Lesson Plan #1

B: Central Focus 
Big Ideas
Essential questions for What is the central theme of Fahrenheit 451 by Ray Bradbury
the Unit and how is it portrayed throughout the novel?
Essential Question for How do you determine the theme of a work of art (song, film,
Today’s Lesson  literary work)?
C: Specific Standards and Objectives
Content CCSS.ELA-Literacy.RL.9-10.1
Standard(s) Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of
the text.
CCSS.ELA-Literacy.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
ELD 10th Grade, Part I, B, Interpretive (6a.) Bridging, Reading / Viewing
Closely.
Explain ideas, phenomena, processes, and relationships within and across
texts (e.g., compare/contrast, cause/effect, themes, evidence-based
argument) based on close reading of a variety of grade-level texts,
presented in various print and multimedia formats, using a variety of detailed
sentences and a range of general academic and domain-specific words.
Assessment
Objectives Tools for Evaluation Criteria
Assessment
Content Students will be able to Think / Pair / Students will share what
Objective(s) develop ideas about theme Share in table they discussed in their
as it pertains to works of art groups. Think / Pair / Shares with
(literature, songs, film) by the rest of the class. They
working through examples will be evaluated based on
with the teacher and participation.
discussing with their table
mates.
Language and Students will be able to Notes Students will be asked to
Literacy examine theme as it pertains (preferably in take notes in their daily
Objective(s) to works of art (literature, their daily notebooks, which will then
songs, film) by working notebooks). be checked for completion
through examples with the after this introductory
teacher and taking notes. learning segment.
D: Academic Language Demands and Supports
Identified Language Planned Language Supports
Demands
Content Theme - Tier 3 I will provide students with definitions and
Specific Claim - Tier 3 explanations of each of these words as they
Vocabulary  Evidence - Tier 1 are introduced in the PowerPoint presentation.
 Unifying - Tier 2 I will also be using images on the PowerPoint
Dominant - Tier 2 presentation in order to give hints as to what
Motif - Tier 3 the meaning of said words could possibly be.
Provocatively - Tier 2
Language Explaining and analyzing Guided class discussions and questions will
Function  theme in the examples help my students
given in the PowerPoint
presentation.
Syntax Definitions written in I will check for understanding after each
medium-length sentences definition, and each example. When reading
with examples in the the short story, I will also make frequent
following slides of the pauses to make sure everyone is caught up
PowerPoint presentation. with me as I’m reading.
Bullet point lists.
Discourse Reading and Discussing The students will be taking notes designed to
theme within literary texts, help them in the discussion portion of class.
song, and film.
E: Using Knowledge about Students (and that students already have) to Inform Teaching
and Learning
Relevant Student Information How will you use this information in
this lesson plan?
Prior Knowledge and Students will be using prior I will bring up the previous theme in
Learning Experiences  knowledge of themes Of Mice and Men as an example for
previously explored in class, the students to understand theme.
i.e. Of Mice and Men. The Their personal experiences will also
way they interpret theme is be brought up because theme is
also based on their own essentially subjective, and can be
experiences that they bring different to different people
to the table. depending on their personal
experiences.
Funds of Knowledge: My students have a variety Students will be encouraged to bring
Family/ of different personal their personal experiences forward
Community/Cultural experiences, I will use this when discussing theme, as theme is
Assets  when showing them subjective and at some point,
examples and asking them entirely up to the viewer’s discretion.
to guess the theme on their
own.
Common Mistakes Students might mistake I will thoroughly explain what the
and/or “theme” with “main idea” or definition of theme is, and mention
Misunderstandings “plot”. “main idea” and “plot” as I explain
the difference to all three within my
examples.
F: Supporting Varied Student Learning Needs
Materials, Resources, Teacher Materials, Students’ Materials:
Technology   Resource:
Projector, computer, Pens/Pencils, Chromebooks or Cellphones
PowerPoint (to take pre-assessment).
presentation. 
Student Information How will you support and/or accommodate
the student(s) in this lesson? Include any
 use of technology 
Students with IEP or 1 student with an IEP. This student’s IEP designated extra time for
504 plans writing assignments, but there are none in
this lesson. 
Struggling / 2 students. I will sit my struggling students together and
underperforming pair them with a more academically forward
Students student to work with during Think / Pair /
Share.
English Language English Learner - I will provide this student with the
Learners Fluent (Bridging) PowerPoint slides ahead of time and direct
them to ask questions if they have any.
Section 2:  Learning Task Implementation: 
Timing, materials, Pacing TEACHER DOES:   STUDENTS DO:  
and other (Approx. Indicate instructional strategies Indicate performance
procedural notes times) that address individual learning expectations (Refer to
including use of needs addressing the needs Section 1.F) 
technology  (Refer to Section 1.F) 

Launch (Multiple 7 - I will introduce the warm-up Students will write in their
means of minutes for the day. It goes as follows: notebooks for the duration
engagement) “What is the theme of your life? of the warm-up (about 5
Why?” (I would say my theme minutes). 3 students will be
is “Hard work overcomes all”). expected to share their
To preface this, I mention that quick writes.
a theme is not one word, as if
it’s just a singular word it’s
3 rather a subject than a theme. I
minutes will then ask for volunteers to
share their quick writes. Students will bring out their
- I will ask the students to take chrome books or phones to
a quick pre-assessment on take the pre-assessment.
Google Forms regarding the
lessons for the next 3 days. (2
content questions).
Instruction/ 11 - I will introduce the first slide. Students will engage in a
Application minutes “What is theme?” I’ll ask the quick discussion about
(Multiple means of students to discuss at their what they think theme is.
representation) tables what they think theme They will go around their
  refers to. (I’ll decide who starts tables and take turns
talking by a deciding factor, in talking. Students will watch
this case, whoever has the the video and take notes on
longest hair). I’ll ask students key details in defining, and
to take notes in their journals finding theme.
which will be checked at a later
date. I will define theme as
google defines it, and then
define it in simpler terms. We
will then watch a quick
YouTube video on finding
theme within film (that also
 applies to finding it within
10 literary means).
minutes - I will move onto the next
slide. A literary example from
Of Mice and Men by John
Steinbeck which the students
read 1st semester. I will ask
them to recall the theme in
their groups. Once discussed, I
will ask about the more
prevalent theme by
showcasing two quotes in the
novel where one of the more
prevalent themes is
mentioned. I’ll reiterate that a
theme becomes more
important through the novel if it
10 is mentioned more than once
minutes (as in this case) and when the
actions of the book showcase
it.
- I will move on to the next
slide. An example of theme in
10 song, I’ll be using Frozen’s “Let
minutes  It Go”. I’ll ask the students
what they think the theme of
the song is based on the song
lyrics (I’ll play the sing-a-long
version).
- I will move on to the next
slide. An example of theme in
3 film, I’ll be using the
minutes “confession” scene in the
movie The Breakfast Club.
After the clip is played, I will
ask the students what their
thoughts on the film’s theme
are from this clip alone.  define making a claim with
- Next slide, I will ask the
students to define what making
a claim with evidence means.
After they talk in their groups, I
will define claim and evidence
for them
Assessment, 5 Time for questions and for
closure, reflection minutes students to write down the final
(Multiple means of slide of important questions to
expression) remember when searching for
theme.
Lesson Plan #2
In their table groups, they
will discuss what they
remember to be the theme
in Of Mice and Men. They
will then participate in class
discussion of their selected
themes. Then engage in a
class discussion again with
the more prevalent theme
I’m bringing up.
Students will watch the
song, pay attention to the
lyrics, and then have a
class discussion on theme
within the song.
Students will play close
attention to the scene.  The
students will then engage in
a class discussion about
the theme for this clip.
Students will discuss in
their table groups how they
evidence. They will write
down the definition I give to
them.
Students will pack up and
ask questions about
assignments, due dates, or
anything related to the
course.
B: Central Focus 
Big Ideas
Essential questions for What is the central theme of Fahrenheit 451 by Ray Bradbury
the Unit and how is it portrayed throughout the novel?
Essential Question for How do you find theme within literary works? What does the
Today’s Lesson  process look like and how do I apply it?
C: Specific Standards and Objectives
Content CCSS.ELA-Literacy.RL.9-10.1
Standard(s) Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
CCSS.ELA-Literacy.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
ELD 10th Grade, Part I, B, Interpretive (6a.) Bridging, Reading / Viewing
Closely.
Explain ideas, phenomena, processes, and relationships within and across
texts (e.g., compare/contrast, cause/effect, themes, evidence-based
argument) based on close reading of a variety of grade-level texts, presented
in various print and multimedia formats, using a variety of detailed sentences
and a range of general academic and domain-specific words.
Assessment
Objectives Tools for Evaluation Criteria
Assessment
Content Students will be able Think / Pair / Students will share what they
Objective(s) to interpret theme by Share in table discussed in their Think / Pair /
making a claim groups. They will Shares with the rest of the
backed with evidence also be writing class. They will be evaluated
as it applies to Edgar down notes for based on participation. Their
Allan Poe’s “The Tell- Chopin’s “Story of notes on Chopin’s “Story of an
Tale Heart” and Kate an Hour”. Hour” will also be reviewed
Chopin’s “Story of an with their notes from Lesson 1
Hour”. later in the unit.
Language Students will be able Notes (preferably Students will be asked to take
and Literacy to produce a claim in their daily notes in their daily notebooks,
Objective(s) with evidence by notebooks). which will then be checked for
utilizing their notes completion after this
from Lesson 1 and introductory learning segment.
applying it to Kate
Chopin’s “Story of an
Hour”.
D: Academic Language Demands and Supports
Identified Language Demands Planned Language Supports
Content Theme - Tier 3 Students will be asked to refer back to the
Specific Claim - Tier 3 notes they took during lesson 1 for these
 Vocabulary  Evidence - Tier 1 definitions. If they need it restated or
Repression - Tier 1 reiterated, I will do so in front of the class as
Suspension - Tier 1 a general reminder.
Elixir - Tier 1
Language Explaining and analyzing Guided class discussions and questions will
Function  theme in the two short stories. help my students
(Edgar Allan Poe’s “The Tell-
Tale Heart” and Kate Chopin’s
“Story of an Hour”.)
Syntax Medium-length to Long I will make frequent pauses to check for
sentences in both short understanding. I will define harder words as
stories, “The Tell-Tale Heart” I come across them while I’m reading the
and Kate Chopin’s “Story of stories. Or when they’re reading together, I’ll
an Hour”. Some complex stop table by table to see if the students
words in the texts.  have any questions
Discourse Reading and Discussing The students notes’ from lesson 1 will help
theme within literary texts.  them work through the activities of lesson 2
where they gradually begin doing the work
themselves.
E: Using Knowledge about Students (and that students already have) to Inform Teaching
and Learning
Relevant Student How will you use this information in
Information this lesson plan?
Prior Knowledge and Students will bring in their I will be using this prior knowledge to
Learning Experiences  prior knowledge on theme drive this lesson forward. With Edgar
within literary texts (in this Allan Poe’s “The Tell-Tale Heart”, I
case, what was learned will be showing the students how to
during lesson 1). They will ask themselves the questions and
also be asked to bring in notice things that are repetitive and
knowledge of making claims almost meaningful in the story. With
backed with evidence. Kate Chopin’s “Story of an Hour”,
they will be going through the
process themselves with a push from
me as I walk table to table.
Funds of Knowledge: My students have a variety Students will be encouraged to bring
Family/ of different personal their personal experiences forward
Community/Cultural experiences. Depending on when discussing theme, as theme is
Assets  that experience, it’ll change subjective and at some point, entirely
the way they view certain up to the viewer’s discretion.
scenarios and situations in
the short stories.
Common Mistakes Students may conflict I will ask them to refer to their notes
and/or “theme” with “main idea” or from lesson 1, and I will also be
Misunderstandings “plot”. bringing up all three when discussing
Edgar Allan Poe’s “The Tell-Tale
Heart”, like mentioning the main idea,
what happens, THEN making a claim
about the theme.
F: Supporting Varied Student Learning Needs
 Materials, Teacher Materials, Students’ Materials:
Resources, Resource:
Technology   Class copies of Edgar Class copies of Edgar Allan Poe’s “The
Allan Poe’s “The Tell-Tale Tell-Tale Heart” and Kate Chopin’s “Story
Heart” and Kate Chopin’s of an Hour”. Pens/Pencils,
“Story of an Hour”. Marker Notebook/Journal.
and Whiteboard.
How will you support and/or
Student Information accommodate the student(s) in this
lesson? Include any use of technology 
Students with IEP 1 student with an IEP. This student’s IEP designated extra time
or 504 plans for writing assignments, but there are
none in this lesson. They will be turning in
their notebooks later in the unit which
provides more writing time.
Struggling / 2 students. I will sit my struggling students together
underperforming and pair them with a more academically
Students forward student to work with during
Think / Pair / Share.
English Language English Learner - Fluent I will provide this student with the copies
Learners (Bridging) of Poe and Chopin’s stories ahead of
time. I will also provide a link to the audio
reading of the short story for them to
listen to outside of class.
Section 2:  Learning Task Implementation: 
Timing, materials, Pacing TEACHER DOES:   STUDENTS DO:  
and other (Approx. Indicate instructional strategies Indicate performance
procedural notes times) that address individual learning expectations (Refer to
including use of needs addressing the needs Section 1.F) 
technology  (Refer to Section 1.F) 

Launch (Multiple 6 - I will introduce the warm-up for
means of minutes  the day. It’s brain teaser day, it
engagement) goes as follows: “I have a heart
that never beats, I have a home
but I never sleep. I can take a
man's house and build another's,
And I love to play games with my
many brothers. I am a king
among fools. Who am I?”
(Answers: King of Hearts). I will
ask for volunteers until I get the
correct answer. If I get no right
answers after the 3rd person, I
will offer hints.
Instruction/ 3 - I will ask the students to refer
Application minutes to their last set of notes
(Multiple means of regarding the questions to ask
representation) when trying to find theme within
  literary texts. To take a picture or
Students will try to think of
the correct answer, but if
they can’t think of the
correct answer, then any
answer is fine as long as
they try. Students will be
called on to give their
answers until the right one
is mentioned.
   
Students will finish
copying down the set of
questions from lesson 1,
or take pictures to write
them down later.
 write them down if they didn’t
15 finish from lesson 1.
minutes - I will read Edgar Allan Poe’s
“The Tell-Tale Heart” in a read-
aloud think-aloud style. I will
make stops to check for
understanding. I’ll emphasize
important features of the text. I
will go through the important set
of questions the students took
notes on and answer the
questions as it regards the story.
I will make a claim about the
theme and back it up with
evidence from the text.
- I will ask the students to read
the first 6 paragraphs of Kate
Chopin’s “Story of an Hour” in
their table groups and decipher
what is happening in this first
10 part of the story. I will go table by
minutes table and check for
understanding. To make sure we
are on the right track, I will
reiterate what I think has
happened.
- I will read the rest of the story
from where we left off. Straight
read through. I will ask students
10 questions regarding theme:
minutes “What are the key
10 ideas/details?”, “What concept is
minutes frequently mentioned? What
idea stays with you?” and then
the final big question, “What is
the theme of this story?” They
will have to find some evidence
in the text to support their
claims. I will call on some
students to share.
Assessment, 5 - I will then share my own
closure, reflection minutes perspective on the story: what I
(Multiple means of think the theme is, and where I
expression) found evidence in the text to
2 support that.
minutes - I will discuss tomorrow’s
agenda and ask if they have any
final questions.
Students will be asked to
pay attention and observe
how this method works of
asking yourself questions
as you read the short
story and pinpointing key
details and ideas to
develop a claim for the
theme later.
Students will read the first
6 paragraphs of Kate
Chopin’s “Story of an
Hour” in their table groups
and determine what the
first part of the story is
about. Some students will
be called on to answer for
their group as to what
they think happened.
Students will follow along
with their copies and take
notes if need be. In their
table groups, students will
answer these questions,
and determine the theme
of Chopin’s story. Some
students will be called on
to share.
Students will pay
attention, and compare
their themes to the one I
gave.
Students will ask any final
questions regarding this
lesson, the course, any
assignments, or our next
lesson.
Lesson Plan #3
B: Central Focus 
Big Ideas
Essential questions for What is the central theme of Fahrenheit 451 by Ray Bradbury and
the Unit how is it portrayed throughout the novel?
Essential Question for What is the theme of Ray Bradbury’s “The Pedestrian”? How do I
Today’s Lesson  make a good claim with evidence from this short story?
C: Specific Standards and Objectives
Content CCSS.ELA-Literacy.RL.9-10.1
Standard(s) Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
CCSS.ELA-Literacy.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
ELD 10th Grade, Part I, B, Interpretive (6a.) Bridging, Reading / Viewing
Closely.
Explain ideas, phenomena, processes, and relationships within and across
texts (e.g., compare/contrast, cause/effect, themes, evidence-based
argument) based on close reading of a variety of grade-level texts,
presented in various print and multimedia formats, using a variety of detailed
sentences and a range of general academic and domain-specific words.
Assessment
Objectives
Tools for Assessment Evaluation Criteria
Content Students will apply their One paragraph the This paragraph will be
Objective(s) knowledge of theme by students produce on graded based on claim
making a claim about the making a claim for the made, analysis,
theme for Ray theme in the short story evidence, and
Bradbury’s “The will be collected.  completion of the task.
Pedestrian” in one
paragraph.
Language and Students will analyze The paragraph that the The evidence section
Literacy Ray Bradbury’s “The students turn in has to of the rubric will be
Objective(s) Pedestrian” by finding include evidence from grading for how well
evidence within the text the text that connects the connections are
that showcases the their theme with the between the text and
theme. text. their claim.
D: Academic Language Demands and Supports
Identified Language Demands Planned Language Supports
Content Theme - Tier 3 Students will be asked to refer back to the
Specific Claim - Tier 3 notes they took during lesson 1 for these
Vocabulary  Evidence - Tier 1 definitions. If they need it restated or
reiterated, I will do so in front of the class as
a general reminder.
Language Analyzing and justifying Guided theme questions in their notes, if
 Function  theme in Ray Bradbury’s “The they have any questions about the plot of
Pedestrian”. the story I will go table to table and help
out.
Syntax Medium-length to long I will read the short story for them, stop to
complex sentences in “The check for understanding, and answer any
Pedestrian”. Bradbury writes questions the students may have about the
in a very descriptive and text.
symbolic way. 
Discourse Reading and Discussing The students notes from lesson 1 will help
theme within literary texts.  them, and the activities we did together in
lesson 2 will help set them up for asking the
right questions and finding theme within the
text.
E: Using Knowledge about Students (and that students already have) to Inform Teaching
and Learning
Relevant Student How will you use this information in
Information this lesson plan?
Prior Knowledge and Students will bring in their I will be using this prior knowledge to
Learning Experiences  prior knowledge on theme drive this lesson forward. They will
within literary texts (in this bring in this prior knowledge when it
case, what was learned comes to the final activity which is
during lesson 1 and 2). They making a claim backed with evidence
will also be asked to bring in from the text on their own. 
knowledge of making claims
backed with evidence.
Funds of Knowledge: My students come from a Students will be encouraged to bring
Family/ variety of backgrounds their personal experiences forward
Community/Cultural therefore have a variety of when discussing theme, as theme is
Assets  different personal subjective and at some point, entirely
experiences. up to the viewer’s discretion. When
they read on their own, they will
come to their own conclusions based
on those experiences. Today’s
activity is more personalized than the
previous lessons.
Common Mistakes Students may conflict I will ask them to refer to their notes
and/or “theme” with “main idea” or from lesson 1, and explain the
Misunderstandings “plot”. difference between the 3 ideas at the
beginning of class before we begin
the lesson.
F: Supporting Varied Student Learning Needs
Materials, Teacher Materials, Students’ Materials:
Resources, Resource:
Technology   Whiteboard, Marker, Class copies of Ray Bradbury’s “The
and Class copies of Pedestrian”, Notebook/Journal, and
Ray Bradbury’s “The Pens/Pencils.
Pedestrian”.
How will you support and/or accommodate the
Student Information student(s) in this lesson? Include any use of
technology 
 Students with IEP 1 student with an IEP. This student’s IEP designated extra time for
or 504 plans writing assignments, they will be allowed an
extra day (or two depending on how far they
are in their writing at the end of the period) to
turn in the paragraph.
Struggling / 2 students. I will sit my struggling students together, and
underperforming focus my time on them more during the
Students questions regarding plot and during writing
time. If they have any questions, I’ll work with
them 1 on 1.
English Language English Learner - I will provide this student with the copies of
Learners Fluent (Bridging) Bradbury’s “The Pedestrian” ahead of time. I
will also provide a link to the audio reading of
the short story for them to listen to outside of
class.
Section 2:  Learning Task Implementation: 
Timing, materials, Pacing TEACHER DOES:   STUDENTS DO:  
and other (Approx. Indicate instructional Indicate performance
procedural notes times) strategies that address expectations (Refer to Section
including use of individual learning needs 1.F) 
technology  addressing the needs (Refer
to Section 1.F) 

Launch (Multiple 15 I will introduce today’s Students will read “The

means of minutes agenda, then I’ll start them on Pedestrian” a minimum of one
engagement) warm-ups. Their warm-up time but attempt to read it at
today is SSR (Silent least 3 times (this is optional).
Sustained Reading). I will    
give them an extended
reading time to read, and re-
read (3 times is optimal) Ray
Bradbury’s short story “The
Pedestrian”. I will write down
guide questions to help them
check for understanding:
“Who are the main
characters?”, “What year is
the story set in? What is the
genre?”, “Pay attention to
detail… Are similar things
being mentioned throughout
the story?”, “What’s different
from Leonard Mead as
compared to the other
‘people’ in this story?”, &
“What’s different at the
beginning of the story versus
at the end?”
Instruction/ 15 I will read “The Pedestrian'' Students will listen and take
Application minutes one time aloud to the class. I notes to answer the questions
(Multiple means
of representation)
 
will stop frequently to check on theme from lesson 1.
for understanding. If students
need me to go back and
elaborate or explain a part
they didn’t understand, I will
throughout the story.

I will introduce the final

prompt: “Make a claim about
the theme in the story and
find evidence within the text
to back your claim.”

I will allow the students time

in class to work on their
paragraph. I will walk around
25 table to table and check on
minutes student progress, work 1 on 1
with students who need the
extra support, and bring up
student points/questions to
the class if I feel they are
important for general better
understanding of “The
Pedestrian.”
Students will work on their
final product for “The
Pedestrian”. They will make a
claim about theme and find
evidence within the text to
back up their claims. They will
write down answers to the
questions I wrote up on the
whiteboard in their
notebooks/journals.

Assessment, 5 I will reserve this time for any Students will pack up, ask
closure, reflection minutes final questions on “The questions if they have any,
(Multiple means Pedestrian” and I will collect and turn in their final
of expression) their final products. products.