LESSON SERIES PLANNING TEMPLATE

English Language Arts 10c

Dates Subject Grade Level
Length of Class 78/100 minutes Novel Study – Animal Farm 7,8,9
Unit of Study Lesson #
Period
Developed by Dalal Khalil

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this series of lessons?

Subject Area: English Language Arts

General Outcome/Guiding Question: How does absolute power corrupt people? What does this reveal about human nature?
Specific Outcomes (List):
 1.1.1 Form tentative understandings, interpretations, and positions.
 3.2.1 Select, record, and organize information
 5.1.2 Appreciate diversity of expression, opinion and perspective

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this series of lessons students will…
1. Critically analyze the use of allegory in Animal Farm to deliver
critique of gov’t systems
2. Engage in group discussions/collaborate to further analyze
the novels content
3. Apply knowledge and skills of vocabulary and close reading
I will know that the students have reached these outcomes through
these assessments (formative and summative):
1. Formative: in class activities & group discussion
2. Summative: vocabulary quiz, reading comprehension (in
pairs)

Adapted from Wiggins, Grant & J. McTighe (1998)

 Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Technology needed: universal Interventions (all students):

 Laptop (PPT slides)
 Differentiated instruction
o Verbal
o Video
o Images
Do students need access to personal devices? YES NO
o In text (written out)
 Use of a timer
 Student choice
 Group/partner work
 Graphic organizers
What books, worksheets, or other materials are needed for this Targeted Interventions (small groups of students):
lesson?
 Exemplar created for K & R & A
 Class Set: Vocab Quiz
 Class Set: Ozymandias Individual Interventions (specific students):
 Class Set: Research Assignment
 Sit down and assist A
 Laptop (for PPT)
 Pens/pencils/markers/etc.  Breaks for K & R

Adapted from Wiggins, Grant & J. McTighe (1998)

LESSON PLAN SEQUENCE – LESSON 1
Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

What prior knowledge do students need in order to progress with this lesson? How will you assess prior knowledge and link to new
concepts in this lesson plan series?

Students will need to draw upon their understandings of theme & symbolism to understand the importance of allegories in literature.
Students will also need to draw upon the learned vocabulary and guiding questions to have thoughtful discussions around the novel’s content
– specifically looking at our essential question of power and corruption.
Students are doing this well! I think our weekly discussion groups have helped greatly as students have been able to draw upon
themes and symbols and vocabulary when contributing to class discussions. Students have made great connections beyond the
classroom to real-life examples both historically and contemporarily.
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Introduction Introduction 35-40
 Attendance  Attendance minutes
 Hand out quizzes  Have HW out on desk for HW check
 Do a HW check (chapter questions & vocabulary  Do quiz
work)  Assist where necessary
 Assist where necessary
This went well. Students completed the quiz much faster
than anticipated and were able to do some reading as
they waited for their peers to finish. The HW check was
successful and didn’t seem to overload students.
Main Lesson Main Lesson 20 minutes
 Go through PPT slides on allegories in literature &  Actively listen and take notes on allegories
Animal Farm  Ask questions along the way
 Answer any questions along the way  Contribute to discussions
 Show videos for varied instruction
 Go through examples with class
Students had a strong idea about allegories and were
Adapted from Wiggins, Grant & J. McTighe (1998)
asking questions and engaging actively throughout.
Students were bringing up symbols and themes to help
them discuss the allegory in the novel.
Activity Activity 20 minutes
 Have students pair up and create a MODERN allegory  In pairs, create a MODERN allegory about a
about contemporary issues contemporary issue (can choose from list provided)
 Go through the example I created (Echo Chamber  Ask for assistance whenever necessary
Island – allegory for social media addiction)  Share ideas with class
 Let students work, circulate for formative assessment
and assistance
 Bring students back (last 10/15 minutes and have
groups share)
Super successful!! Students were HIGHLY engaged and
enjoyed sharing their ideas with me and my partner
teaching. Students were creative and thorough and
intentional, really taking time to pick a thoughtful
vehicle (symbol) for their tenors.
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

I will know students have understood the purpose of this lesson if they are able to successfully create and explain a modern allegory about a
contemporary issue. Students should understand what the allegory in Animal Farm IS and how Orwell uses themes/symbols/extended
metaphors to communicate this allegory. This should help students in applying their literary knowledge to outside/relevance issues beyond
text content.

PRE-SERVICE TEACHER REFLECTION, PARTNER TEACHER FEEDBACK AND ADVICE, AND NEXT STEPS
 How do you feel your students experienced this lesson?
 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, intercultural, and interdisciplinary activities and knowledge?
Adapted from Wiggins, Grant & J. McTighe (1998)
 What went well and what needs refinement?
 What will you need to review or revisit in the next lesson?
Overall, this lesson went well! Students are understanding and pulling exactly what they need to from the novel and are expanding
their thinking by bringing in real life examples in various areas. This unit, so far, has a good rhythm and flow, and the pacing seems
to be just fine for this 10c class. Assessments are placed at good points and students seem to be much more comfortable with the
outcome based assessment methods.

Adapted from Wiggins, Grant & J. McTighe (1998)

 LESSON PLAN SEQUENCE – LESSON 2
Introduction
How will you ACTIVATE prior knowledge or review learning from Lesson #1 and ENGAGE them in this new lesson? Howd oes this lesson connect to Lesson #1?

Review Lesson #1 (Are the students ready to move onto a new concept? How will you know?):
 Activity: create our own Animal Farm ranking
o Have a small table in the middle of the class with various toy animals
o Have students create an Animal Farm ranking of their own that they would use to critique gov’t systems

Introduction activities for Lesson #2:

 Review of lesson 1 applies here as well.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the main outcomes listed on the first page. What needs to be
reviewed from Lesson #1? How will you assess if the students have retained the knowledge from the previous lesson? What new knowledge and activities
need to be completed today to achieve the stated objective?

What is the TEACHER doing? What is your plan for the
body of the lesson? What steps are taken during the
lesson? Are there any different materials, books, or
personal devices that need to be booked or provided for
this lesson?
Introduction
 Attendance
 Divide students into 5 groups (numbered)
 Have students get into their groups and find a spot
on the whiteboard
 Ask students to create their own Animal Farm
hierarchy of animals using their own criteria (why
does each animal symbolize this social status?)
 Have each group share their hierarchies
What are the STUDENTS doing? How are they engaged
while you are teaching the lesson?
How are you integrating and monitoring the effectiveness Approx. time
of the universal, targeted, and individual interventions
needed by the students?
Introduction 25/30 minutes
 Attendance (including sharing
 Get into groups time)
 Work together and create Animal Farm hierarchy
 Share with the rest of the class
Very successful! Students made their own criteria
and justified why they placed which animal where.
Students made good connections to the books
intentions and extended on our lesson of allegories.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Mini Lesson 30 minutes
Mini Lesson  Listen to instruction
 This lesson will be one that was missed last week  Take notes
due to midterm (critical paragraph writing)  Ask questions
 Go over slides with students, answer any  Contribute to discussions
questions, etc. This was good – students seemed to appreciate the
 Clarify that while they won’t be writing a full essay video perspective. This lesson builds on close reading
for me, this knowledge will be useful for their (which we started during poetry) as it starts to take
research project their ideas and organize them into critical
paragraphs.
Activity 40
Activity
 Students can work in pairs or individually minutes/remainder
 This is a supplementary text reading to Animal
 Close read, annotate, make notes of class time
Farm
 Make connections to Animal Farm
 Students will read “Ozymandias” and annotate
 Ask for support if needed
 Circulate for support
Students were familiar with this poem as we’ve
 Clarify that this is a commentary on authority and
analyzed it once before. Make sure to draw on this
power as well, but done differently (have students
and how it might help us understand Orwell’s
make out the differences)
critique of power.
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of this lesson, the connection to the previous lesson, and its IMPORTANCE to
the next lesson?

I will know students have left with understanding of this lesson based on the connections they make during the both the introduction activity
and close reading. Students will have to draw upon novel content and previous lesson to do this successfully. Further, this lesson will set
them up for thesis writing lessons & the final group presentation project for next week.

PRE-SERVICE TEACHER REFLECTION, PARTNER TEACHER FEEDBACK AND ADVICE, AND NEXT STEPS

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
Adapted from Wiggins, Grant & J. McTighe (1998)
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, intercultural, and interdisciplinary activities and knowledge?
 What went well and what needs refinement?
 What will you need to review or revisit in the next lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

 LESSON PLAN SEQUENCE – LESSON 3
Introduction
How will you ACTIVATE prior knowledge or review learning from Lessons #1&2 and ENGAGE them in this new lesson? How does this lesson connect to Lessons
#1&#2? Assess whether or not the students are ready to move into a new lesson or learn new knowledge.

Review from Lesson #1 & #2: Kahoot!

 Because students have now completed the novel and supplementary readings, we will do a wrap-up Animal Farm Kahoot that covers
content from the novel and lessons

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the main outcomes listed on the first page. What needs to be
reviewed from Lessons #1&2? How will you assess if the students have retained the knowledge from the previous lessons? What new knowledge and
activities need to be completed today to achieve the stated objective?

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Introduction Introduction 20 minutes
 Attendance  Attendance
 Put on Kahoot  Log into Kahoot
 Play Kahoot  Play Kahoot
 Be around to supervise and support

Main Lesson Main Lesson 20 minutes

 Go over PPT slides for thesis statements!  Listen to instruction/information
 Go over expectations, hints, tricks  Take notes
 Clarify between dash one and dash two  Ask questions
Adapted from Wiggins, Grant & J. McTighe (1998)
  Answer any questions that students have throughout  Contribute to class discussions when prompter
the lesson

Activity Activity 30 minutes

 Have students write THREE thesis statements to the  Write THREE thesis statements to the same question
same question (essential question)  Share w/ a friend and workshop together
 Then, students will share their thesis statements with  Ask for support wherever necessary
a partner and workshop them (which was the best?
Why? How can they improve?)
 Be around for support

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of this lesson, the connection to the previous two lessons, and its
IMPORTANCE to the next lesson?

Students will have successfully written at least ONE thesis statement that clearly answers our essential question, that would be
ready to use for an academic essay. Students will be able to communicate what makes their thesis strong and clear according to
rubric standards.

PRE-SERVICE TEACHER REFLECTION, PARTNER TEACHER FEEDBACK AND ADVICE, AND NEXT STEPS

 How do you think your students experienced this lesson? How do you know what they have learned?
 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, intercultural, and interdisciplinary activities and knowledge?
 What went well and what needs refinement?
 What will you need to review or revisit in the next lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

Overall, this lesson was successful and helped students gain a better understanding about what kind of planning goes into writing a
thesis statement. I think the workshopping in pairs was the key to success in this lesson as it allowed students to collaborate and
gain new perspectives on their writing. Watching them talk through their process with their partner helped me gain a better
understanding of where they are in terms of developing this skill, allowing me to give them better feedback. I would use this lesson
again in other units to help lay a foundation for students’ writing.

Adapted from Wiggins, Grant & J. McTighe (1998)