LESSON PLAN TEMPLATE

The links in red will direct you to instructional support resources. 

Teacher: Ms. Muñoz (and Ms. Jernberg)

Lesson Title:  GoFormative #1 Parasite Questions

Lesson Rationale
Learning Standards:
- CCSS.ELA-LITERACY.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
- CCSS.ELA-LITERACY.SL.9-10.4: 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, and task.
Lesson Objectives:
- Students will be able to identify literary devices and analyze their meaning
- Students will be able to define wealth inequality, in their own words, as it is represented in the Parasite clips provided in the
assignment

Resources and Materials:

Computer/phone/something to access online materials
- Zoom
- PearDeck
 - GoFormative
- Google Classroom

Activities
(Instructional Strategies and Learning Tasks)
Time Structure Scaffold Learning Activities and Description of Class Questions Posed:
Procedures  Guiding Questions Examples
Assessing & Advancing Questions 

10 Whole You Do Opening activity: Peardeck Question: What is your favorite sauce? Drag
minutes Group your icon to one of the images!
- shows that students are present;
share class answers Next slide: Write in your favorite sauce if yours
was not shown in the first slide!

3 min Whole I do Agenda: Go over today’s tasks. - Does this make sense to everybody?
group - Check in - Are we good on this?
- Grammar practice
- Reflection Questions
- Work time

6 min Whole You do Grammar practice - Remember, I am only asking you to add
Group - With Period 3 (honors), I am going punctuation; no one needs to remove or
 to provide sample sentences that
need to be corrected. I will be asking
students to correct a run on sentence
with a period or semicolon, add the
missing comma after the
introduction word, and underline the
independent clause in the final
sentence.
1 min Whole You do Brain break
group - Allow students to receive a quick
break before moving on to the rest of
the (heavier) content. This also
serves as a quick check in to know
what type of mood students are in
(sleepy, grumpy, sad, excited, happy,
okay, etc.)
3 min Whole I do Reflection questions
group - Students had written us questions the
day before (per our request) on what
they would like to learn and/or take
away from this week’s topic on
wealth inequality.
- I will be briefly touching base with
some of these questions, letting
students know that 1) we do actually
read through their feedback and 2)
we do care about giving them the
answers/information they would like
to know more about
cross out anything
- Don’t worry if you don’t understand all
of this right now. This is for practice and
to let me and Ms. Jernberg know that
you are trying
- We want to know what we need to keep
practicing!
- Again, you will not be penalized for not
getting this correct. Just try your best!
On a scale of baby Yoda, what’s your mood
today? (1 through 9)
 Does wealth inequality have a severe
impact on people’s lives?
 How does wealth inequality affect people
of all cultures?
 How drastic is the difference between
economic classes?
 Is this a problem all across the world?
 - These questions are also presented to
students to let them know that the
assignment on Parasite will help
lead them to the answers of the four
presented questions

28 min Whole We do GoFormative #1 Parasite Questions
group - As a class, we will begin working
through the assignment together. I
will be playing the video clips on the
shared screen and reading through
the questions, asking for students’
contributions in the chat. I will not
be giving students the answers. I will
be asking questions and waiting for
students to reach a conclusion and
decide on an answer.
- Does anyone need me to rephrase the
question?
- What do we see happening in this scene?
- If “turning lemons into lemonade” means
you turn something negative into a
positive, then how does this relate to the
wealthy family? What was the “lemon”
and what was the “lemonade”?

Informal and Formal Assessments:

GoFormative #2 is the formal assessment; this homework assignment asks students to watch through different clips from the movie
Parasite and complete multiple different tasks to show understanding: identify and explain the meaning of literary devices used in
the film Parasite, summarize what is occurring in the clips, compare and contrast events shown in the clips. The informal assessment
during class is the grammar practice done through PearDeck. Students are being asked to show their word and draw in commas,
periods/semicolons, and identify an independent clause. By seeing individual responses from every student, Ms. Jernberg and I are
able to assess what students are doing well with/have a strong understanding of and what they may still need more work with.
Accommodations and Modifications:
For students who may not have the best internet connection or are just having difficulties playing the videos on the GoFormative, I
will be playing the clips in class since we will already be working through the assignment together. The class is also going to be
recorded for students who could not attend class or those who would like to go back to the videos and follow along once more.
Going through the assignment together in class will also help those students who are having a hard time understanding the context of
the clips, need clarifications, and/or are experiencing a lack of motivation to get started on this assignment.
Works Cited:
Parasite (2019)