GENEVA COLLEGE

Beaver Falls, PA

LESSON PLAN TEMPLATE

Name: ______________Lauren Tipton____________________Date: ____02/25/21_________

Subject: ________AP_English_______________ Grade Level: _______12th_________

Topic: Pride and Prejudice

PA or Common Core Standards

CC.1.3.11–12.A Determine and analyze the relationship between two or more themes or central ideas of a
text, including the development and interaction of the themes; provide an objective summary of the text.
CC.1.3.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit
assumptions and beliefs.

Learning Objectives: Objectives must be written using observable verbs

Students will be able to explain the major plot points of this part of the novel, describe character
development and interaction, and interact appropriately with their classmates in their discussion group.

Materials
Schoology
Google Meets
Discussion Group Assignments
Pride and Prejudice

Lesson Development
Introduction
On Tuesdays and Thursdays the AP class gets into the same discussion groups to talk about the book.
Three students have a role each class period, and those roles rotate between members. That is why the
lesson plan is so similar, because the structure is the same.
As they get settled into class we’ll briefly discuss some of the big things that happened, and they can just
immediately get into their discussion groups (some of them have to set up google meets).

Lesson development (activities, procedures)

The students get in their groups of 5, and then they assume their respective roles for that day: the
connector, the romantic nerd, and the coach. So those three students lead the discussion for the chapters
for this day, and everyone else participates and answers their questions. I also added some discussion
questions if they ran out of things to talk about.

Evidence of differentiated instruction (content, process, product, or learning

environment)
Content: Some students have an ‘off’ day where they don’t have to have a role prepared for that class.
Learning environment: students are working in small groups, assigned by Ms. Dado. They are designed to
encourage broader classroom participation.

Closure (summary)
Students will be working in their groups until the end of class. We will end class by discussing their final
project that is due tomorrow, and field any question they might have.

Assessment/evaluation
Students fill out group evaluations after each discussion. So they will be evaluated by their peers based on
their performance and preparedness to discuss the chapters in class.

Modifications or accommodations
There are no IEP’s or 504’s in this class.

Self-evaluation
I thought that this was a much better discussion for the students than it was on Tuesday. They seemed a
little more comfortable with me, and definitely seemed to respond a little more genuinely to their peers'
questions than they were on Tuesday. I also felt a little more comfortable, and started interjecting with my
own discussion questions. It was fun to see the conversation become a little more layered.
Something that Ms. Dado does, that I should have done for this class was create a google slide with extra
discussion questions in case they run out. I think that’s a really helpful idea. This class specifically didn’t
need it, but I think I’ll do that in the future just in case.

Cooperating Teacher Approval _________________________________ Date ____________