Lesson # 1 Designer Name: Kathryn Smith

Unit: Three Musketeers Unit 1 Lesson Title: Introduction

Grade/Period: 9th/1,5,6

CCSS, Content Related State

Standards (NGSS or C3 framework),
and Michigan College and Career
Readiness (CCR)

Reading.9.9: Analyze how an author

draws on and transforms source
material in a specific work (e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a later
author draws on a play by
Shakespeare).

Resources and Materials:

Mistake Monday Bell Work -

https://docs.google.com/document/
d/14fINu-vPcbWTptM3ou6qgcmzC0q
ucjwBdOSzSkmnXRA/edit?usp=sharin
g

Interactive Whiteboard

Pens/Pencils

Paper

Whiteboard

Dry Erase Markers

Syllabus -
https://docs.google.com/document/
d/13Utuw5nzFzLf0uZH_jJ6NEfNLnSJd
ETE/edit?usp=sharing&ouid=1036958
11039731032639&rtpof=true&sd=tru
e

Introduction -Google Slides -

https://docs.google.com/presentatio
n/d/1f-zRzijxPCroOjk8wxalyneh7M0K
RAReGxE5q-_GSOo/edit?usp=sharing
Lesson # 1 Designer Name: Kathryn Smith

Big Idea and Essential Question(s): Big Idea: To understand how the historical context of a novel affects the
novel’s meaning.
Frame big ideas as the understanding
statements. Topical or over-arching
questions will lead students to
Essential Questions:
explore and understand the enduring
knowledge and skills. How does an author draw from one work to create another?

How does an author use history to create a story?

Objectives: I can:

What students will know and be able Explain how one work can be used to inspire another.
to do stated in student-friendly
Explain what a historical novel is and how that one is different from a
language (use Bloom’s and DOK levels
purely fictional novel.
for higher level thinking objectives)

Instruction: Sequence of Activities: Warm-Up – Mistake Monday (5 Minutes)

Provide an overview of the flow of Introduction to Semester 2, Syllabus (15 Minutes)

the lesson. Indicate what
Introduction to The Three Musketeers (30 Minutes)
instructional strategies will be
applied in this lesson. Should also Wrap-Up (5 Minutes)
include (a) estimates of
pacing/timing, (b) inclusive activities,
(c) the wrap-up activities, such as
summary and reflection, and (d)
technology integration

Assessment: Formative:

Describe both formative and
summative assessments that you will
use to assess student understanding
with important details, such as how
will you grade – quiz, test, project,
paper, presentation, demonstration,
etc.. Formative and summative
assessment tools should be attached
to this lesson plan.
Students will be given the opportunity to ask questions or make
comments on the information presented for the new semester and new
novel. Questions and comments will allow the teacher to assess student
understanding of the information.
Summative:
None, occurs at the end of the unit.
Lesson # 1 Designer Name: Kathryn Smith

Accommodation and Differentiation: The Google Slides presentation provides a multimodal approach to
Describe who will need additional or accommodate various student learning styles.
different support during this lesson
and how you will support them.
Create at least one differentiation
plan among five lessons.
Lesson # 2 Designer Name: Kathryn Smith

Unit: Three Musketeers Unit 1 Lesson Title: Chapter 1

Grade/Period: 9th/1,5,6

CCSS, Content Related State

Standards (NGSS or C3 framework),
and Michigan College and Career
Readiness (CCR)

Reading.9.1: Cite strong and

thorough textual evidence to support
analysis of what the text says
explicitly as well as inferences drawn
from the text.

Resources and Materials:

Term Tuesday Bell Work -

https://docs.google.com/document/
d/17Lvkf41yl6mcgFBlxy6vb0vQt-hUD
5_ymAhT7xd6dz4/edit?usp=sharing

Interactive Whiteboard

Whiteboard

Dry Erase Markers

Pens/Pencils

Paper

The Three Musketeers class set

(chapter 1 – also in Schoology)

Poster Board

Big Idea and Essential Question(s): Big Idea: To understand how an author uses details to develop characters
and setting.
Frame big ideas as the understanding
statements. Topical or over-arching
questions will lead students to
Essential Questions:
explore and understand the enduring
knowledge and skills. How does the author illustrate the setting for the reader?
Lesson # 2 Designer Name: Kathryn Smith

How does the author develop characters for the reader?

Objectives: I can:

What students will know and be able Identify and cite textual evidence of the novel’s setting.
to do stated in student-friendly
Identify and cite textual evidence of characterization.
language (use Bloom’s and DOK levels
for higher level thinking objectives)

Instruction: Sequence of Activities: Warm-up – Term Tuesday (5 Minutes)

Provide an overview of the flow of Chapter 1 Reading – Direct Lecture (20 Minutes)
the lesson. Indicate what
Class Activity - Think-Pair-Share Characterization S.T.E.A.L. (d’Artagnan)
instructional strategies will be
(30 Minutes)
applied in this lesson. Should also
include (a) estimates of Wrap-up (5 Minutes)
pacing/timing, (b) inclusive activities,
(c) the wrap-up activities, such as
summary and reflection, and (d)
technology integration

Assessment: Formative:

Describe both formative and The Think-Pair-Share activity will allow the teacher to assess student
summative assessments that you will understanding of setting and characterization, as well as their ability to
use to assess student understanding cite evidence in the text.
with important details, such as how
will you grade – quiz, test, project,
paper, presentation, demonstration, Summative:
etc.. Formative and summative
assessment tools should be attached None, occurs at the end of the unit.
to this lesson plan.

Accommodation and Differentiation: Pairs can be set by the teacher in order to accommodate differing
Describe who will need additional or reading/writing abilities among students.
different support during this lesson
and how you will support them.
Create at least one differentiation
plan among five lessons.
Lesson # 3 Designer Name: Kathryn Smith

Unit: Three Musketeers Unit 1 Lesson Title: Chapter 2

Grade/Period: 9th/1,5,6

CCSS, Content Related State

Standards (NGSS or C3 framework),
and Michigan College and Career
Readiness (CCR)

Reading.9.4: Determine the meaning

of words and phrases as they are
used in the text, including figurative
and connotative meanings; analyze
the cumulative impact of specific
word choices on meaning and tone
(e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone).

Resources and Materials:

Wisdom Wednesday Bell Work -

https://docs.google.com/document/
d/1zsTlU7pssJbxu-v9E9oLJML9WgNU
5pbreDNkaEB0FnU/edit?usp=sharing

Interactive Whiteboard

Class Set The Three Musketeers

(Chapter 2 – Also in Schoology)

Passages from Chapter 2

Pens/Pencils

Big Idea and Essential Question(s): Big Idea: To understand how changing the use of language and structure
of a texts affects its overall meaning, tone, and flow.
Frame big ideas as the understanding
statements. Topical or over-arching
questions will lead students to
Essential Questions:
explore and understand the enduring
knowledge and skills. How does the language an author uses affect the overall meaning of a
text?
Lesson # 3 Designer Name: Kathryn Smith

How does changing the structure of a text change the tone and flow of
the text?

Objectives: I can:

What students will know and be able Explain the intended meaning of a passage of text.
to do stated in student-friendly
Change a passage of a novel into a poem and explain how that change
language (use Bloom’s and DOK levels
affects its meaning.
for higher level thinking objectives)

Instruction: Sequence of Activities: Warm-up – Wisdom Wednesday (5 Minutes)

Provide an overview of the flow of Chapter 2 – Direct Lecture (20 Minutes)

the lesson. Indicate what
Class Activity – Blackout Poetry (30 Minutes)
instructional strategies will be
applied in this lesson. Should also Wrap-up (5 Minutes)
include (a) estimates of
pacing/timing, (b) inclusive activities,
(c) the wrap-up activities, such as
summary and reflection, and (d)
technology integration

Assessment: Formative:

Describe both formative and The blackout poetry activity will allow the teacher to assess student
summative assessments that you will understanding of how meaning and tone changes based on word usage
use to assess student understanding and textual structure.
with important details, such as how
will you grade – quiz, test, project,
paper, presentation, demonstration, Summative:
etc.. Formative and summative
assessment tools should be attached None, occurs at the end of the unit.
to this lesson plan.

Accommodation and Differentiation: The blackout poetry activity inspires student creativity and allows for
Describe who will need additional or differentiation through student choice. Passages can be given based on
different support during this lesson varying levels of student reading ability.
and how you will support them.
Lesson # 3 Designer Name: Kathryn Smith

Create at least one differentiation

plan among five lessons.
Lesson # 4 Designer Name: Kathryn Smith

Unit: Three Musketeers Unit 1 Lesson Title: Chapter 3

Grade/Period: 9th/1,5,6

CCSS, Content Related State

Standards (NGSS or C3 framework),
and Michigan College and Career
Readiness (CCR)

Reading.9.1: Cite strong and

thorough textual evidence to support
analysis of what the text says
explicitly as well as inferences drawn
from the text.

Resources and Materials:

Thoughtful Thursday Bell Work -

https://docs.google.com/document/
d/1bu3vb6bKRHuCC9nwSWBsU7rQe
A8xfm6KBwxmKPj588Q/edit?usp=sh
aring

Interactive Whiteboard

Whiteboard

Dry Erase Markers

Paper

Pens/Pencils

Class Set The Three Musketeers

(Chapter 3 – Also in Schoology)

Colored Sticky Notes (Red, Green)

Big Idea and Essential Question(s): Big Idea: To understand how the importance of citing textual evidence to
support an inference made from the text.
Frame big ideas as the understanding
statements. Topical or over-arching
questions will lead students to
Essential Questions:
explore and understand the enduring
knowledge and skills. Why do authors implicitly give readers information?

How can a reader make inferences from texts?

Lesson # 4 Designer Name: Kathryn Smith

Objectives: I can:

What students will know and be able Draw inferences from a text.
to do stated in student-friendly
Cite textual evidence to support an inference I make.
language (use Bloom’s and DOK levels
for higher level thinking objectives)

Instruction: Sequence of Activities: Warm-up – Thoughtful Thursday (5 Minutes)

Provide an overview of the flow of Direct Lecture – Chapter 3 (20 Minutes)

the lesson. Indicate what
Class Activity – Tug-of-War: D’Artagnan (30 Minutes)
instructional strategies will be
applied in this lesson. Should also Wrap-up (5 Minutes)
include (a) estimates of
pacing/timing, (b) inclusive activities,
(c) the wrap-up activities, such as
summary and reflection, and (d)
technology integration

Assessment: Formative:

Describe both formative and
summative assessments that you will
use to assess student understanding
with important details, such as how
will you grade – quiz, test, project,
paper, presentation, demonstration,
etc.. Formative and summative
assessment tools should be attached
to this lesson plan.
The Tug-of-War activity will allow teacher to assess whether students can
make inferences from the text. Also, teacher will be able to assess
whether students can cite information from the text to support their
inferences.
Summative:
None, given at the end of the unit.

Accommodation and Differentiation: Groups for the tug-of-war activity can be set to support all levels of
Describe who will need additional or student ability.
different support during this lesson
and how you will support them.
Create at least one differentiation
plan among five lessons.
Lesson # 5 Designer Name: Kathryn Smith

Unit: Three Musketeers Unit 1 Lesson Title: Chapter 4

Grade/Period: 9th/1,5,6

CCSS, Content Related State

Standards (NGSS or C3 framework),
and Michigan College and Career
Readiness (CCR)

Writing.9.3.d: Use precise words and

phrases, telling details, and sensory
language to convey a vivid picture of
the experiences, events, setting,
and/or characters.

Resources and Materials:

Fact or Fiction Bell Work -

https://docs.google.com/document/
d/1MCrlAjuhGOCQ1Jd7AqmY_y3B-k1
tZd4K1BMWkaZtALE/edit?usp=sharin
g

Interactive Whiteboard

Class Set The Three Musketeers

(Chapter 4 – Also in Schoology)

Pens/Pencils

Paper

Big Idea and Essential Question(s): Big Idea: To be able to express characterization through another form
beyond the novel that it is written in.
Frame big ideas as the understanding
statements. Topical or over-arching
questions will lead students to
Essential Questions:
explore and understand the enduring
knowledge and skills. How does an author present the characterization of a character?

Why are some character details more important than others?

Objectives: I can:

What students will know and be able Identify how an author characterizes a character.
to do stated in student-friendly
Present the details of a character in another form.
language (use Bloom’s and DOK levels
for higher level thinking objectives)
Lesson # 5 Designer Name: Kathryn Smith

Instruction: Sequence of Activities: Warm-up – Fact or Fiction Friday (5 Minutes)

Provide an overview of the flow of Direct Lecture – Chapter 4 (20 Minutes)

the lesson. Indicate what
Class Activity – Free-Write Character Bio-Poem (30 Minutes)
instructional strategies will be
applied in this lesson. Should also Wrap-up (5 Minutes)
include (a) estimates of
pacing/timing, (b) inclusive activities,
(c) the wrap-up activities, such as
summary and reflection, and (d)
technology integration

Assessment: Formative:

Describe both formative and Character bio-poem activity will allow teacher to assess student
summative assessments that you will understanding of characterization and student ability to write and present
use to assess student understanding their understanding.
with important details, such as how
will you grade – quiz, test, project,
paper, presentation, demonstration, Summative:
etc.. Formative and summative
assessment tools should be attached None, given at the end of the unit.
to this lesson plan.

Accommodation and Differentiation: Bio-poem activity allows for differentiation through student choice of
Describe who will need additional or character. Writing in poem form enables students to utilize creativity.
different support during this lesson
and how you will support them.
Create at least one differentiation
plan among five lessons.