Concordia University Nebraska Education Department Lesson Plan Scaffold

Name: Miss. Holthus Grade Level: 11th Grade

Topic/Central Focus Subject: English Language Arts

Students will have read the first 5 chapters of
Wuthering Heights prior to class. We will Time Frame: 60 minutes
discuss complex concepts, and annotate
quotes.

Standard(s) to be met in the lesson:

CCSS.ELA-LITERACY.WHST.11-12.2.A
Introduce a topic and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole.

Learning Objectives: Assessment Tool(s) and Procedures:

Content Objective: 1. Informal/Formative: A pop quiz

 Students will be able to organize
complex concepts about a novel and
articulate them within a discussion or in
an essay format.
 Students will be able to annotate quotes
based on their literary devices.
 Students will be able to apply the
lessons learned from a novel to specific
areas of their own life.
Language Objective:
 Students will be able to examine the
literary and stylistic elements of
selections from the novel.
 Students will be able to
vocalize/articulate their thoughts
through discussion and in groups.
will be given to the students in order
to check for a basic comprehension
of a novel.
2. Informal/ Formative: Check for
understanding of concepts, ideas,
and language difficulties through
class discussion.
3. Informal/ Formative: Critical-
thining questions will be discussed
in relevance with the stylistic
elements of this portion of the novel.
4. Informal/ Formative: Students will
complete a literary device packet
(Note: this will not be completed
until the end of the semester).
5. Formal/ Summative: In-class essay
and application (Note: this will not
be given until the novel is finished.

Research-Based Best Practice used in lesson and why it is appropriate/useful

Cooperative Learning: Students will engage in an in-class discussion. Students will be

grouped together later in the lesson to annotate quotes on a worksheet(This is completely
informal and they may keep the worksheet). This will also help the ELLs; it will be a support
to the students who grew up in a collectivist culture
Concordia University Nebraska Education Department Lesson Plan Scaffold

Dual Coding:Students will complete a literary device packet. I will fill out half of it and give
them images to help them understand some of the complex elements/devices that are on the
sheet.

Guided Discovery: Students will be grouped together to complete an in-class assignment. I

will guide them to find the correct concepts and we will discuss the findings after they have
finished the worksheets.

Student Engagement used throughout the lesson

Students will enage in an active discussion encompassing the first five chapters of Wuthering
Heights. They will also gain an understanding of the Victorian Era and the author. They will
also annotate quotes in order to make connections between the stylistic devices and thematic
devices.
Comprehensive Input:

 I will use my speech, gestures, and visual aids to make language visible.
 I will make them very aware of the objectives I have for them by vocalizing them and
writing them on the board. I will do this at the beginning of the lesson after their
comprehension quiz.
 By encouraging a discussion of the chapter together, it will lower the affective filter by
helping them to vocalize their thoughts in a language other than their native tongue.
They will not only learn the concepts, but also the language together in a safe setting.

Key Vocabulary:
Content: byronic Hero, characterization(flat, round, static, and dynamic), conflict(external
and internal), diction, dialect, flashback, foreshadowing, frame narrative, genre,
imagery(visual, auditory, gustatory, olefactory, and tactile), moral, setting, syntax,
metaphors, similes, personification, alliteration, symbolism, themes, tragic flaw, voice,tone
Academic Skills: application, articulation, annotation, conceptualization, critical-thinking
skills, correlation
Materials: Technology:
Wuthering Heights, notebook, and writing N/A
utensil.

Faith/Values Integration:
Students will make connections between the influences of the Church and the motivations of
the characters.
Assets (Knowledge of Students: personal, cultural, community)
 At the beginning of the lesson, I will give my students a comprehension quiz on the
first 5 chapters of Wuthering Heights. This will help me to see whether or not they
understood the content.
 During the discussion, I will ensure that the students actually comprehended the
content and the concepts in this portion of the novel.
 At the end of the class period, I will hand out a survey to find out if they have read
Concordia University Nebraska Education Department Lesson Plan Scaffold

any classical novels from their native countries, and which ones they would like to
read in class. This will help me to get to know their cultures and personal interests
better. I would also like to implement some of their cultures in the novels we are
reading in class.

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

I will ensure that I know the reading level of all students in my classroom and provide
reading resources that meet and challenge their current level (i+1).

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
Comprehension Quiz on Chapters 1-5

I will articulate the content and language objectives in a written form and in a
vocal form.

B) Communicate the purpose of the lesson to students (objective/assessment)

Today in class we will discover the importance of the first five chapters of Wuthering
Heights in relation to the plotline and overall meaning of the story through an informal
discussion. We will also gain an understanding of the importance of the writing
techniques of Emily Bronte based on the literary devices(on the chart) through an
interactive worksheet.

C) Instructional Sequence:

1. Introduction:
 I will give them a comprehension quiz on the content of the first 5 chapters of
the novel. This will help me to gage whether they read the assigned chapters,
and/or whether they understood the content within the chapters.
-10 Minutes
 I will show them the objectives for the day.
-5 minutes

2. Cooperative Learning:
 Students will engage in an active discussion with their classmates in order to
gain an understanding and articulate complex concepts.
-25 Minutes
 Discussion should stay on topic and follow the following guideline(Teacher-
guideline):
-Any language difficulties will be discussed at the beginning of the discussion.
Their implecations will also be discussed in relevance with key portions of the
chapter.
-It should focus on how the setting influences the chapters
Concordia University Nebraska Education Department Lesson Plan Scaffold

-It should also focus on characterization and relational influences

-It should touch on a moral of the section
-It should foreshadow societal influences that will have been discussed during
the lecture the day before.
-Discuss the implication of the Byronic hero in relation to Heathcliff and any
other character from a novel they have read in their native languages, or that
we have read earlier this semester(Hamlet?)

3. Cooperative Learning and Guided Discovery

 Students will be grouped together and given a worksheet with a quotes from
the novel. They will annotate and analyze the structure of the writing using
literary devices from their chart.
 Each group will be given one of two quotes and they will analyze the quotes
together (Note: Each group will receive a different quote from the novel with a
different set of objectives to be observed).
 Students will then come back together and a brief class discussion will ensue.
-15 Minutes

4. Dual Coding
 They were given a literary device packet at the beginning of the semester
that they are to complete in order to pass this class. The definitions will
include images that will help them to understand some of the complex
literary devices in a more effective manner.
 They will also receive an image with the family tree of the characters in
this novel just to help them understand the differences between the
characters and their relations to one another.

D) Closure(closure is never giving homework):

Students will be asked to complete the 3 W’s. Students will be asked these three brief
questions before they leave the classroom for the day(This will be discussed orally)…
• What did we learn today?
• So, What? (relevancy, importance, usefulness)
• Now What? (how does this fit into what we are learning, does it affect our thinking,
can we predict where we are going)
Before they leave, I will pass out the survey that they will hand back to me as an exit
ticket.

E) Homework:
They will read the next five chapters of Wuthing Heights, and they should continue to
work on their literary device chart.
Concordia University Nebraska Education Department Lesson Plan Scaffold

For assests, I would include more references to my pretend students’ cultures throughout
the discussion-I would like to hear their perspective.