexacttimestocompletetasksandmakesurethatthose
timesareenoughforallstudentstogetthetaskdone,butalsonottoo
muchtimethattheywillhavetimetozoneoutafterfinishingthetask
Wantedstudentstorevisitengagementin6thperiod,anddidnthavethemwriteit
downsostudentscouldntrememberwhatwehadtalkedaboutatthebeginning
ofclass
Waspleasantlysurprisedstudentsactuallygotengagedwithspiritreadingand
thattheyalmostallparticipated
o 6thperiodsparticipationpercentagewasnthighbecausemanystudents
justpassedwhenIhadtostartaskingindividualstudentstoread,butI
triedtomakeapointtocallonthosestudentswhodidntreadwhenwe
werepausingtoworkon2columnnotes
o Allstudentsexceptonein8thperiodparticipated,havetoremembertobe
cognizantofstudentsindividualreadinglevelswhenaskingthemtoread
aloud
Havedirectionsfordifferentsectionsofthelessondisplayedsostudentsdontget
lostinthepacingofthelesson