Updated May 2021

Name: Danielle Buresh Date lesson taught: October 26th and 27th

Content Area: English

Course Title & Grade Level: 11th Grade English
Standards: Iowa Common Core Standards
RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems.

Objectives:

Content— SWBAT: Read and comprehend literature including stories.

Language— SWBAT: Develop comprehension of an excerpt of As I lay Dying by William Faulkner by

 Completing SMART reading activity with guided instruction by marking every paragraph with a checkmark
or an x.

Student-friendly— I will be able to understand an excerpt of As I Lay Dying by William Faulkner by

participating in self-monitoring reading comprehension activity.
Assessment:
Formative Assessment: Written response to SMART activity

Proactive Management:
 For this lesson, students will not need their phones or laptops out. The only thing they need out is
something to write with and their Study Sync book.
 Students will be told when I ask a question that they should answer by raising their hands.

Instructional Strategies:
Provocative Picture (Literacy Strategy)
SMART (Literacy Strategy)
Mental Modeling
Note Taking Strategy: This activity is sort of a note taking activity since they will be able to keep
everything they wrote down about the text.
Questions:

Whole Group: I need one person to raise their hand and explain what they think the mood of the book will be
based on this video.

Whole Group: I need two people to raise their hand and explain how they think this image might hint at what
the book is about.

Whole Group: Tell the class that two of them need to raise their hands and give a 1-2 sentence summary of
the whole excerpt. If two people don’t raise their hands, the teacher will randomly call on people.

Beginning of the lesson:

Review: You all just completed your past unit, now we will begin working on our new unit which focuses on
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how the setting influences an individual.
Preview: State objective on PowerPoint; before I go too much into what this book excerpt is about, I want
you to take a second to look at the image on the next screen.

Hook: Show Provocative picture on board

Can two people raise their hand and explain how you think this image might hint at what the book is about?
 Explain how images can enhance understanding of a text

The Lesson:

2 min. Watch “As I Lay Dying” video

 Can someone raise their hand and explain what they think the mood of the book will be
based on this video?

 As I reminder the teacher can mention that mood means “the overall feeling or
atmosphere of the book”.

Link to PowerPoint:
https://docs.google.com/presentation/d/1czueJf4ObDqt4UslYMYISeLItUBGO0TsDatog5Rogow/edit?
usp=sharing

2 min. Read “Reading Tips and Tricks” slide to class

Introduce activity on slide 5:

 State that student’s will partake in SMART activity, which is a self-monitoring approach to reading
and thinking.
 This activity will help the students understand this complicated text
 Teacher will have students open their book to page 38
 The teacher will need students to actually participate and she will walk around to make sure everyone
is on task. Teacher will tell students that she will be taking pictures at the end of a couple students’
books at the end (for the literacy strategy presentation).

5 min. Focused Instruction:

Slide 6 and 7 has examples of the activity we are doing.
 Teacher will go over the directions and an example of the activity.
 Teacher will explain that while we are listening to the audio of the reading in class. Teacher will
pause it every paragraph or so and have the students write a checkmark next to the paragraph if they
understood it, or an X if they didn’t understand it. If they write a checkmark, they must write a couple
words describing what the paragraph was saying.
 Explain that they shouldn’t write an X next to every paragraph thinking it’s the easy way out so they
don’t have to summarize anything because at the end we will be going back to those Xs and
summarizing them with help from peers.
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5 min. Guided Instruction:
 Play Study Sync audio recording of video
 Pause after the first paragraph and verbally describe what the students should be doing again. Do an
example again saying “I am going to put a checkmark on my paragraph and say ‘the man is watching
Cash build Addie a coffin’”.
 Do this again for the second paragraph but put an X. Do give students a hint about what this paragraph
is about since it is still a part of guided instruction.
15 min. Independent Learning:
 Teacher will continue playing and pausing the audio every section. Students will participate in the
SMART activity without any additional guidance until the end of the story.
5 min. Collaborative Learning:
 Students will be given five minutes to chat with people near them in order to summarize the
paragraphs that they put an X next to. An example of what the students will be doing is on slide 8 and
9.
Once the timer goes off ask the class to pay attention to the front

Tell the class that two or three of them need to raise their hands and give a 1-2 sentence summary of the
whole excerpt. If two people don’t raise their hands, the teacher will randomly call on people.

Notecard: Lastly, the teacher will pass out a notecard to every student. That student will write their name on it
and then 2 things that they learned about one character in the story since this unit is focusing on characters.

(If we are short on time, have students write on the notecard a one sentence summary of the story and then
one thing they learned about the characters instead of doing the last two things listed above).

Closure:
Procedural— That is all I have for you today, thank you for being attentive listeners and for your
participation.

Content Summary— Today we learned how to understand an excerpt of As I Lay Dying by William Faulkner
by participating in self-monitoring reading comprehension activity.

With the leftover time (if there is), please review your vocab or work on any of your missing assignments.

References:

BookheadED Learning. (n.d.). As I Lay Dying. In StudySync: The Highway (pp.

38-41). Essay.

University of Minnesota. (2019, February 13). SMART. https://www.cehd.umn.edu/DHH-

Resources/Reading/smart.html

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
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Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
demonstrate high expectations (be specific on what this looks like), make learning relevant, and motivate students?

I included a method of awareness in regard to having clear learning goals by stating my objective for this lesson and
explaining why we are using the SMART activity. I Included partnership by walking the students through the assignment
before letting them go off on their own and do it. Information processing is in this lesson because I used a literacy strategy
that was formulated off of figuring out how to successfully have students understand a text.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?

Having students giving a 1-2 sentence summary of the whole excerpt goes with checkpoint 9.3 “develop self-assessment and
reflection” because it allows struggling readers to hear a summary of the text if they were confused about what was going on.
Checkpoint 6.2 “Support Planning and Strategy Development” is a part of my lesson plan when modeling what students
should be thinking about when deciding what to write down for their summary. Checkpoint 3.1 “Activate or Supply
Background Knowledge” is present in my lesson plan when I give students tips and tricks in regards to reading this excerpt
because that slide includes important things to know about this text before beginning reading.