KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: October 2nd, 2018 School: Madison Central High School

Grade / Age: 10th grade, 15-16 years old Subject & Topic: English 10, “A Lamb to the Slaughter”

# of Students: ______21________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: “Lamb to the Slaughter” Introduction

_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial,
socioeconomic diversity in class.

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the computer lab or chromebooks are made accessible for the whole
classroom. While there are no students with special needs accommodations, each student is leveled as low-
performing. Out of 21 sophomores, 11 girls and 10 boys, every student is at around an eighth or ninth grade
reading level. To accommodate this, students are arranged by achievement level in groups of 3 and work
frequently with those in their group. Other accommodations are extended time to work, all instructions are
written and said allowed, and visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard.

a. Previous lesson’s learning targets / objectives:

CCSS.ELA-Literacy.RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order
events within it, and manipulate time create such effects as mystery, tension, or surprise.

Students will:
• Identify and define the three types of irony (situational, verbal, and dramatic)
• Understand an author’s use of irony by citing evidence and examples of each type
b. Current lesson’s learning targets / objectives:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone).

Students will:
• Identify figurative and connotative words in a text.
• Determine the figurative and connotative meanings of words and phrases as they are used in a text
 c. Next lesson’s learning targets / objectives:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.

Students will:
• Explain how a character changes over the course of a text
• Explain how a character’s conflicts and motives advance the plot of the text

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.

The lesson will continue the students’ work in their short story unit. So far, they have:
• gone over the three different types of irony (situational, verbal, and dramatic)

This lesson will start with a PowerPoint introducing the story to the students. We will briefly touch on the
different types of irony, where I will have students explain to the class the three different types before going
to the slides (first by volunteer but then popsicles if students are hesitant to participate). This will let me see
what they remember from the previous class. However, there are other devices in the PowerPoint as well
(foreshadowing, inferences, idioms) and I will repeat this same process with them to gauge the students’
knowledge of each device.

Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

My formative assessments will be:

• Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
• Scaffolding with targeted questions while students are working
• Introduction organizer
o Students will fill out a note worksheet to help them through the PowerPoint
• “Lamb to the Slaughter” Anticipation guide
o They will define vocabulary words found in the text that might be unknown to them and will use
them in a sentence. Next, they will respond and explain why they agree or disagree to the
following statements:
▪ You are justified for getting revenge when someone does you wrong.
▪ When people are under a lot of stress, they can do or say things that they later regret.
o The purpose of this exercise is to prepare them for vocabulary they will see in the text as well as
model the process they should use when first coming upon a difficult word. Also, the two
questions will be used later in the unit when students are building a case for or against Mary
Maloney (summative assessment).
Exit Slip:
• Students will get a post-it-note and predict what they think the story will be about based off the
vocabulary and responding statements. They will post it to the back of the door when they leave.

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
• PowerPoint with “Lamb to the Slaughter” information
• Projector to view the PowerPoint
 • Computer to control PowerPoint
• Hardcopies of Note Guides
• Hardcopies of Anticipation Guides
• Post-It-Notes for exit slip
Link for Anticipation Guide:
https://docs.google.com/document/d/12e7bfDh0GeJyEehlndZRVZzzXk5TDsNfuhXMphla8ww/edit?usp=sharing
Link for PowerPoint:
https://docs.google.com/presentation/d/1jciG4XSKdyhoquJf3sLoAvLYS_WfSRuqL9vbjxwxj2w/edit?usp=sharing
Link for Note Guides:
https://docs.google.com/document/d/10r6GwBB4CuIjmpwtAboR6PgEjs4lVEKzK8XDvPtLObY/edit?usp=sharing
Anticipation Guide modeled on one from Ashley Snow.

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
• I will begin by greeting the students at the door and in the I’m incorporating many different
classroom. types of learning into my lesson.
• I will need to have the objectives and instructions written on • Auditory/Visual: When I and
the board before the students come in the door. the students are going over
• I will also need to have the PowerPoint up as students come the notes.
into the room. • Collaborative/Interpersonal:
students routinely check
2.) Lesson Objectives: My overall lesson objective is that the students back in with their peers
will be able to use the vocabulary to make predictions about the text. throughout the lesson to
collaborate and
3.) Relevance: The relevance of the topic is that tomorrow students communicate.
will begin reading the story and will need to know the vocabulary and • Intrapersonal: students also
devices before beginning. have time to think at their
own pace and collect their
4.) Practice/Feedback: thoughts.
• Introduction:
o I will begin by asking the students about the devices. While I do not have any students
Depending on how much understanding they have with IEP’s, there are
will control how quickly we move through the slides. accommodations incorporated into
Activity: my lesson and classroom that can
o I will begin the lesson by introducing the unit and the support all students, such as:
story. Students will have a guiding notes sheet to fill • Modeling
out that they’ll be able to keep with them throughout • Prompting and Cueing
the unit. • Small Groups
o After we finish the notes, students will begin working • Reader
on their anticipation guide. They will work • Paraphrasing
individually for fifteen minutes to complete the
sheet. Students will have the option to use their
phones or dictionaries available in the classroom to
look up the definitions. They will need the
anticipation guide to record their beginning
knowledge and attitudes.
o After they are finished, we will go over the sheet,
focusing on the students’ responses to part c.
• Exit Slip:
 o As students pass their papers up, I will hand them a
post-it-note where they will answer the exit slip
questions. They will post these to the back of the
door as they leave.

Lesson Time: Approximately 55 minutes.

6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)

How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)