Updated May 2021

Name: Danielle Buresh Date lesson taught: December 2021

Content Area: English

Course Title & Grade Level: 11th Grade English
Standards:

LA.12.RI.2 Synthesize and evaluate how the interaction of individuals, important events, and key ideas
contribute to the meaning of the work as a whole.

Objectives:

Content—SWBAT: Synthesize how important events contribute to the meaning of the work as a whole.

Language— SWBAT: Predict important events and discuss how the important events contribute to the
meaning of the work as a whole in “The Story of an Hour” by Kate Chopin by
 Completing prediction log with 100% completion
 Participating in small group discussion by making at least 4 insightful contributions to discussion.

Student-friendly— I can predict important events in “The Story of an Hour” by Kate Chopin and participate
in small group discussion. (Checkpoint 6.1)
Assessment:
Formative Assessment:
 Written response to prediction log
 Small Group Discussion
 Exit ticket

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 the two sheets of paper I’ll be passing out.
 Students will be told when I ask a question that they should answer by raising their hands.
 Small Group discussion will be at table groups.
Instructional Strategies:
Prediction Logs
Exit Ticket
Note Taking Strategy: N/A

Questions:
Whole Group: Explain to me what events from her life might influence her writing?
Whole Group: Ask one student to raise their hand and make a guess about what the story might be about?
During activity the teacher will ask each group: What are two things that your group has talked about so far?

Beginning of the lesson:

Review: Last week we learned about short stories and their importance in literature.
Preview: Today we will be reading “The Story of an Hour” by Kate Chopin to deepen our understanding of
short stories.
Hook: Play Video about Kate Chopin linked- https://www.youtube.com/watch?v=wWaTA7Rbr3g
 Updated May 2021
Ask- Explain to me what events from her life might influence her writing?
The Lesson:

35 Minute Lesson

5 minutes. Focused Instruction:

 Explain to students who Kate Chopin is. Mention she was born in 1850 and that she was a
popular female author during the early 1890s.
 Explain that we will be reading “The Story of an Hour” written by her, which is a popular
short story.
Ask the class: Ask one student to raise their hand and make a guess about what the story might be about?

Teacher will pass out “The Story of an Hour” by Kate Chopin to all of the students and a prediction log sheet
linked here: https://docs.google.com/document/d/1Z3KNJOTslSQNf7snpPmLajGyGsG_Zkvt-
Foih1Vieuo/edit?usp=sharing and https://archive.vcu.edu/english/engweb/webtexts/hour/
Continuing Focused Instruction:
 Tell the students that prediction logs are helpful because it will help them construct meaning
throughout the story.

Teacher sidenote: Teacher will guide the class through making a prediction as a whole class,
then the students they will make predictions alone.
5 minutes. Guided Instruction:
Teacher will began (Checkpoint 1.3) playing audio recording of reading and pause it after: “less tender friend
in bearing the sad message.”
 Have 1 student raise their hand and make a school appropriate prediction about what will
happen in the story and their reasoning why. Fill in the chart displayed up on the board with
their response. Tell students they can fill out their chart exactly how it is up on the board, or
they can make their own prediction if they want!
10 minutes. Independent Learning:

Play audio recording until “the scents, the color that filled the air.”
 Have students make their second prediction with a reason why on the chart
 Checkpoint 9.3 Teacher will walk around a quietly give feedback to students who look like
they are struggling
Play audio recording until “very elixir of life through that open window.”
 Have students make their third and final prediction on the chart

5 minutes. Collaborative Learning:

a. Students will work with their table groups and follow the directions up on the board, which states
“Discuss and explain your predictions with your table group, paying attention to if your
predictions were right or wrong and how the correct predictions contribute to the meaning of the
work as a whole”. Make at least four insightful contributions to your groups discussion.”
During activity the teacher will ask each group: What are two things that your group has talked about so far?
 Updated May 2021
3 Minutes. Exit Ticket: Pass out notecards to every student and ask them to write down one takeaway from
their group discussion and their individual reaction to the story.

Closure:
2 minutes.
Procedural— Please pass in your exit tickets and then sit quietly at your seats
Content Summary— Today you predicted important events in “The Story of an Hour” by Kate Chopin and
participated in small group discussion.
References:
University of Minnesota. (n.d.). Prediction Log. College of Education and Human Development.
https://www.cehd.umn.edu/DHH-Resources/Reading/predictionLogs.html

Chopin, K (1894). The Story of an Hour.

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
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 chose “I can predict important events in “The Story of an Hour” by Kate Chopin and participate in small group
discussion.” as a CRT because it falls under awareness and setting clear learning goals for students. Another
aspect of CRT is having students work in small groups, which I allow at the end of the lesson. I chose a female
author which at this time period female writers were not as respected.

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?

Develop self-assessment and reflection is included in my lesson at checkpoint 9.3 because I want to be able to
give students feedback throughout the lesson so they know if they are on the right track or not. Offer
alternatives for visual information is at checkpoint 1.3 and is included because providing both text and audio
can help struggling readers or people with sight limitations. Checkpoint 6.1 guide appropriate goal setting is
used by having the student friendly objective posted on the board.