November 12th, 2020

Lesson Plan

Date: 11/12/20 Teacher’s Name: Luigi Carolini

Subject: ELA Grade level: 9
Length of lesson: 30 mins

Central Focus: Students will learn the definition and applications of the central idea of texts.
Students will be able to read texts and determine the central idea of the text as well as other
literary devices that have been covered previously.

Lesson Title: Central Idea and its applications

Lessons in the Segment:

· Day 1 –- Central Idea
· Day 2 –- Analyzing Central Idea
· Day 3 — Socratic Seminar

Essential Question(s): What is the central idea of a text? How do we identify the central idea
and support our claim? What supporting details help to shape and refine a central idea?

Learning Content Standard: 9-10R2: Determine one or more themes or central ideas in a text
and analyze its development, including how it emerges and is shaped and refined by specific
details; objectively and accurately summarize a text. (RI&RL)

Learning Objectives: Assessments:

Powerpoint presentation: Central Idea
Students will learn the definition of “central idea” Read “Night Funeral in Harlem” By Langton
and its application within multiple texts. Hughes
10-15 minutes of discussion about the text
Students will be able to identify the central idea Students are sent 2 texts to be read quietly
of different texts and support their claims.
for the remainder of class

Pre-Assessment: As a class we will go over the basic definitions of the vocabulary that we will
be going over in class (Theme, symbolism, tone)

Differentiation: Within the class of my peers, I have students that are diagnosed with ADHD.
In order to keep their attention I will consistently ask students if they have any questions. As
my signature pedagogy focuses on the engagement of my students, the use of choice and
discussion based lessons should help to keep these students engaged. In order to help
students who are visual learners, my lessons will use images and videos to promote learning.
November 12th, 2020

Academic Language:
Analyze the central idea of multiple texts
Identify the themes and supporting details
Develop an understanding of the texts and support your claims

Procedure: Day 1
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity: On the screen when students enter the zoom call will be different movie posters from
popular films and tv shows. This will be done in order to draw students into the topic of the day and will
be touched on later in the lesson after they have learned the definition of central idea.

Anticipatory Set: What is the central idea? How is it important to the overall structure of a text?

Activating Prior Knowledge: In order to help students engage their prior knowledge on the subject, I will
use other literary devices to help develop their claims. The supporting details of texts will be a crucial
tool in developing students’ claims. By teaching students to utilize their prior knowledge in ELA students
can support their claims and expand on their ideas.

Initial Phase
Direct Instruction Students will be taught the powerpoint “Central Idea” and students will be guiding the
lesson through discussion questions that will be in the powerpoint presentation. Students will be taught
the basic definition and process of central idea. (10-15 minutes)

Middle Phase
Guided Practice: As a class, students will read aloud the poem “Night Funeral in Harlem” By Langston
Hughes. After we are finished reading, the students will be asked “What is going on in this poem?”
Students will be chosen at random to answer to ensure quiet students are understanding the subject.
Students will write down their interpretations of the central idea of the text as well as any literary
devices they identified. After 10 minutes have students raise their hands to share their answers.

Independent Practice: A poll will be held in the last 10 minutes of class in which the summaries of three
short stories will be shown. Students will need to choose two of the texts they would prefer to read for
that night as homework. The results of the poll will be sent out via email and students will read the texts
that were chosen for homework.

Concluding Phase
- Class will end with a quick summary of what we learned today
- Students will be assigned the homework (to finish reading the assigned texts)

Materials: (items, technology, etc.)

Jacobs, W. (n.d.). The Monkey's Paw. Retrieved November 13, 2020, from
https://americanliterature.com/author/w-w-jacobs/short-story/the-monkeys-paw
November 12th, 2020

Chopin, K. (n.d.). The Story of an Hour. Retrieved November 13, 2020, from
https://archive.vcu.edu/english/engweb/webtexts/hour/

Jackson, S. (1948, June 26). The Lottery. The New Yorker. doi:11/12/2020