LESSON PLAN 1: DISCUSSION ON THE FINAL CHAPTER (SYNCHRONOUS)

Name: Liam Barney

Grade Level and Subject Area 10th Grade English

OVERVIEW
Central Focus of the Lesson The central focus of this lesson is to have a class discussion about the events of the
Purpose and connection to lesson sequence/big final chapter in the book Chronicle of a Death Foretold. During the lesson, students
ideas/essential questions will look closely at specific passages from the text to support their understanding of
some the larger themes of the novel: the relationships between individuals and their
communities, the impact of institutions (specifically marriage, family, and the
church) on an individual’s beliefs, attitudes, and behaviors, and the conflict between
tradition vs. reason (these themes have been discussed while reading the novel
throughout the unit). Students will be asked to look back at a community
questionnaire they completed at the beginning of the unit to reflect on how their
beliefs about their relationships with communities, and the relationships between
individuals and communities at large was impacted after reading the entire novel.
Students will be encouraged to think about how they can be agents of change in their
own communities. At the end of the lesson students will be introduced to a short
project in which they will select a character from the novel, and create a portrait &
alibi for their character. On the final day of the lesson sequence the whole class will
take part in a roleplaying activity, a mock town hearing, in which they will take on
the roles of their characters, and I will take on the role of a town investigator.
Collectively, we will try to answer the essential question of the unit: Why did
Santiago Nasar die?

State Adopted Content California Common Core State Standards

Standard(s) Include text Reading Standards for Literature Grades 9-10 Students
of 1-2 relevant state Key Ideas and Details: “2. Determine a theme or central idea of a text and analyze in detail its development
content area standards
over the course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.”

Craft and Structure: “6. Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.”

Learning Target/Objectives Students will be able to recall events from the last chapter of Chronicle of a Death
What will students know and be able to do as a result Foretold.
of lesson? Students will be able to discuss and analyze the events from the last chapter of
What do you want them to learn? Chronicle of a Death Foretold.
Student will be able to... Students will be able to discuss the themes of the entire novel.
Students will be able to make personal connections to the themes of the novel.
Students will be able to analyze select passages from the text.

ELD Standards (if applicable) Grades 9-10: Interacting in Meaningful Ways

Collaborative: “Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics”
Interpretive: “Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and implicitly through
language”

Prior Knowledge/Understandings Students know that they are expected to contribute to the whole class discussion,
What knowledge and skills do students already have?
How will you pre-assess?
How will you support students with gaps in prior
knowledge?
IEP Goals (if applicable)
Academic Language Demands/Vocabulary
Language demands-what specific ways will students
use language?
Language functions-active verbs in learning
targets/objectives
Syntax what are the conventions students need to use
in the lesson
Discourse what features or ways of structuring
oral/written language will students use? What text
structures are needed for content to be communicated
Barriers to Success
What do you anticipate student might not understand
or be able to do in this lesson?
Materials and Resources
What are the key materials for the lesson? Provide
titles and links to sources.
Assessment and Feedback
Formative Checks and Plan for Feedback
Evidence will you collect during the lesson to show
how students are progressing toward the learning goal
How will you provide feedback based on the data you
collected during lesson?
Summative
Address each standard/learning objective listed above
Instructional Sequence and Learning Tasks
Launch (include time allotment)
Set a Purpose/Hook and Engage Students
How will you catch students’ attention and focus on
the learning goals (using knowledge of students’
academic, social, cultural characteristics?
and either volunteer their opinions, or speak when called on.
Students are expected to have read the entire novel and be ready to participate in
discussion both in small groups and as a whole class.
Students are expected to have their cameras on during the synchronous class
session.
Students will know how to use features of Zoom (break out rooms) and Google
Classroom.
Self-Advocacy: Student will use her intellectual voice to reflect on and speak about
both academic and personal topics, in conversation and in writing, as evident in both
check-in conversations with the Resource Specialist and student work.
Language Demands– reading, speaking, listening, writing
Language Functions – recall, summarize, analyze, discuss, connect
Vocabulary – theme, community, individual, role play, behavior, institution,
Syntax – Students will need a document to take informal notes on.
Discourse – This lesson will start with a whole class discussion. Students will then
move into small groups to discuss and informally write about a selected passage
from the text. Afterwards, students will return to the whole class discussion before I
introduce the role playing assignment they will be working on for the rest of the
lesson sequence.
If students have not read the last chapter or numerous chapters from the novel, then
they will have a hard time participating and understanding the discussion.
Students will need their copy of Chronicle of a Death Foretold so they can read
and reference specific sections if needed.
Students will need access to assigned documents and learning materials on Google
Classroom.
The formative assessment will be the discussion students have as a whole class.
Feedback will be provided during the discussion. During the discussion I will guide
students in helping them understand the topics discussed. I will acknowledge
students for insightful contributions to the discussion, and help students who are
confused by asking them guiding questions.
There will be no summative assessment for this lesson.
5 minutes
Students will be welcomed and asked to turn their cameras on.
I will go over the class agenda for the week.
Students will be asked to get out their copy of the novel, and any other materials that

Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
Instruction (include time allotment)
Link the new content (skills and concepts) to prior
knowledge and students’ personal/cultural/ community
assets?
Present new information.
What will you be doing? What will the students be
doing? What questions will you ask?
How will you use inquiry during this portion of the
lesson?
Structured Practice and Application (include time
allotment)
How will you give students the opportunity to practice
with support and give feedback?
How will students apply what they have learned?
What opportunities will students have for independent
practice and how will you move students toward
independent work?
How will you allow students to clarify their learning
and address any misconceptions before closing?
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
Closure (include time allotment)
Review Key Concepts/ Understandings
How are you going to close lesson and review the
major concepts/big ideas/etc.?
Make connections to how students can apply new
would be helpful for discussion.
ELD, IEP & 504: The agenda will be shown on a Google Slide, and I will go over
the agenda orally. I will ask for questions and clarifications.
7.5 minutes
I will ask students to write in the chat if they were satisfied with how the novel
ended. We will use those responses in the chat to start a short discussion on the
events of the final chapter.
Students will be listening and speaking during the discussion.
ELD: When looking at specific passages as a class I will read aloud the text.
IEP: Students who need to be checked in on to make sure they are present in class
will be sent a “Remind” message. They will respond back to confirm.
504: For the first class discussion question I will ask students to type their answers
in the chat.
15 minutes
Students will break into small groups (break out rooms) to discuss selected passages
from the chapter. There will be a total of nine groups. I will have selected three
passages beforehand, and each group will only look at one. I will have pre-assigned
the heterogeneous small groups beforehand.
I will go from group to group to help facilitate discussion and provide any needed
clarification.
While analyzing the passage, students will highlight and annotate the passage on a
provided Google Doc to address ambiguities, specific language, and symbolic
meaning found in the passage.
15 minutes
Students will return to the main room in Zoom to discuss the selected passages as a
class.
I will screen share a document containing the selected passages, and students will
discuss what their group highlighted, annotated, and analyzed in their selected
passage. I will briefly highlight and annotate what they told me on the document I
am screen sharing.
ELD: Before students break into smaller groups I will introduce the passage they are
reading. I will go over the instructions orally, and share my screen to show the
written instructions.
IEP & 504: When I visit groups I will guide students to talk with their group
partners.
12.5 minutes
When the class began reading the novel they did a community questionnaire that
helped them make personal connections to the themes of the novel (the relationships
knowledge.
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
Making Connections: Rationale for
strategies/activities and learning goals
For each strategy or activity planned, provide a
rationale that explains why your instructional
decisions are appropriate for this task/group of
students.
Cite educational theory or research about how students
learn.
LESSON PLAN 2: CHARACTER PORTRAITS (ASYNCHRONOUS)
Name:
Grade Level and Subject Area
OVERVIEW
Central Focus of the Lesson
Purpose and connection to lesson sequence/big
ideas/essential questions
1
Wilhelm, Jeffrey (2007). Engaging Readers and Writers with Inquiry. New York. Scholastic.
between individuals and their communities). I will ask students to reflect on that
questionnaire now that they have finished the novel. They will be asked if they
would respond differently to any of the questions after reading the novel. They will
be asked to respond how a few characters may respond to the same questions on the
community questionnaire, and if any of those characters could be considered a good
model for how individuals can navigate community pressures. Finally, students will
be asked if they learned any lessons they can apply in their own lives from this
novel. Specifically, if this novel impacted how they will behave or act within their
own community, and how they can be agents of change in their own communities.
I will introduce the role playing activity students will be doing for the rest of the
lesson sequence. I will explain that this activity will help students understand and
answer some the biggest questions from the novel: “Why did Santiago Nasar die?”. I
will provide instructions for the activity, and the assignments leading up to it.
Students will sign up for their roles on a shared Google Doc.
ELD: I will orally go over instructions for the assignments as well as screen share
the written instructions for the students.
IEP,504 & ELD: If students have any questions they can use the chat feature of
Zoom to ask.
The community questionnaire that students complete at beginning of the unit and
then reflect on after finishing the novel is an inquiry activity that helps them grow as
individual learners. Students need to be able to connect their past experiences and
beliefs with what they are learning. In Engaging Readers & Writers with Inquiry,
Jeffrey Wilhelm writes, “With inquiry, we help students become aware of – and
become adept at – working with an array of communities, which is synonymous
with learning how to think and act like experts. We can only do this by using the
identities and the knowledge they have as a bridge to the new identity and
knowledge to be learned”1 (26). The community questionnaire that the students
respond to and reflect on serves as the “bridge” from their past identities and
knowledge to the “new identity and knowledge to be learned”.
Liam Barney
10th Grade English
The central focus of this lesson is for students to create a portrait of their selected
character from the novel Chronicle of a Death Foretold. Students will have to cite
specific passages from the text and provide a rationale for how they decided to
portray their character. This lesson provides students with an opportunity to express
their artistic skills as they are allowed to create their portrait in any way they see fit
(drawing, painting, collage etc.). Students will better understand their character’s
characterization as they have to provide a rationale and evidence for their approach
to the portrait. This lesson connects to the larger goal of understanding the
relationship between individuals and their community in the novel, as students have
to become experts on the characterization of their character. Many of the characters
lack vivid descriptions in the novel, so many of the students will have to consider

State Adopted Content California Common Core State Standards
Standard(s) Include text Reading Standards for Literature Grades 9-10 Students
of 1-2 relevant state Key Ideas and Details: “1. Cite strong and thorough evidence to support analysis of what the text says explicitly
content area standards as well as inferences drawn from the text.
Learning Target/Objectives
What will students know and be able to do as a result
of lesson?
What do you want them to learn?
Student will be able to...
ELD Standards (if applicable)
Prior Knowledge/Understandings
What knowledge and skills do students already have?
How will you pre-assess?
How will you support students with gaps in prior
knowledge?
IEP Goals (if applicable)
Academic Language Demands/Vocabulary
Language demands-what specific ways will students
use language (reading, writing, listening and/or
speaking)?
Language functions-active verbs in learning
targets/objectives; ex. explain, define, compare.
Syntax what are the conventions students need to use
in the lesson; ex. sentences, graphs, tables?
Discourse what features or ways of structuring
oral/written language will students use? What text
structures are needed for content to be
communicated?
Barriers to Success
What do you anticipate student might not understand
their character’s behavior, occupation, beliefs, and background in developing their
portrait. Ultimately, this lesson should provide students with a greater understanding
of their character and the novel as a whole.
Students will be able to cite evidence from the novel they used in creating their
character portrait.
Students will be able explain the reasoning for the artistic choices they made in
making their character portrait.
Students will be able interpret passages from the text to create their character
portrait.
Students will be able to research and locate information from the novel to use for
their character portrait.
Grades 9-10: Interacting in Meaningful Ways
Interpretive: “8. Analyzing how writers and speakers use vocabulary and other
language resources for specific purposes (to explain, persuade, entertain, etc.)
depending on modality, text type, purpose, audience, topic and content area”
Productive: “12. Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas”
Students should have knowledge about their selected character from reading the
entire novel.
I will provide time for students to video conference with me on Zoom if they are
having any troubles finding passages from the text to use as evidence and
inspiration for their portrait.
Assignment Completion: Student will submit all assignments within one academic
class day of completing the assignments. He will follow up with his teacher and
grade book to ensure he has received all credit due for completing the assignment.
He will communicate with the teacher and follow up with a directive to finalize
complete credit for each assignment.
Language Demands – reading, writing
Language Functions – recall, analyze, interpret, research
Vocabulary – cite, interpret, portrait
Syntax – Students will be allowed to fulfill this assignment in any artistic method
they choose. Students will need to collect notes for the rationale of their portrait and
can use any note taking method or graphic organizer they choose to do so.
Discourse – Students will be working in an individual work environment at home.
Students will be able to meet me if they need any assistance or have any questions.
If students have not read or struggled with keeping track of all the characters in the
novel, then they may struggle with locating passages in the text that are specific to
 or be able to do in this lesson? their selected character.
Some students may not have access to art materials for the assignment.

Materials and Resources Students will need their copy of Chronicle of a Death Foretold to find evidence in
What are the key materials for the lesson? Provide the text to support their character portrait.
titles and links to sources. Students will be free to use any artistic method they choose, so students will need to
find art materials at home (markers, paint, crayons, collage materials etc.). Students
can also complete the portrait using digital artistic methods through applications
such as Photoshop, Paint, Google Drawing etc.

Assessment and Feedback

Formative Checks and Plan for Feedback If students need help, I will provide an optional Zoom meeting where they can get
Evidence will you collect during the lesson to show feedback and guidance for their character portrait.
how students are progressing toward the learning goal

How will you provide feedback based on the data you

collected during lesson?

Summative The character portrait will be a graded assignment. It is a part of the larger role
playing activity. Students will upload their character portrait to Zoom, and use it as
a profile picture during the mock town hearing. The character portrait will in part
evaluate students’ understanding of their selected character and the novel as a
whole.

Instructional Sequence and Learning Tasks

Launch (include time allotment) N/A – Asynchronous session
Students will receive instructions the day before and complete the assignment
Set a Purpose/Hook and Engage Students individually. Students will be guided during oral instruction to know where to find
How will you catch students’ attention and focus on the
written instructions for the assignment.
learning goals (using knowledge of students’ academic,
social, cultural characteristics?

Instruction (include time allotment) N/A – Asynchronous session

Link the new content (skills and concepts) to prior
knowledge and students’ personal/cultural/ community
assets?
Present new information.
What will you be doing? What will the students be
doing? What questions will you ask?
How will you use inquiry during this portion of the
lesson?

Structured Practice and Application (include time 55 minutes

allotment)
How will you give students the opportunity to practice Students will peruse their books for passages that include their character and take
with support and give feedback?
notes.
How will students apply what they have learned?
What opportunities will students have for independent Students will create a portrait using their notes as evidence.
practice and how will you move students toward
independent work?
How will you allow students to clarify their learning and
address any misconceptions before closing?
Differentiation/Planned Supports: How will you provide
access to learning based on individual and group needs?
Address the needs of any students/groups in your class;
note N/A if you do not have students in categories
listed.
Closure (include time allotment)
Review Key Concepts/ Understandings
How are you going to close lesson and review the major
concepts/big ideas/etc.?
Make connections to how students can apply new
knowledge.
Making Connections: Rationale for
strategies/activities and learning goals
For each strategy or activity planned, provide a rationale
that explains why your instructional decisions are
appropriate for this task/group of students.
Cite educational theory or research about how students
learn.
LESSON PLAN 3: ALIBI CREATION & REHEARSAL (SYNCHRONOUS)
Name:
Grade Level and Subject Area
OVERVIEW
Central Focus of the Lesson
Purpose and connection to lesson sequence/big
ideas/essential questions
2
Gallagher, Kelly and Kittle, Penny (2018). 180 Days: Two Teachers and the Quest to Engage and Empower
Adolescents. Portsmouth. Heinemann.
Students will cite the specific evidence and create a rationale for their portrait.
Students will upload their character portrait on to Zoom to use as a profile picture
during the mock town hearing.
I will make myself available to work with students who are struggling with an
optional Zoom session.
ELD, 504 & IEP: I will make myself available to provide supports on the character
portrait with an optional Zoom meeting.
N/A – Asynchronous session
I provided students with the freedom to complete the character portrait in any artistic
way they choose to do so. In 180 Days: Two Teachers and the Quest to Engage and
Empower Adolescents, Kelly Gallagher and Penny Kittle write, “We agree with
Carol Ann Tomlinson and Susan Demirsky Allan (2000) that students should have
choice in (at least) one of these factors with every assignment: content, process,
product, or conditions for learning. We know adolescents are more likely to invest in
the deep thinking needed for intellectual growth when given choice” 2 (12). With this
assignment I am giving students the choice of process and product, how they will
complete the assignment and what their final product will be. I believe by giving my
students the freedom to pursue any creative approach for their character portrait they
will be more likely to engage and invest in the work, which will hopefully lead to
deeper thinking about the text and continued intellectual growth.
Liam Barney
10th Grade English
The central focus of this lesson is for students to create an alibi for their character to
use during the mock town hearing. Students will work in small groups to develop
their alibis. Once finished, students will rehearse in preparation for the mock town
hearing. Students will be provided with a list of questions for their alibi. These
questions will help guide them in understanding the part their character played in the
events of the novel. The questions will in part guide them to think about the various
institutions that affect their character’s behaviors and attitudes. The questions will
guide them in understanding the greater themes of the novel, specifically, the
relationship between the individual and their community – how much influence an
individual has in their community, how much an individual is influenced by their
community, how much responsibility an individual has in their community.
State Adopted Content California Common Core State Standards
Standard(s) Include text Reading Standards for Literature Grades 9-10 Students
of 1-2 relevant state Key Ideas and Details: “3. Analyze how complex characters (e.g. those with multiple or conflicting
content area standards
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.”
Learning Target/Objectives
What will students know and be able to do as a result
of lesson?
What do you want them to learn?
Student will be able to...
ELD Standards (if applicable)
Prior Knowledge/Understandings
What knowledge and skills do students already have?
How will you pre-assess?
How will you support students with gaps in prior
knowledge?
IEP Goals (if applicable)
Academic Language Demands/Vocabulary
Language demands-what specific ways will students
use language (reading, writing, listening and/or
speaking)?
Language functions-active verbs in learning
targets/objectives; ex. explain, define, compare.
Syntax what are the conventions students need to use
in the lesson; ex. sentences, graphs, tables?
Discourse what features or ways of structuring
oral/written language will students use? What text
structures are needed for content to be communicated;
ex. informational essay, discussion?
Students will be able to cite evidence from the novel to create their character’s
alibi.
Students will be able to interpret ambiguous text from the novel to create their
character’s alibi.
Students will be able to argue from their character’s perspective.
Students will be able to analyze how their character develops and behaves.
Students will be able to answer questions as their character.
Students will be able to recall events from the novel.
Students will be able to research and locate information about their character in the
novel.
Grades 9-10: Interacting in Meaningful Ways
Collaborative: “1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics”
Interpretive: “6. Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and implicitly through
language”
Productive: “Justifying arguments and evaluating others’ arguments in writing”
Students should know the protocols of working in small groups in break out rooms
(cameras on, mics on).
Students should know who their character is and what parts of the novel they feature
prominently in.
When I visit groups I will ask students if they are having issues remembering details
about their characters or sections of the novel where their character plays a major
part.
If they are struggling with the assignment, then I will guide them to specific
sections of the novel to help them complete their alibi.
Verbal Self-Advocacy: Student will initiate queries and conversations with
teachers around academic ideas and organizational processes. He will speak up to
check his understanding against the teacher’s objectives.
Language Functions – argue, interpret, cite, recall, analyze, rehearse, research
Language Demands – writing, reading, speaking, listening
Vocabulary – alibi, mock, town hearing, institution, role, culpability, perspective,
rehearsal
Syntax – Students will need to take notes while they research information about
their character. Students will need to refine that research into complete sentences
that answer the required alibi questions. Students can use any type of graphic
organizer or note taking method while they research their character.
Discourse – Students will be working in small groups to complete their alibi and
rehearse for the mock town hearing.
Barriers to Success
What do you anticipate student might not understand
or be able to do in this lesson?
Materials and Resources
What are the key materials for the lesson? Provide
titles and links to sources.
Assessment and Feedback
Formative Checks and Plan for Feedback
Evidence will you collect during the lesson to show
how students are progressing toward the learning goal
How will you provide feedback based on the data you
collected during lesson?
Summative
Address each standard/learning objective listed above
Instructional Sequence and Learning Tasks
Launch (include time allotment)
Set a Purpose/Hook and Engage Students
How will you catch students’ attention and focus on
the learning goals (using knowledge of students’
academic, social, cultural characteristics?
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
If students did not read the novel, then will have trouble answering the alibi
questions.
Some students may experience technical difficulties while using Zoom or Google
Classroom.
A copy of Chronicle of a Death Foretold
A laptop with access to Zoom and Google Classroom
A document with the assigned questions for the alibi
While students are working in small groups I will be assisting them and providing
feedback. I will verbally check for understanding and answer any questions. The
alibi itself is both a formative and summative assessment. The final result will be
graded, but while they are working on it I will let them know what they are doing
well, and what they may need to work on.
The alibi will be a graded assignment. It will be part of the larger role playing
assignment. Students will use their alibi during the role playing assignment. While
assessing their alibis I will be addressing the planned learning objectives including
their abilities to cite evidence from the text, argue as their character, interpret the
text, and recall events from the novel.
2 minutes
Students will be greeted as they log on to Zoom. They will be asked to turn their
cameras on.
I will ask them how their character portrait assignments went.
Instruction (include time allotment)
Link the new content (skills and concepts) to prior
knowledge and students’ personal/cultural/ community
assets?
Present new information.
What will you be doing? What will the students be
doing? What questions will you ask?
How will you use inquiry during this portion of the
lesson?
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
Structured Practice and Application (include time
allotment)
How will you give students the opportunity to practice
with support and give feedback?
How will students apply what they have learned?
What opportunities will students have for independent
practice and how will you move students toward
independent work?
How will you allow students to clarify their learning
and address any misconceptions before closing?
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
5 minutes
I will verbally introduce the alibi assignment to them while screen sharing and going
over the document with all of the instructions (students will be familiar with the
assignment, as I already introduced the project during the last synchronous class).
Before I assign students to their break out rooms I will ask students if they have any
questions or need clarification.
ELD: Instructions will be orally shared and I will screen share the written
instructions.
IEP & 504: I will check for understanding and clarification.
45 minutes
Students will work in small groups (groups will be determined by matching together
the same or similar characters), in break out rooms, to answer these questions from
the perspective of their characters:
 When was the last time you saw Santiago Nasar? 
 What were you doing the last time you saw Santiago Nasar?
 Did you know the Vicario twins were planning to murder Santiago Nasar? 
 Do you believe there was any way to prevent his death?
 Describe your relationship with Santiago Nasar.
 How do you feel about his death?
 Did you try to warn Santiago Nasar? Why or why not?
 Name one institution (e.g. family, marriage, the church) your character is
aligned with. How are you aligned with this institution? How is your
behavior impacted by your relationship with this institution? How did your
relationship with this institution affect the role you played in the death of
Santiago Nasar?
Students will be asked to use evidence when possible to support their answers.
If students have finished creating their alibis, they will begin rehearsing in
preparation for the mock town hearing.
I will visit break out rooms and assist groups. If they are lost I will guide them to
specific sections in the novel, and clarify any questions.
ELD: When I visit groups I will briefly repeat instructions again in a simpler way.
IEP: Students who need to be checked in on to make sure they are present in class
will be sent a “Remind” message. They will respond back to confirm.
504: When I visit groups I will encourage students to talk with their group partners.
Closure (include time allotment)
Review Key Concepts/ Understandings
How are you going to close lesson and review the
major concepts/big ideas/etc.?
Make connections to how students can apply new
knowledge.
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
Making Connections: Rationale for
strategies/activities and learning goals
For each strategy or activity planned, provide a
rationale that explains why your instructional
decisions are appropriate for this task/group of
students.
Cite educational theory or research about how students
learn.
LESSON PLAN 4: MOCK TOWN HEARING (SYNCHRONOUS)
Name:
Grade Level and Subject Area
OVERVIEW
Central Focus of the Lesson
Purpose and connection to lesson sequence/big
ideas/essential questions
3
Woolfolk, Anita (2019). Educational Psychology. New York. Pearson.
3 minutes
I will have students reconvene back into the Zoom main room. The next class
session will be at the beginning of the next week, so if students have not finished
their alibi then I will let them complete and edit it over the weekend. I will ask
students to reach out to me over weekend if they have any questions or need any
help on their alibi.
ELD, IEP & 504: Students will be provided with extra time to finish the assignment
over the weekend. I will offer time to answer questions and provide help to students
if they are struggling with finishing the assignment over the weekend.
For this lesson I have students work together in groups to develop and rehearse their
alibis. In Educational Psychology, Anita Woolfolk writes, “Students should be put
in situations where they have to reach to understand but where support from other
students, learning materials, or the teacher is also available” 3 (66). I believe that
students who are developing their understanding of their character or the text as a
whole can be supported by their peers, and if they need further support then I will be
available as I visit their groups.
Liam Barney
10th grade English
With this final lesson, students will put together everything they have worked on
both in this lesson sequence and over the course of the unit to answer the essential
question: Why did Santiago Nasar die? Students will role play as their selected
character, and as they are called on to share their character’s role in the events of the
novel, they will display their expertise. Collectively, the entire class will get a
clearer picture of the events in the novel as each student speaks their part. Every
student will individually be a small piece of a larger puzzle, and as they all share and
argue as their character, the entire class will understand and ultimately be able to
answer why Santiago Nasar died. Their responses should generate a variety of
conclusions for Santiago’s death; be it the inherent prejudice within the community,
the traditional and restrictive gender roles that dominate the community, the
overbearing importance of honor in the community, or the exceptional amount of
strange, implausible coincidences and contradictions that happened in the events
leading up to the murder. After the mock town hearing students will be assigned an
argumentative writing assignment in which they will write a paragraph answering
the prompt: “Why did Santiago Nasar die?”, providing an argument and analysis to
support their answer. They should be properly equipped to answer this question and
provide an argument after completing both their project (character portrait and alibi)
and participating in the mock town hearing. In considering the implications of
Santiago Nasar’s death students will make personal connections to their own
 relationship with community (the pressures they face from their community’s
expectations, the sacrifices they make for their community, and the agent of change
they can be in their community).

State Adopted Content California Common Core State Standards

Standard(s) Include text Writing Standards Grades 9-10 Students
of 1-2 relevant state Text Types and Purposes: “1. Write arguments to support claims in an analysis of substantive topics or texts,
content area standards using valid reasoning and relevant and sufficient evidence. (A-E)”
Speaking and Listening Standards Grades 9-10 Students
Presentation of Knowledge and Ideas: “4. Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, task.”

Learning Target/Objectives Students will be able to present what they know about their character in the role of
What will students know and be able to do as a result their character
of lesson? Students will be able to justify their character’s reasoning using evidence from the
What do you want them to learn? novel
Student will be able to... Students will be able to develop logical arguments and rationales as their character
Students will be able to argue as their character

ELD Standards (if applicable) Grades 9-10: Interacting in Meaningful Ways

Collaborative:”3. Offering and justifying opinions, negotiating with and persuading
others in communicative exchanges”
Interpretive: “5. Listening actively to spoken English in a range of social and
academic contexts”
Productive: “9. Expressing information and ideas in formal oral presentations on
academic topics”

Prior Knowledge/Understandings
What knowledge and skills do students already have?
How will you pre-assess?
How will you support students with gaps in prior
knowledge?
Students should know the class expectations for discussion. When students want to
speak they should use the “raise hand” feature of Zoom.
Students should be prepared to participate in the mock town hearing with their alibi
easily accessible to support their participation.
I will provide students with a couple minutes before the mock town hearing to get
ready (gather alibi notes, turn cameras on, change Zoom name to their character’s
name)

IEP Goals (if applicable) Self-Advocacy: Student will use her intellectual voice to reflect on and speak about
both academic and personal topics, in conversation and in writing, as evident in
both check-in conversations with the Resource Specialist and student work.
Academic Language Demands/Vocabulary
Language demands-what specific ways will students
use language (reading, writing, listening and/or
speaking)?
Language functions-active verbs in learning
targets/objectives; ex. explain, define.
Syntax what are the conventions students need to use
in the lesson; ex. sentences, graphs, tables?
Discourse what features or ways of structuring
oral/written language will students use?
Barriers to Success
What do you anticipate student might not understand
or be able to do in this lesson?
Materials and Resources
What are the key materials for the lesson?
Assessment and Feedback
Formative Checks and Plan for Feedback
Evidence will you collect during the lesson to show
how students are progressing toward the learning goal
How will you provide feedback based on the data you
collected during lesson?
Summative
Address each standard/learning objective listed above
Instructional Sequence and Learning Tasks
Launch (include time allotment)
Set a Purpose/Hook and Engage Students
How will you catch students’ attention and focus on
the learning goals (using knowledge of students’
academic, social, cultural characteristics?
Language Demands – speaking, listening
Language Functions – present, argue, justify, develop
Vocabulary – Students will be using the vocabulary they have learned throughout
the lesson sequence and unit (e.g. honor, prejudice, gender roles, etc.)
Syntax – alibi, graphic organizer for notetaking
Discourse – students will begin preparing for the mock town hearing individually,
and then will be split into two groups. I will lead one group through the mock town
hearing while my cooperating teacher will lead the other.
Students may struggle with role-playing as some may answer their questions as
themselves instead of as their characters.
Students should have a copy of their alibi to use during the mock town hearing.
The mock town hearing will serve as a formative assessment of students’
understanding of their character and greater themes of the novel. Their responses
during the mock town hearing should demonstrate their understanding of their
character’s role in the death of Santiago Nasar, and through active listening during
the role playing activity they should consider every other character’s role in the
murder. At the end of the lesson students should be able to answer the essential
question of unit and lesson sequence: “Why did Santiago Nasar die?” in a variety of
ways (as it is an ambiguous question that can be answered by a variety of
interpretations). During the mock town hearing I will guide students towards
various interpretations so when they write their summative writing assignment they
will have multiple approaches to answering the prompt.
The summative writing assignment for the unit and lesson sequence will require
students to answer the essential question: “Why did Santiago Nasar die?” and
provide an argument to support their answer. Students will be required to write one
paragraph that includes a topic sentence, two pieces of textual evidence, and
analysis and commentary on the selected textual evidence.
5 minutes
Students will log on to Zoom.
Students will be asked to get their alibis ready, and prepare to take notes on the
mock town hearing. Students will also be asked to change their Zoom names to the
names of their characters.
Instruction (include time allotment) 5 minutes
Link the new content (skills and concepts) to prior
knowledge and students’ personal/cultural/ community I will briefly go over the structure and sequencing of the mock town hearing. I will
assets?
ask students if they have any questions. I will provide students with a graphic
Present new information.
What will you be doing? What will the students be organizer to take notes on other students’ responses as they will be useful for an
doing? What questions will you ask? assignment they will do after the mock town hearing.
How will you use inquiry during this portion of the IEP, 504 & ELD: I will be repeat instructions and ask for any needed clarification.
lesson? The graphic organizer I provide will help students organize notes about other
characters.
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.

Structured Practice and Application (include time 35 minutes

allotment)
How will you give students the opportunity to practice
with support and give feedback?
How will students apply what they have learned?
What opportunities will students have for independent
practice and how will you move students toward
independent work?
How will you allow students to clarify their learning
and address any misconceptions before closing?
Differentiation/Planned Supports: How will you
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.
I will take on the role of an investigator and start questioning the students. I will start
with the characters who were immediately involved in the crime. I will have a
general framework for the sequencing of who I question and when, but I will make
adjustments based off of how students respond. For example, if a student mentions
another student’s character I will follow that thread and ask them. When possible I
will ask students to directly respond to each other. If students have misconceptions
about their character or the events in the text I will try to clarify them, but still try to
stay in character.
ELD, IEP, & 504: For some parts of the mock town hearing I will ask students to
use the chat to contribute their thoughts. With the chat students will have access to
other students’ responses.

Closure (include time allotment) 10 minutes

Review Key Concepts/ Understandings
How are you going to close lesson and review the I will introduce the final writing assignment. I will go over the instructions to orally
major concepts/big ideas/etc.?
while showing them the written instructions by sharing my screen. I will ask
Make connections to how students can apply new
knowledge. students if they have any questions or need any clarifications.
ELD, IEP & 504: I will repeat instructions while going over them orally. Students
Differentiation/Planned Supports: How will you will have time to ask questions and clear up any confusion.
provide access to learning based on individual and
group needs? Address the needs of any
students/groups in your class; note N/A if you do not
have students in categories listed.

Making Connections: Rationale for I provide students with a structured graphic organizer so students can take organized
strategies/activities and learning goals
For each strategy or activity planned, provide a
rationale that explains why your instructional
decisions are appropriate for this task/group of
students.
Cite educational theory or research about how students
learn.
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Woolfolk, Anita (2019). Educational Psychology. New York. Pearson.
notes that will be useful for their final writing assignment. The structure of the
graphic organizer will guide students on what to listen for when taking notes. In
Educational Psychology, Anita Woolfolk writes, “Taking organized notes makes
you construct meaning from what you are hearing, seeing, or reading, so you
elaborate, translate into your own words, retrieve, and remember… Notes provide
extended external storage that allows you to return and review” 4 (347). In this
lesson, students will be providing each other with the information they need for their
final writing assignment. By having a graphic organizer, they will be able to focus
on what is useful information in constructing their argument, and will have an
“extended external storage” to return to if they need to retrieve any evidence for
their writing assignment.