5302_TRUPE_E0L2_DIGITAL TOOL

Trupe Lesson Plan- Digital Tool

Unit- Lord of the Flies
Timeline- One class period (response discussion will be the next day)
Standards- PA Common Core Standards
L.N.1.1.4 Explain how an authors use of key words or phrases in text informs and
influences the reader.
L.N.1.2.4 Draw conclusions about connotations of words.
L.N.1.3.3 Analyze the interrelationships of ideas and events in a text to determine how
one idea or event may interact and influence another.
L.N.2.5.6 Explain, interpret, describe, and/or analyze the authors defense of a claim to
make a point or construct an argument in nonfictional text.
L.N.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections
between texts.
Objectives- Students will be able to read and analyze the nonfiction article. They will also be
able to connect this article to our fictional text, The Lord of the Flies.
Supplies Laptop cart
Uploaded worksheet to D2L for student access
Access to https://b.socrative.com/login/student/
Projector
Numbered notecards
Lord of the Flies books
LessonAnticipatory- Upon entering the classroom students will be given a slip of paper. On this paper is
a number that matches one of the laptops placed around the room which puts them into groups of
3 or 4 students. They are to sit with the correlating laptop and instructions on the board ask them
to get out their Lord of the Flies books. Also on the board is the following prompt relating to
their prior knowledge:
We have just finished chapters 1-5 of Lord of the Flies. In your groups you have 5
minutes to discuss these chapters. Be ready to provide important details and general
summaries based on what we have talked about as a class so far.
Once students have time to discuss this, we will discuss chapters 1-5 together again as a class
and focus on the myths that are developing on the island.
Activity- One student per group will then be asked to log on to D2L where they will find the
following handout for todays activity:

5302_TRUPE_E0L2_DIGITAL TOOL

https://drive.google.com/a/ojrsd.net/file/d/0ByPGlz19DJ7uT19vSE5SdXlDalU/v
iew
Students have the rest of the period to read the article and complete the formative assessment on
Socrative. Tomorrows class will begin with everyone looking through each groups results
anonymously with a focus on questions that were commonly missed.
Closure- At the end of the period, students will be asked to individually complete the exit ticket
on Socrative asking them what they learned during class today and what they are still unsure
about. They may use their phones or the laptops to complete this exit ticket.
I chose to use Socrative for this formative assessment because it provides immediate feelback.
This allows me to monitor their responses and jump in whenever necessary with mini-lessons
and corrections. I can do this as a class if most groups are struggling or with individual groups.
These teachable moments are often lost when requiring paper and pencil formative assessments
because I am not able to read through them as quickly as I am with this tool. It also allows me to
quickly focus the next days lesson on areas of concern.
I have not used this digital tool in my classroom yet; I plan to use it in March when we begin this
unit. Because of this, below is an example of how my students may complete both the article
questions and the exit ticket.
Sample Article Questions:
https://drive.google.com/a/ojrsd.net/file/d/0ByPGlz19DJ7uR1lkT0NnQ2Q4eHc/view
Sample Exit Ticket:
https://drive.google.com/a/ojrsd.net/file/d/0ByPGlz19DJ7uZy1yNGNOZmtYWUk/view