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Aurora Spencer

EDU 220-1003

Dr. Rochelle Hooks

EDU 220 Direct Lesson Plan

I. Describe the Class

A. 11th Grade English Class. Class of 25-30 students.

1. 1 ELL student, 2 gifted students, 3 Special education students with IEPs.

II. Subject/Skill:

A. Subject: English

B. Skills: Development of themes. Using textual evidence to support analysis.

III. Objective(s)

A. After reading “The Hobbit” by J.R.R.Tolkien, students will be able to identify

themes of the text.

B. Students will also be able to use textual evidence to analyze themes in the text,

finding at least three quotes to use.

C. Students will be able to compose an outline of an essay evaluating the themes in

“The Hobbit” that includes a thesis statement.

IV. Procedures

A. Introduction:

1. Review and summarize the previous lesson where the class finished

reading “The Hobbit”.

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2. Have students assist in broadly summarizing the text including major

points such as Bilbo’s call to adventure, the visit to Riverdell, Gollum’s

Riddles, Mirkwood, Smaug’s death, and the Battle of the Five Armies.

B. Review Objectives

1. Define theme as “The main ideas and morals of the story”

2. Explain that the goal is to brainstorm and create an outline for an essay

about what the themes of “The Hobbit” are.

C. Modeling

1. Model how to find a theme using literary elements such as tone,

characterization, point of view, and plot.

a) Ex: One theme of “The Hobbit” is Greed vs. Fellowship

2. Model how to use textual evidence to support the theme.

a) Ex: “ If more of us valued food and cheer and song and above

hoarded gold, it would be a merrier world” (Tolkien 312).

D. Guided Practice

1. With the whole class, have students brainstorm and contribute possible

themes and add them to a bubble map or discussion board.

a) Possible themes include Greed vs. Fellowship, Heroism, and

Coming of Age

E. Independent Practice

1. Independently, students will work on outlining their essay by choosing one

theme, finding evidence for it, and constructing a thesis.

V. Materials
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A. Copies of “The Hobbit” by J.R.R. Tolkien

B. Whiteboard (to write plot-points for summary and bubble map)

C. Paper/Google Docs for outlining

VI. Grouping Structures

A. Group Structures for this lesson: Whole Class (25-30), and Individually.

B. Location: Inside Classroom

VII. Modifications

A. Accommodations for ELL students: Translator, if needed. Copy of the Hobbit in

their native language, if needed.

B. Accommodations for gifted students: Option to assist other students after work is

complete, or to include multiple themes in their essay.

C. Accommodations for Special Education students: Accommodations listed in their

IEPs, may include aide assistance, small group work, and extended time.

VIII. Assessment

A. Students will be assessed by the teacher checking outlines and productivity during

independent practice.

1. Students should have an outline with a thesis, at least 3 pieces of textual

evidence, which centers around one or more themes of ”The Hobbit”

B. Distributed practice

1. Students will finish the outline in order to prepare for the next class, where

they will start writing their essays.