GHOST By Jason Reynolds

Lesson Plan--
Pre-Lesson Handout:
Students need to be caught up and at least on chapter nine for this lesson because that will be part
of the lesson. Because of this, students will be given soft start to read and get caught up at the
beginning of class.

Objectives:
SWBAT identify external and internal conflict.
SWBAT describe when and why external and internal conflict is seen in a text and film.

Teacher Will:
Turn soft start music on
Explain worksheet
Pair up students for read pair share
Explain Assignment
Help students when necessary
Students Will:
Silently read
Think-Pair-Share
Ask questions if need help
Work with partner

Common Core:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.

Method:
Soft Start
Think-Pair-Share
Materials:
Novel Ghost by Jason Reynolds
Worksheets
Outline:
Soft Start (5 min):
 Students should walk into the classroom and pull out their copy of Ghost by Jason
Reynolds. They have to be at least to chapter nine for todays lesson because one of the questions
will be about chapter eight and nine.
Directions (5-7 min)
Explain read pair share to students and what their objectives are for today. Explain that
they will be using the terms internal and external conflict, that they talked about the day before,
when answering the worksheet. If they have questions about what Internal and External conflict
remind them to refer to their Springboard Worksheet on page 54.

Think-Pair-Share (Rest of class/Next day)

Students will be assigned a partner (their shoulder partner) for todays activity. Students
will work on their own to fill out the worksheet they were given. They may use their book to
answer the questions. They will then work together to answer the questions. Each pair will have
their own worksheet and the student that doesnt read, is the one that answers the questions.
Students must discuss their answers before writing it down. This is the share part of the activity.

Evaluation:
The evaluation will be the worksheet students will be turning in at the end of the class
period.

Homework:
Keep reading.

References:
Reynolds, J. (2016) Ghost. Simon & Schuster Childrens Publishing Division.
Springboard English Language Arts. College Board, 2014.
Ghost
Chapter 1: pg. 1-7
Describe the setting of this opening section.
What type of conflict is seen here? How does
the setting reflect the conflict?

Chapter 2 pg. 15-25

What conflicts did you notice in this scene?
How does Ghosts world change in this
section? How does he feel about this change?

Chapter 3 pg. 29-32/43-51

Ghost has different expectations how that he
joined the track team. How is his life
different? What does is say about Ghost that
he is scared of himself?

Chapter 5 pg. 82-88

What is Ghosts internal conflict during this
scene? Why does Ghost choose this option?

Chapter 8 pg. 122-135

What does the restaurant scene reveal about
Ghosts team? What does it reveal about
Ghost? How has Ghost changed since the
beginning of the novel?

Chapter 9 pg. 136-141

Describe the external conflict between the
oldies and the newbies on the team. Whats
Coachs point when he explains theyre a
team? Why, even though they race
individually, must they still act as a team?