Lesson Plan Template

Subject / Course: ELA 8 TC Name: Shayla

Grade Level: 8 Date: March 14th, 2017
Topic: Chapter 4/ Climax Time of Class: 3rd period
Cooperating Teacher Name: Mr. Johnston Room # / Location: 134

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
CR8.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming
Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).

CR8.2
Select and use appropriate strategies to construct meaning before (e.g., previewing and anticipating
message), during (e.g., making inferences based on text and prior knowledge), and after (e.g., paraphrasing
and summarizing) viewing, listening, and reading.

CR8.6
Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and
contemporary prose fiction, poetry, and plays from First Nations, Mtis, and other cultures to evaluate the
purpose, message, point of view, craft, values, and biases, stereotypes, or prejudices.

b) Indicators:
CR8.1
b. View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and print
texts that address the grade-level themes and issues related to identity, social responsibility, and
efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g.,
appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career
pathway).
c. Explain the motivation of the characters in literary texts, providing evidence from each text.

CR. 8.2
After:
recall, paraphrase, summarize, and synthesize (e.g., connect, compare, and contrast ideas in texts;
determine implied and literal messages; make notes to assist recall)

CR 8.6
Demonstrate the behaviours of an effective and active reader including previewing text, anticipating authors
message, reading with purpose in mind, recognizing main ideas and relevant details for purpose, making jot notes
to assist recall, considering authors reasoning for creating text, analyzing and evaluating ideas and craft as one
reads, and recognizing underlying biases, stereotypes, or prejudices in text.

c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Developing Thinking students will listen to Chapter 4 of The Outsiders and will create a retelling
of the climax of the novel from a different point of view. Students must think from the other
perspective than the main character and narrator.
Developing Identity and Interdependence- this activity will have students consider the identity of
others in the novel and the relationships from a different perspective.

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d) Professional Growth Portfolio Goal(s):
2.4 ability to use technologies readily, strategically and appropriately; I will be
achieving this PGP goal by using an audio book to read the novel with the
students. This technology will help us to keep on track and hopefully finish the
chapter in class.
2.2 proficiency in the Language of Instruction I will be achieving this by communicating with
students in a profession manner what is expected of them for assignments in the current subject
area

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students learning
and addressing curriculum outcomes? What formative and summative assessment should you include? e.g., sample
questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Chapter Questions- omit question 3

Guide Question: Who can tell me what happened in Chapter 3

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

EAL Students - Represent all experiences in discussion

Low income families/ middle-class students from - Give students roles
more affluent experiences - Audio book
Attention issues/ disruption/ negative attitude
towards activities

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,
where the teacher stands, where the students are working etc. you may wish to include a map/layout of the
classroom on a separate sheet and reference it with modifications if lesson changes)
The classroom is set up in rows with tables and chairs, but the students can move around to different tables.
Teacher stands/sits on a stool at the front of the classroom. There is a small sitting corner with four lounge
chairs where they could sit as well.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers,
author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps,
videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

Novel

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Questions
Elements of story handout

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as
an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Introductions/ house keeping items

Turn and talk What is the most important element of a story
Chapter 3- tell me about it
- read a students summary
- What happened to Pony boy?
- Why did Darry punch him?
- Do you think Darry was right to slap Pony boy?
Elements of a story
Read Ch. 4
Turn and talk- how has the novel followed your predictions?

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a
hook or something that will pull learners into lesson)

Turn and talk What is the most important element of a story?

Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching
the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels)
and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 10:30 a.m. or 25
minutes; and include application activities/components - how the content will be applied such as an activity, problems to
solve, worksheets etc.).

~5 mins- Turn and talk What is the most important element of a story?
~ 5 mins: Recap Chapter 3 for Me:
~ 15 mins Elements of a story:
- does anyone want to tell me about what happened in Ch.3?
- read a students summary
- What happened to Pony boy?
- Why did Darry punch him?
- Do you think Darry was right to slap Pony boy?
Introduction (Exposition) Rising Action Climax Falling Action Resolution Denouement
Introduction- context, introduction of the conflict, setting, characters
Rising Action the circumstances that lead up to the conflict, characters, change, conflict is heightened,
creates complications and suspense.
Climax the conflict is reached, the peak of the story, has an effect on the rest of the story, protagonist vs.
antagonist (good guy vs. bad guy)
Falling Action to be filled out as the story progresses
Resolution to be filled out as the story progresses
~ 25 mins- Read Ch.4
- how has the characters changed?
Johnny scared brave, aware numb Go ahead, I wont look at you p. 56, innocent murderer, follower
has a plan, in control
Ponyboy leader more of a follower

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Buck Merril cowboy, Dallys friend, Darry and Soda dont want PB to spend time with him
Dally cheater/ dishonest.
- what is the plan? P.61
- What is a reformatory? Why would Pony boy get sent here?
~ 5 mins Turn and Talk: How has the novel followed your predictions? Is this what you thought might
happen?

c) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in terms
of assessing the effectiveness of the lesson)

Turn and Talk: How has the novel followed your predictions? Is this what you thought might happen?

6. Reflections

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a) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well? This
would be a section describing your strengths and areas for improvement volume, eye contact, body language,
questioning skills, responding to questions, comfort with material, confidence, delivery, use of technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

The lesson today went well. I was well prepared on the board with all notes necessary and had a
handout that the students could fill in. This went really well and the majority of the students were
engaged in the activity when we went through the elements of story. Pacing went well today too,
which was something I have been working on. We finished the chapter and I was able to teach about
the elements of story and about the climax of a story, which we reached today in the chapter. Having
the novel read through the audio book helps us to stay on track a lot and helps me to see hoe much is
left and compare it with the class time that we have. One thing I need to work on however, is making
sure there is a enough time to finish up the lesson. I need to also think of other ways to consolidate
the lesson rather than exit slip and turn and talk. I will try to incorporate new ideas in my next lesson.
Some things that didnt go so well in the lesson is engaging EAL students in the notes and work. I
have one EAL student, in particular, that has not handed in anything and does not seem to be
following along with the notes that are on the board. I asked her about her work after class and if it
was going ok and she was pretty confused. I need to give her a list of what she needs to accomplish
chunk the assignments that she has yet to hand in. After marking questions, I am realizing that I have
not taken the time to talk about how to incorporate quotes and include page numbers in their
answers. I need to make sure to instruct about that for my next lesson. I have really enjoyed reading
this novel with the students, they all seem really engaged in the reading and seem to be enjoying the
book. No one is on their cell phones and their ear buds are no longer in their ears when we read.
I think my motivational set this morning was also lacking a little bit- students are not that talkative
when it comes to talking about the book or about anything that is not their personal lives. Maybe my
excitement wasnt quite there either. I felt comfortable with the material but my lack of excitement and
orginal introduction maybe fell flat for the students to respond to. I need to ask more engaging
questions and put forth the material in more creative ways.

The Outsiders

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 Chapter Four
1. What major event happens in this chapter? What do you think is going to happen for the rest
of the book?
2. How did the author foreshadow that Johnny would use his knife in chapter two? (skim and
scan the flashback section on pages 31-34).

3. Write a paragraph as an inner monologue to describe what would be going through Johnnys
head once he realizes he has killed Bob. An inner monologue is when you become the character
and write about how they are feeling from their point of view.

OR

Rewrite the section where Ponyboy is being drowned in the fountain. Add more detail and
emotion to slow down the scene and make it more suspenseful.

4. What would your advice be to Johnny and Ponyboy if they came to you for help instead of
going to Dally? Explain.

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