KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: ID: 000183938

Taylor Draper
School: Kentucky Christian Date of
University Observation:
Subject Reading District:
area:
Ages of 12-14 Type of
students: classroom
Grade level: 7th-8th # of IEP
# of 504
Total # of GSSP
number 18-20
of students: # of ELL
Title of Twilight Webquest
Lesson
Plan:
Title of Unit: Twilight Novel

ACTIONS

Goals, Objectives, & Essential Questions

A. Broad Goal:
 Students will be able to read the book Twilight and respond to the questions in
their journal successfully.

B. Objectives:
1. Given the book Twilight, students will successfully read the book and
respond to their journal.
2. Given a number of websites, students will visit the sites as they walk
through their website and answer the corresponding questions
successfully.
3. Given questions about what the students read and researched students
will be able to respond sufficiently.

C. Essential Questions:
 What is characterization?
 Who are the main chracters in Twilight?
 What is prediction?

Student Assessment:

Procedur Objective Type of Description Depth of Adaptations

e Number Number Assessment of Knowledge and/or
Assessment Accommodations
1 Formative Read the DOK 1 I will make any
novel accommodations
Twilight necessary to meet
any students
need.
1,2,3 Formative The DOK 2 I will make any
WebQuest accommodations
necessary to meet
any students
need.
1,2,3 Formative Journal DOK 2&3 I will make any
accommodations
necessary to meet
any students
need.

Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

 1.2 Students make sense of the variety of materials they read.
 1.16 Students use computers and other kinds of technology to collect,
organize, and communicate information and ideas.
 6.1 Students connect knowledge and experiences from different subject
areas.
 6.2 Students use what they already know to acquire new knowledge,
develop new skills, or interpret new experiences.

Program of Studies:
 EL-7-DCS-S-3
Students will evaluate what is read, based on the author’s word choice, sentence
variety, content, tone and style, or use of literary elements
EL-7-DCS-S-7
Students will make comparisons and synthesize information within and across
texts (e.g., comparing themes, ideas, concept development, literary elements,
events)
EL-7-IT-S-1
Students will use comprehension strategies while reading, listening to, or viewing
literary and informational texts
EL-7-IT-S-3
Students will use text references to explain author’s purpose, author’s message
or theme, and supporting evidence
EL-7-IT-S-5
Students will demonstrate understanding of literary elements and literary
passages/texts: analyze how external conflicts or internal conflicts are resolved,
explain author’s craft as appropriate to genre, analyze the relationship between
events in a story and a character’s behavior, identify details that support the main
idea and explain their importance in a passage.
EL-7-RRT-U-1
Students will understand that making reader-text connections involves thinking
beyond the text and applying the text to a variety of situations. Connections may
be expressed as comparisons, analogies, inferences, or the synthesis of ideas.
EL-7-RRT-S-3
Students will use evidence from text(s) to formulate and justify opinions about
what is read or viewed: relate texts to prior knowledge, personal experiences,
other texts or ideas provide text references/evidence to support connections
(e.g., text–to-self, text-to-text, or text-to -world)

Core Content for Assessment:

RD-O7-2.0.5
Students will summarize information from a paragraph, a section of a
passage or an entire passage.
DOK 2
RD-O7-2.0.3
Students will identify or explain the use of literary elements (e.g.,
characterization, setting, plot, theme, point of view) in a passage.
DOK 3
RD-O7-3.0.1
Students will analyze the relationship between events in a story and a
character’s behavior.
DOK 3
RD-O7-2.0.7
Students will make predictions, draw conclusions, make generalizations or
make inferences based on what is read.
DOK 3
RD-O7-2.0.2
Students will identify and explain the characteristics of short stories,
novels, poetry or plays. DOK 2
RD-O7-2.0.6
Students will apply the information contained in a passage to accomplish a
task/procedure or answer questions about a passage.

B. National Standards:
C. Other Disciplinary Standards:
SS-07-4.1.1
Students will use a variety of geographic tools (maps, photographs, charts,
graphs, databases) to interpret patterns and locations on Earth’s surface in early
civilizations prior to 1500 A.D.
DOK 3
MA-07-5.2.1
Students will substitute values for variables (up to three different variables) and
evaluate algebraic expressions.DOK 2

D. Statement Connecting the Standards to Your Objectives:

 The above standards relate to my objectives by students understanding
elements such as; characterization and prediction and then connecting
them to the novel.

Context

1. Unit
a. Day One of Three
b. 50 minutes
2. Students
a. Students will have to be able to read beforehand.
b. Students will need to know how answer short answer questions
correctly.

Differentiation:

A. Individual Learning Styles:

Variations for: Description of Variation

Visual Learners The WebQuest itself is a visual for the students that are
visual learners. There are also videos in the webquest
they view.
The students have to view a video which has sound and
Auditory me explaining to them what to do and walking through
Learners with them will be an auditory.
The students have to work through a journal while they
Kinesthetic
are going through the webquest. Also students have to do
Learners
activities like draw pictures, which is hands on.

B. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

Level One- Recall DOK 1
Real-Life Connections:
Text to self: Students have to apply what they learn about vampires in the book
and connect it to themselves by drawing a picture of themselves as a vampire.
Text to world: Students read about two different locations in the book and they
have to research them to see if they are real.

Resources

Technology
Computer
WebQuest
Internet access for video

Procedures (50 minutes total)

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up