RU Teacher Education Lesson Plan Format [Day 1]

Candidate Name: Ericka Armstead Date: March 18, 2019 Grade Level: 10

Lesson Title/Topic: Introduction to The Alchemist

Standards: 10.3 The student will apply knowledge of word origins, derivations, and figurative language
to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex
words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify
the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the
meaning of texts.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

1. Articulate and make predictions of the plot of the story from the prologue.
2. Make connections with the text by discussing their personal goals
Essential Vocabulary:
A Hero’s Journey- a pattern found commonly in adventure stories that highlight the steps a
protagonist must face to reach a goal
Goals- a specific aim/target of a person

Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion question (2)
Answer the prompt for the exit ticket with at least twelve sentences.
Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

1. Novel
2. Paper
3. Smartboard
4. Writing Utensils

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (Specify time) (1-3 minutes)
 Will start off with a probing question about what it means to set goals and then
accomplish them
 I will ask them if they have ever heard of the “Hero’s Journey” and discuss possible
meanings before explaining the pre-assessment. Emphasize that this test is merely a
gauge for what they know, what I will teach them and what they will learn by the end
of the unit.

The Middle: (Specify time) (60-70 minutes)

o Pass out the pre-assessment and give them adequate enough time to answer
the twenty questions on google forms.
o After everyone is finished, we will transition into reading the prologue aloud
as a class.
 Possible popcorn reading depending on how much time we have
available in class.
 After reading aloud we will discuss the question: “In the Prologue, the
alchemist reads a version of the story of the death of Narcissus that has
a somewhat different ending than the traditional telling, one that
emphasizes the grief of the lake into which Narcissus will no longer be
looking at his reflection. In beginning the book with this story, what
themes and relationships is Coelho telling us to watch for throughout
Santiago’s story? Do you think there may be an element of narcissism in
the pursuit of one’s Personal Legend?”
 We will use the “Think, Pair, Share” method of discussion.
o Afterwards we will begin defining the five vocab words of the week with
whatever leftover time we have.

The End (a.k.a. Closing): (Specify time) (5 minutes)

 I will present an exit ticket question (12 lines min): What were the goals you set at
the beginning of the school year? Did you set any goals? How did you go about
achieving the goal? It does not have to be purely academic. It can include social,
health and other aspect of your life.
 RU Teacher Education Lesson Plan Format [Day 2]

Candidate Name: Ericka Armstead Date: March 19, 2019 Grade Level: 10

Lesson Title/Topic: Introduction to The Alchemist and Historical Context

Standards:
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

10.8 The student will collect, evaluate, organize, and present information to create a research product.
a)Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
b)Develop the central idea or focus.
c)Verify the accuracy, validity, and usefulness of information.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, point of view or bias.
e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as
that of the Modern Language Association (MLA) or the American Psychological Association (APA).
f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for
gathering and using information.

Specific Observable Objective(s): Students will be able to:

3. Articulate and make predictions of the plot of the story from the prologue.
4. Make connections with the text by discussing their personal goals
5. Research their topic and create a group presentation adequate enough to inform their other
classmates.
Essential Vocabulary:
1. Alchemy- Magical form of transformation; predates chemistry
2. Philosopher’s Stone- The precious stone that is said to transform regular stones into
precious stone like gold
3. Andalusia- Located in Southern Spain ruled by the Moors in 8-15th century
4. Religion- Particular system of faith and worship usually in a superhuman deity
 5. Gypsies- A group of people originating from India that travel around in tribes known
particularly in Europe.
6. Omens- A sign or event regarded as important in good or evil
7. Moors- Muslim inhabitants in the Iberian Peninsula

Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Create a PowerPoint presentation/Prezi based on the research of their chosen topic
Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

5. Novel
6. Paper
7. Smartboard
8. Writing Utensils
9. Chromebooks

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)
Present a google earth tour of the lead character’s journey from Spain through the Middle
East towards the Pyramids and highlight the hardships that he would have to face in order to
achieve his “Personal Legend”. *Might show how the terrain/cities changed over centuries if
enough time.*
The Middle: (Specify time) (60-70 Minutes)
o Introduce the mini research project and present the six topics for the class to
research the 5 Ws (Who, What, When, Where and Why). Have two days to
complete it and will present on the third day.
 1.Alchemy and the Philosopher’s Stone
 2. Andalusia in the 8-15th Centuries
 3. Moors
 4. Religion in Spain during 8- 15th Centuries
 5. Gypsies
 6. Omens
o Vocab Quiz

The End (a.k.a. Closing): (Specify time)

 The exit ticket discussion question will be, “What would the importance of having
historical background give the reader in a novel?” (12 line minimum)
 Homework is to read pgs. 3-11 and bring one question you have about the
section to class to discuss tomorrow
 RU Teacher Education Lesson Plan Format [Day 3]

Candidate Name: Ericka Armstead Date: March 20, 2019 Grade Level: 10

Lesson Title/Topic: Part One of The Alchemist

Standards:
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

10.8 The student will collect, evaluate, organize, and present information to create a research product.
a)Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
b)Develop the central idea or focus.
c)Verify the accuracy, validity, and usefulness of information.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, point of view or bias.
e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as
that of the Modern Language Association (MLA) or the American Psychological Association (APA).
f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for
gathering and using information.

Specific Observable Objective(s): Students will be able to:

1. Research their topic and create a group presentation adequate enough to inform their other
classmates.
2. Make connections with the text by discussing their personal goals
3. Discuss their reading by answering the questions created by their classmates
Essential Vocabulary:
1. Alchemy- Magical form of transformation; predates chemistry
2. Philosopher’s Stone- The precious stone that is said to transform regular stones into
precious stone like gold
3. Andalusia- Located in Southern Spain ruled by the Moors in 8-15th century
4. Religion- Particular system of faith and worship usually in a superhuman deity
 5. Gypsies- A group of people originating from India that travel around in tribes known
particularly in Europe.
6. Omens- A sign or event regarded as important in good or evil
7. Moors- Muslim inhabitants in the Iberian Peninsula
8. Goals- a specific aim/target of a person

Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Create a PowerPoint presentation/Prezi based on the research of their chosen topic. (3) Answer the prompt
for the opening journal with at least twelve sentences.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

1. Novel
2. Paper
3. Smartboard
4. Writing Utensils
5. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “What are the
benefits and drawbacks of having goals?”

The Middle: (Specify time) (60-70 minutes)

 Start of by taking a few volunteers from the opening activity and discuss before
leading in to the classroom discussion of the first section of reading.
o Will collect the questions and pick them to read aloud to lead classroom
discussion (Will pose the first question myself to model)
 Emphasize how everyone will have to participate at least once.
 Allot 45 minutes to finish up their research projects and answer any questions.
 Whatever time is left will be dedicated to vocabulary activity

The End (a.k.a. Closing): (Specify time)

 This will be the time to answer any last-minute questions and ask the students to
summarize what they learned in reading the first section and what they predict will
happen next
 Homework will be to read pgs. 11-21 and create a discussion question for the
class tomorrow.
 RU Teacher Education Lesson Plan Format [Day 4]

Candidate Name: Ericka Armstead Date: March 21, 2019 Grade Level: 10

Lesson Title/Topic: Presentations on the history of The Alchemist

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

10.8 The student will collect, evaluate, organize, and present information to create a research product.
a)Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
b)Develop the central idea or focus.
c)Verify the accuracy, validity, and usefulness of information.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, point of view or bias.
e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as
that of the Modern Language Association (MLA) or the American Psychological Association (APA).
f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for
gathering and using information.
Specific Observable Objective(s): Students will be able to:
4. Present their topics accurately and effectively through PowerPoint/Prezi.
5. Make connections with the text by drawing on newfound knowledge of the historical context
presented by students.
6. Write an evaluation on their classmates’ presentations.
7. Discuss their reading by answering the questions created by their classmates
Essential Vocabulary:
9. Alchemy- Magical form of transformation; predates chemistry
10. Philosopher’s Stone- The precious stone that is said to transform regular stones into
precious stone like gold
11. Andalusia- Located in Southern Spain ruled by the Moors in 8-15th century
12. Religion- Particular system of faith and worship usually in a superhuman deity
13. Gypsies- A group of people originating from India that travel around in tribes known
particularly in Europe.
14. Omens- A sign or event regarded as important in good or evil
15. Moors- Muslim inhabitants in the Iberian Peninsula
16. Goals- a specific aim/target of a person

Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Create a PowerPoint presentation/Prezi based on the research of their chosen topic. (3) Answer the prompt
for the opening journal with at least twelve sentences.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

6. Novel
7. Paper
8. Smartboard
9. Writing Utensils
10. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “What is the point
of reading novels?

The Middle: (Specify time) (60-70 minutes)

 Start of by taking a few volunteers from the opening activity and discuss before
leading in to group presentations.
o Will have each of the students writing two points of praise and two points of
improvement and what they learned on a sheet of paper while classmates
are presenting.
  Whatever time is left will be dedicated to vocabulary activity and discussion of pgs.
11-21

The End (a.k.a. Closing): (Specify time)

 Homework will be to read pgs. 21-32 and create a discussion question for the
class tomorrow, bring questions for both sections.
 RU Teacher Education Lesson Plan Format [Day 5]

Candidate Name: Ericka Armstead Date: March 22, 2019 Grade Level: 10

Lesson Title/Topic: Part One of The Alchemist

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

10.8 The student will collect, evaluate, organize, and present information to create a research product.
a)Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
b)Develop the central idea or focus.
c)Verify the accuracy, validity, and usefulness of information.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, point of view or bias.
e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as
that of the Modern Language Association (MLA) or the American Psychological Association (APA).
f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for
gathering and using information.
Specific Observable Objective(s): Students will be able to:
8. Present their topics accurately and effectively through PowerPoint/Prezi.
9. Make connections with the text by drawing on newfound knowledge of the historical context
presented by students.
10. Write an evaluation on their classmates’ presentations.
11. Discuss their reading by answering the questions created by their classmates.
Essential Vocabulary:
17. Alchemy- Magical form of transformation; predates chemistry
18. Philosopher’s Stone- The precious stone that is said to transform regular stones into
precious stone like gold
19. Andalusia- Located in Southern Spain ruled by the Moors in 8-15th century
20. Religion- Particular system of faith and worship usually in a superhuman deity
21. Gypsies- A group of people originating from India that travel around in tribes known
particularly in Europe.
22. Omens- A sign or event regarded as important in good or evil
23. Moors- Muslim inhabitants in the Iberian Peninsula
24. Goals- a specific aim/target of a person
25. Personal Legend-

Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Create a PowerPoint presentation/Prezi based on the research of their chosen topic. (3) Answer the prompt
for the opening journal with at least twelve sentences. (4) Communicate throughout class their
understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

11. Novel
12. Paper
13. Smartboard
14. Writing Utensils
15. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “What is your
interpretation of a “Personal Legend’?”
The Middle: (Specify time) (60-70 minutes)
 We will begin by finishing up what groups are left to present.
 After we will transition into discussion based on the two questions brought in by each
student. They will create like a fishbowl in the center and be able to “Tap in” based on
the questions they want to answer.
 Whatever time is left will be dedicated to vocabulary activity
The End (a.k.a. Closing): (Specify time)
 The students will have an exit ticket that is a KWL chart
 Homework will be to read pgs.35-42 and create a discussion question for the class
on Monday.
 RU Teacher Education Lesson Plan Format [Day 6]

Candidate Name: Ericka Armstead Date: March 25, 2019 Grade Level: 10

Lesson Title/Topic: Part One of The Alchemist

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

12. Discuss their reading by answering the questions created by their classmates.
13. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text
Essential Vocabulary:
1. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate throughout
class their understanding and comprehension of the assigned reading through group discussion. (4)
Identify at least three parts of the Hero’s Journey diagram

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

16. Novel
17. Paper
18. Smartboard
19. Writing Utensils
20. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “What is your
interpretation of a “Personal Legend’?”
The Middle: (Specify time) (60-70 minutes)
 We will begin by taking notes on the PowerPoint presentation on the segments of a
Hero’s journey
 After we will transition into creating a diagram/ in the shape of a circle/clock that the
students will use to fill out for the duration of the story. Here they will fill out the
parts of the story that already fit under the labels of the diagram
 We will lead into a discussion on the opening journal and answer the questions
bought in by each other the students from the weekend’s reading
 Whatever time is left will be dedicated to vocabulary
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs.51-59 and create a discussion question for the next
class.
 RU Teacher Education Lesson Plan Format [Day 7]

Candidate Name: Ericka Armstead Date: March 27, 2019 Grade Level: 10

Lesson Title/Topic: Part One of The Alchemist

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

14. Discuss their reading by answering the questions created by their classmates and instructor.
15. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
2. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate throughout
class their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

21. Novel
22. Paper
23. Smartboard
24. Writing Utensils
25. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question.
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing responses from opening journal question.
 After we will transition into four groups. Each group is assigned a large question on
the sticky note and after about five minutes will move to the next station until every
group has answered all of the questions. Afterwards we will discuss some of the
responses that were written on the sticky notes.
 Whatever time is left will be dedicated to vocabulary
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 59-68 and create a discussion question for the next
class.
 RU Teacher Education Lesson Plan Format [Day 8]

Candidate Name: Ericka Armstead Date: March 28, 2019 Grade Level: 10

Lesson Title/Topic: Hero’s Journey

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

16. Discuss their reading by answering the questions created by their classmates and instructor.
17. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
3. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate throughout
class their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

26. Novel
27. Paper
28. Smartboard
29. Writing Utensils
30. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “What are the five elements
of a story and talk about each one of them in the context of the novel so far.” (12 lines)
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing responses from opening journal question
 After we will transition into pairs before doing “Think, Pair, Share” using the
questions bought in by the students.
 Afterwards the students will have time to fill in the Hero’s Journey diagram
 Whatever time is left will be dedicated to vocabulary
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 68-79 and create a discussion question for the next
class in addition to answering questions [notebook].
 RU Teacher Education Lesson Plan Format [Day 9]

Candidate Name: Ericka Armstead Date: March 28, 2019 Grade Level: 10

Lesson Title/Topic: Hero’s Journey

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

18. Discuss their reading by answering the questions created by their classmates and instructor.
19. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
4. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate throughout
class their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

31. Novel
32. Paper
33. Smartboard
34. Writing Utensils
35. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “From the back of the
book.”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing responses from opening journal question
 Pixton Activity: The students will illustrate one of their favorite scenes.
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 87-104 and create a discussion question for the
next class.
 RU Teacher Education Lesson Plan Format [Day 10]

Candidate Name: Ericka Armstead Date: March 28, 2019 Grade Level: 10

Lesson Title/Topic: Hero’s Journey

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

20. Discuss their reading by answering the questions created by their classmates and instructor.
21. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
5. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate throughout
class their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

36. Novel
37. Paper
38. Smartboard
39. Writing Utensils
40. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “Write about whatever
topic you would like.”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing responses from opening journal question
 After we will transition into four stations.
o Conver-Stations- The students will pick a question they would like to focus on
from their groups from yesterday and they will become the experts of their
topics before dispersing to the other stations and having a discussion about
their answers with those of the other groups.
 Whatever time is left will be dedicated to vocabulary
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 80-87 and create a discussion question for the next
class
 RU Teacher Education Lesson Plan Format [Day 11]

Candidate Name: Ericka Armstead Date: April 1, 2019 Grade Level: 10

Lesson Title/Topic: Personal Legend

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

22. Discuss their reading by answering the questions created by their classmates and instructor.
23. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
24. Brainstorm ideas for their final project and draft a proposal.
Essential Vocabulary:
6. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
7. Personal Legend- The journey taken to self-discovery
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion. (4)
Understand the necessary parts of a project proposal.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

41. Novel
42. Paper
43. Smartboard
44. Writing Utensils
45. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “In the book on page 82,
the Englishman says to Santiago, ‘Imagine if everyone went around transforming lead into
gold. Gold would lose its value.’ Other than its surface meaning, what else could the Englishmen
mean by this statement?”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing responses from opening journal question
 After that activity we will transition to the discussion on the questions bought in by
the students.
 Following that discussion, I will present the students with the introduction to their
final “Personal Legend” project and the first part (the proposal) that will be
completed in the days following.
 If there is time left, we will finish up with a vocab activity
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 104-113 and create three discussion questions for
the next class and the ideas for the upcoming project.
 RU Teacher Education Lesson Plan Format [Day 12]

Candidate Name: Ericka Armstead Date: April 2, 2019 Grade Level: 10

Lesson Title/Topic: Personal Legend

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

25. Discuss their reading by answering the questions created by their classmates and instructor.
26. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
8. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
9. Personal Legend- A physical journey on the way to self-discovery,
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

46. Novel
47. Paper
48. Smartboard
49. Writing Utensils
50. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “Write a letter to a
character of your choosing.”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by having the students choose two characters. One of the characters
chosen will be the character they have to create questions for
o After they finish, the will match up with those in the class who have their
characters and interview them
 Th remainder of the class period will be where they can work on their project
proposals.
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 113-121 and create a discussion question for the
next class
 RU Teacher Education Lesson Plan Format [Day 13]

Candidate Name: Ericka Armstead Date: April 3, 2019 Grade Level: 10

Lesson Title/Topic: Personal Legend

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

27. Discuss their reading by answering the questions created by their classmates and instructor.
28. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
10. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

51. Novel
52. Paper
53. Smartboard
54. Writing Utensils
55. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “What were your thoughts
on Fatima’s promise to wait for Santiago? Write a letter to Fatima as Santiago”
 We will begin by discussing questions brought in by the students from the night
before
 After, we will transition in the second phase of the project which includes the
research needed to complete the main portion.
 If there is any time remaining, we will complete a vocab activity.
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 121-133 and create a discussion question for the
next class
 RU Teacher Education Lesson Plan Format [Day 14]

Candidate Name: Ericka Armstead Date: April 4, 2019 Grade Level: 10

Lesson Title/Topic: Personal Legend

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

29. Discuss their reading by answering the questions created by their classmates and instructor.
30. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
11. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
12. Personal Legend- A physical journey that results in self-discovery.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

56. Novel
57. Paper
58. Smartboard
59. Writing Utensils
60. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “What is your
interpretation of the alchemist’s words on page 134, ‘When you possess great treasures within
you, and try to tell others of them, seldom are you believed.”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing answers from journal
 After we will transition into pairs before doing “Think, Pair, Share” using the
questions bought in by the students.
 The remainder of class will be spent researching and gathering information for their
final project.
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 133-142 and create a discussion question for the
next class
 RU Teacher Education Lesson Plan Format [Day 15]

Candidate Name: Ericka Armstead Date: April 5, 2019 Grade Level: 10

Lesson Title/Topic: Personal Legend

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

31. Discuss their reading by answering the questions created by their classmates and instructor.
32. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
13. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

61. Novel
62. Paper
63. Smartboard
64. Writing Utensils
65. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “When the boy asks the
alchemist why so few alchemists have succeeded in turning lead into gold, the alchemist
explains that “they were looking only for gold… They were seeking the treasure of their
Personal Legend, without wanting actually to live out the Personal Legend.’ Can you think of
events in your own life that made you wonder, as Santiago does when he meets Fatima,
whether you had finally attained your treasure? Do you think it’s possible to attain more than
one treasure in your Personal Legend? Have there been times in your life when you felt
resistant to living out your Personal Legend?”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing questions brought in by the students from the night
before.
 This will be the final day of researching for their project and the transition into the
main portion of the final product.
o Google Tour Builder
o Travel Brochure
o Creative Writing Piece
 If there is any time remaining, we will complete a vocab activity.
The End (a.k.a. Closing): (Specify time)
 Homework will be to read pgs. 142-159 and create a discussion question for the
next class
 RU Teacher Education Lesson Plan Format [Day 16]

Candidate Name: Ericka Armstead Date: April 9, 2019 Grade Level: 10

Lesson Title/Topic: Project Week

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

33. Discuss their reading by answering the questions created by their classmates and instructor.
34. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
35. Demonstrate the understanding of the character by creating a social media page for them.
Essential Vocabulary:
14. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

66. Novel
67. Paper
68. Smartboard
69. Writing Utensils
70. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “Choose two of the stages
of the Hero’s Journey. Identify what events correspond with the stage and then explain why.”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing questions brought in by the students from the night
before.
 After they will have a Twitter Activity with the following directions:
o You are to create a twitter profile for a character of your choosing.
o Find a picture of an actor that you think would play the character.
o Make at least five tweets.
o Fill out the bio and upload a few pictures that you think your character would.
o Then find another person in the classroom who has another character profile
and retweet and reply to some of their tweets.
 This will continue researching their project and the transition into the main portion
of the final product.
o Google Tour Builder
o Travel Brochure
o Creative Writing Piece
 If there is any time remaining, we will complete a vocab activity.
The End (a.k.a. Closing): (Specify time)
 Homework will be to finish the rest of the novel and create three discussion
questions for the next class
 RU Teacher Education Lesson Plan Format [Day 17]

Candidate Name: Ericka Armstead Date: April 9, 2019 Grade Level: 10

Lesson Title/Topic: Project Week

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

36. Discuss their reading by answering the questions created by their classmates and instructor.
37. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
Essential Vocabulary:
15. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

71. Novel
72. Paper
73. Smartboard
74. Writing Utensils
75. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “Discuss at least three of
the five elements of a story using our novel. (Characters, plot, setting, theme, or conflict)”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing questions brought in by the students from the night
before.
 Then I will present a kahoot game to help review for the Hero’s Journey post-
assessment.
 The students will be provided a half hour to complete a set of questions that will lead
into a fishbowl activity
 After they will continue working on their final project
 If there is any time remaining, we will complete a vocab activity.
The End (a.k.a. Closing): (Specify time)
 Homework will be to work on their projects at home and study for the test on the
following day.
 RU Teacher Education Lesson Plan Format [Day 18]

Candidate Name: Ericka Armstead Date: April 9, 2019 Grade Level: 10

Lesson Title/Topic: Project Week

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

38. Discuss their reading by answering the questions created by their classmates and instructor.
39. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.
40.
Essential Vocabulary:
16. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

1. Novel
2. Paper
3. Smartboard
4. Writing Utensils
5. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “This is your opportunity to
write a book review. Did you like the book? Did you not? Explain what about this book was
interesting or boring? Why should someone read this book? Or not?”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing questions brought in by the students from the night
before.
 They will take the Hero’s Journey post-assessment
 The remainder of class will be spent finishing up their final project
The End (a.k.a. Closing): (Specify time)
 They will finish up what is left of their 2nd phase of the project.
 RU Teacher Education Lesson Plan Format [Day 19]

Candidate Name: Ericka Armstead Date: April 15, 2019 Grade Level: 10

Lesson Title/Topic: Project Week/Post Assessment Week

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

1. Discuss their reading by answering the questions created by their classmates and instructor.
2. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.

Essential Vocabulary:
1. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

1. Novel
2. Paper
3. Smartboard
4. Writing Utensils
5. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: “This is your opportunity to
talk about anything you would like about the book.”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing the journal responses.
 They will transition into an activity where they are to create a review activity for the
book. The directions will be as follows:
o Create a review activity/game using plot points, characters, etc.
o (ex: Kahoot, quizziz, board game, fishbowl)
 If there is any time remaining, they will begin working on the final phase of the
project.
The End (a.k.a. Closing): (Specify time)
 Homework will be to continue working on final projects.
 RU Teacher Education Lesson Plan Format

Candidate Name: Ericka Armstead Date: April 17, 2019 Grade Level: 10

Lesson Title/Topic: Project Week

Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a)Assume responsibility for specific group tasks.
b)Collaborate in the preparation or summary of the group activity.
c)Include all group members in oral presentation.
d)Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations,
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s): Students will be able to:

1. Discuss their reading by answering the questions created by their classmates and
instructor.
2. Identify the parts of a ‘Hero’s Journey’ by filling in the clock assignment using the text.

Essential Vocabulary:
17. A Hero’s Journey- common template of a broad category of tales that involve a hero who
goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed
or transformed.
Assessment: The student teacher will informally assess student’s ability to identify and use techniques
for reading using the following criteria: (1) contributing at least one part to the discussion questions (2)
Answer the prompt for the opening journal with at least twelve sentences. (3) Communicate during the
class period their understanding and comprehension of the assigned reading through group discussion.

Student Considerations: The teacher will adapt the lesson based on specific students’ needs, by allowing
them to work in pairs to assist where one student might struggle with forming their thoughts.

Instructional Resources, Materials, and Technology:

1. Novel
2. Paper
3. Smartboard
4. Writing Utensils
5. Chromebooks

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (Specify time) (5-7 minutes)

 I will begin the class with an opening journal discussion question: What did you think of this
novel unit? What can I improve on and what did I do well? Are there any suggestions you have
if I were to teach this again?”
 The Middle: (Specify time) (60-70 minutes)
 We will begin by discussing journal responses.
 The next portion of class will be to sign up for presentation slots.
 This will be the final day of in class work on their projects so they will finish the rest
of the project.
 If there is any time remaining, we will complete a vocab activity.
The End (a.k.a. Closing): (Specify time)
 Homework will be to prepare for presentations.