INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Marissa Whitey Subject: English Grade:11

Common Core State Standards: 11-12.RL.5 Analyze how an author’s choices concerning how to structure
specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.

Objective (Explicit): Students will be able to analyze how the author uses parallelism to structure the plot of
this section of The Perks of Being a Wallflower (pages 42-73).

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Lesson Assessment:
https://docs.google.com/document/d/1w_jcUb-tD4DO4KJYgdptSHDO0Qvk3ns_dHb8eUIwQpA/edit?usp=sharing
Lesson Assessment Teacher Copy:
https://docs.google.com/document/d/1fnQfgT4fwiJh9BvQqykAy9xmG6LlLShz7SrYtElN1bc/edit?usp=sharing

Sub-Objectives, SWBAT (Sequenced from basic to complex)

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relative to students, their lives, and/or the real world?

-students will be able to summarize sections of text

-students will be able to make connections between plot points
-students will be able to define parallelism
-students will be able to distinguish the difference between parallel sentence structure and parallel plot structure
-students will be able to state the function of parallelism in a text

Key vocabulary: Materials:

parallelism Computer with internet access

parallel sentence structure
parallel plot structure

Engage​ - song response free write activity

How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Students Will:

-engage students in brief discussion after this freewrite,
relating it back to Charlie (the protagonist). -students will listen to the song “Blackbird” by the
-highlight the parts of the song that feature parallel Beatles, and answer a question related to today’s
structure, and emphasize the commonality of this type of concept:
pattern in music. Ask students to consider ​What is the -What images does this song depict?
definition of parallelism? -Does this song make you happy, sad, or
somewhere in between? Explain.
-Does the mood of the lyrics match the mood
of the music?
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model ​ ​expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage? ​ ​What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: Students Will:

-project examples of parallel sentence structure onto the board,
without explaining how they are parallel (slides 32-35 on ppt)
https://docs.google.com/presentation/d/1S27FBW2OK8UJva7ZIaRSz
SgHmsIfv3J5sgt0TOB4J2I/edit?usp=sharing
-Think about what the examples have in common.
-come up with a definition for parallelism on your own, based
on the examples given.
-add ideas to the following jamboard as we go
https://jamboard.google.com/d/1hb3pqgnpymbCOzYgQoXUP-
d4L3WMaUArK7URpcgDAao/edit?usp=sharing

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

Students may be provided with a printout version of the slides.

Teacher may use color coordination to highlight parallel segments to make them easier to find

Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage ​ ​before moving on?

Teacher Will: Students Will:

-explain subsequent slides (36-38 on ppt), giving a proper -take notes on these slides
explanation of parallelism as it relates to both sentence structure -participate in class discussion of jamboard hypotheses
and plot structure
-lead class discussion, referring back to the jamboard from the
Explore section to correct and affirm student’s hypotheses

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

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Students may be provided with guided notes if necessary

Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning
at a ​ ​deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If?
Question)? ​ ​How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

-Lead class discussion of parallel plot points, comparing Charlie’s -in pairs, discuss each example and how it is parallel
holiday celebration with his family versus his holiday celebration
with his friends (slides 40-45 on ppt)
-guide students to work in pairs to discuss each example, then call
on individuals to share their explanations

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Students who are struggling may receive help in the form of more specific questions and highlighting very specific parts of the passages being
compared, so they do not have to worry about trying to find the relevant information.

Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate
content)? ​ ​How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?

Teacher Will: Students Will:

Prompt students to answer the following prompt in a 5 minute Complete the following exit ticket (lesson assessment)
free-write https://docs.google.com/document/d/1w_jcUb-tD4DO4KJYgdptS
HDO0Qvk3ns_dHb8eUIwQpA/edit?usp=sharing
-On page 2, Charlie writes, “So, this is my life. And I
want you to know that I am both happy and sad and I’m
still trying to figure out how that could be.”

How does the parallel structure of this section of text

emphasize Charlie’s happy/sad feelings? Have you ever
felt both happy and sad at the same time?

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