Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Craig Pearcy
# of Students:

Date: 10/26/14
Age/Grade Level: 11th

Cycle:
Content Area: English

Unit Title: Doubt

Lesson Title: Supporting a Claim with Evidence (In-Process)
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
Is Father Flynn innocent or guilty? Explain why/why not using evidence from the text and what you have learned about character traits.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
CCSS.ELA-Literacy.RL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.6, Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.W.11-12.1, Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
c)

Describe students prior knowledge or focus of the previous learning.

They have done several lessons on character traits and some class discussions about Catholicism. This lesson also assumes they have read The Scarlet
Letter by Nathaniel Hawthorne.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
Essay with the prompt: Is Father Flynn innocent or guilty? This lesson will help them organize their thoughts and plan out their reasons and supporting
evidenced before actually writing the paper.
e)

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
Some students may have a harder time reading the play alone, so some parts of the play will be read aloud by the teacher. Each step to the lesson will have
to be mastered in order to advance onto the next step so those students dont miss any information.

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior

knowledge): N/A

Lesson Objectives/
Learning Targets
Objective/target:
I can make a claim about a topic and
transform that claim into a well-structured
thesis statement.

Assessment

Instructional Strategy/Activity

Assessment description:
Students will be given several intro paragraphs to
essays in which they will be asked to point out the
thesis statement in each.

Strategy/Activity:
Students will be asked to share what they know about thesis
statements before receiving a lesson on the qualities of a
well-constructed thesis statement. They will eventually be
asked to create a thesis based on the question for their essay
which is: Is Father Flynn innocent or guilty?

Assessment Accommodations:
Students will be allowed to retake this assessment
as many times as they need to master it. After the
first try, it will be completed as a take home
assessment.

Objective/target:
I can support my claim with evidence from
the text.

Assessment description:
Students will be given an essay and asked to point
out each topic sentence and each form of evidence
presented.
Assessment Accommodations:
Students will be allowed to retake this assessment
as many times as they need to master it. After the
first, it will be completed as a take home
assessment.

Activity Adaptations:
The PowerPoint will be emailed out to students who do not
write fast enough to copy down the notes from it. Teacher
will read slides to avoid any conflicts with students who do
not read fluently.
Media/technologies/resources:
PowerPoint presentation
Strategy/Activity:
Students will be given a graphic organizer divided up into 3
rows and 3 columns. In the first column they will list their 3
reason why they think Father Flynn is innocent or guilty. In
the second they will point out specific evidence from the
text that supports that reason. In the third they will write
down the corresponding page numbers. These three reasons
will serve as their three body paragraphs for their essay and
this graphic organizer will help them write those
paragraphs.
Activity Adaptations:
Students who do not read as well will be allowed to work in
groups with other students for help if needed. Students who

do not grasp the concept of the thesis statement will have to

review that before advancing on to this lesson.
Media/technologies/resources:
Graphic Organizer, the play Doubt
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1) Present a PowerPoint about thesis statements and have the students take notes. Some students may not get the info strictly by hearing the teacher say it,
so it will be in writing on the PowerPoint.
2) Have the students practice several thesis statements before eventually creating a thesis statement about whether or not Father Flynn is guilty for their
essay. One on one help will be offered at any given time for anyone who needs it.
3) The students will then be given a graphic organizer to write 3 reasons why they believe he is or isnt guilty. They will fill out the organizer completely
citing textual evidence along with corresponding page numbers. Again, one on one help will be given to anyone who needs it.