College of Education
Lesson Plan Framework (with Guiding Questions)
Lesson Title:
Subject/Topic Area: English/Language Arts/Grade 8 “The Outsiders Pre-Reading Activity (Opinion)
Author’s Name: Micah M. Edwards
Context for Learning:
What is important to know about the
students?
 Gender, age, diversity,
socioeconomic, cultural and ethnic
backgrounds?
 Unique characteristics of learners?
 Academic background, prior
knowledge, performance levels?
 Student readiness, interests, learning
styles?
How might these factors influence
your planning, teaching and
assessment?
This lesson is aimed at grade 8. It is a sample lesson for this framework. It is assumed that this is a
heterogeneous group, including some students who may be special needs. The crux of the lesson is
designed at helping students make connections from the text “The Outsiders” (including personal,
text, and world) after reading.
Our school has a minority enrollment of 68% (54% Black, 10% Hispanic, 4% Asian), with reading
proficiency of 53%. The student teacher ratio is 16:1. Everyone in the student population receives
free lunch. The graduation rate is 68%.
The female/male class ratio is 2:1
90 minute class
5 students with IEPs
Demographics and reading scores will be taken into consideration as we read this novel as a class.
Another factor that must be considered is that the book focuses on conflict between two gangs or
groups of teens and in reality many of our students are impacted by gang violence in the community.
The ability for students to engage in prior knowledge recall for the assignments is essential to them
growing their knowledge-base, as well as engaging in productive discussions about the books and
connecting the narratives of the characters to real-life and or making real-life applications.
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Delaware Standards:
 This should include DE Common
Core Standards or DE Grade Level
Expectations (GLE’s).
Lesson Objectives:
 After completing this lesson students
should be able to:
Common Core:
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
Prior Knowledge, Context, and Motivation
Students will be able to utilize the pre-reading activity to answer questions written to elicit the
student’s opinion about a given topic as it relates to the content of “The Outsiders”.
Students will also utilize prior knowledge or life experience to answer the questions and make
inferences about differences that may divide people, similarities that draw people together, and the
importance of fitting in/belonging.
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Lesson Rationale:
Why are you teaching this lesson?
 What are the major concepts, “the
big ideas,” the transferrable
information in this lesson that makes
it worth teaching?
 How does this lesson build on what
students already know and are able
to do?
 How does this lesson fit into the
curriculum?
My classroom students will understand
that they are learning these “big ideas”
(concepts, transferrable information)
because…
Lesson Essential Question(s):
 Open-ended questions designed to guide
student thinking and focus instruction on
the “big ideas.” Begin with the
Delaware state standards when
framing your questions to allow the
learner to be thinking about what it is
he/she needs to know and be able to do.
Both Delaware Standards and the Common Core require students to make personal connections, text
connections, and societal connections with literature. This pre-reading exercises requires students to
analyze the culture in the school, specifically who is part of the ‘in’ culture and who is not.
This lesson provides an opportunity for student engagement and allows each student to critically think
about the subcultures that exist in the school. Doing this lesson will provide them with prior
knowledge that can be applied to the characters in the story when the class starts to read the novel. By
doing this exercise first, students are getting connected to the characters because many of them either
live in an environment where similar things are happening to them as are happening to the characters in
the book or attend this school, where similar patterns of acceptance or ostracizing occur. This prior
knowledge will help to guide the student’s reading, regardless of skill level.
Perceptions lead to stereotypes and internal pressure to conform (peer pressure).
1. How do perceptions lead to stereotyping and pressure to conform?
2. Why is it important to recognize that all people have common life experiences that are both positive
and negative?
Vocabulary
 Stereotypes
 Characteristics
 Clique
 Conform
 Belonging
 Differences
 Distinct
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Beginning of the Lesson/Orientation:
Instructional Strategies
(Anticipatory Set, Activating Strategies,
Mindset or warm-up, content
introduction)
 How will you engage your students?
 How will you connect this information to
previous experiences that links the
concepts to prior knowledge?
 How will you make the lesson(s) relevant
to life experiences of your students?
 How will you hold their interest?
 How will you provide them opportunities
to think about the “big ideas” in this
lesson?
Check method(s) used in the lesson:
☐Modeling
☐Guided Practice
☐Collaboration
☐ Independent Practice
☐Guided Inquiry
☐ Reflection
Introductory Activity:
Students will be engaged in this lesson by doing the Stereotype Gallery Walk. They will then be able to
make inference as to how they may have been treated or how they have treated others because of a
stereotype was implied, which makes the connection to lived experiences of the students.
As a result of how the gallery is designed and through the use of their issued electronic devices, students
will be able to ‘witness’ the stereotypes transform or be debunked before their very eyes. The concept of
stereotypes and the impact will be explored as the class begins the novel, thus, ensuring the connection
to the big idea that frames the story.
In pairs, students will discuss the 7 images.
Stereotype Gallery Walk Activity (Resource 1)
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Formative Assessment (ongoing)
 How are the students demonstrating
an understanding of working toward
your introductory goals?
 What specific actions do you expect
from the students?
 What data will indicate that the
students understand?
Time Frame
 (can involve from a few minutes to
more than one day)
As a result of the pre-reading exercises and activities, students will make the connection between their
own ability to reflect on experiences and this usefulness to reading and comprehension.
They will use these skills to complete the pre-reading assignment, using both their prior experience and
assessment from the stereotype gallery walk.
For those readers who have already mastered this skills, they will continue to develop in and begin to
use it more critically. For those readers who are working on this they will begin to build a foundation
for utilizing their own experiences as a means of better understanding text. Ideally, this foundation will
give all readers a more connected experience in reading the novel as they will (and should) be able to
better related to the characters, drawing on their own experiences.
Stereotype Gallery Walk 5 -10 minutes of lesson
Pre-Reading Assignment  20 - 25 minutes of lesson
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Presentation of the Lesson:
Instructional Strategies  Teacher asks students to complete “The Outsiders” pre reading assignment (Resource 2)
(Instructional Strategies, Learning
 In groups of four (4) students will be asked to share what they have written.
Events, Lesson Map)
 What new vocabulary, materials,
 As a team, students will create a Venn Diagram (Resource 3), which focuses on the two most
technology resources are being used? referenced groups in their discussion (See questions 1 and 2 in Resource 2).
 What learning activities will you  One student from each group will be asked to share with the class the two groups they described
have the students do? in their written assignment, on the board/white board students will write down three of the key
 What specific examples will you terms used to describe each of the groups in the Venn diagram (as each group comes up to report
provide for your students? they will place a check mark by similar key terms).
Scaffolding? Pacing? Scope and  This will continue until each group has had the opportunity for one of their team members to
sequence? report out.
 What is your estimation of time?  The written assignment from the Venn diagram will be used as an exit ticket)
 How will you engage your students?
 What interdisciplinary connections
are you addressing?
 How will you utilize technology to
enhance your lesson?
 How will you explicitly teach/model
or demonstrate the
skill/concept/strategy?
 How will you adapt procedures to
meet different student learning needs
– differentiated instruction,
developmental levels and
accommodations?

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Presentation of the Lesson (cont’d):
Students will work in groups of 4.

Students will read and share their connections with their team. This will be monitored as part of the
formative assessment.
Formative Assessment (ongoing)
(K-W-L; K-U-D; Q&A; Signaling;
EPRT; Think, Pair, Share; Collaborative Students work on the Venn diagrams as individuals.
Pairs; etc.)
 How will you check for As time allows, students will be given the opportunity to share their Venn diagrams within groups and
understanding? Questioning then with the whole class.
techniques? Socratic Dialogue?
 How will you prompt your students The writing piece (Resource #3) should be done individually, and will be submitted as an exit ticket
for assessing their learning – (formative assessment).
assessment prompts?
 What graphic organizers/mind
mapping will you be using?
 How will you organize your
classroom learning teams/groups?
Size? Roles?
 What rubric(s) will you be using for
this lesson? What process will you
use to ensure that the students
understand the elements in the
rubric? (student friendly language,
student input in the design).

Time Frame Venn Diagram work  30 minutes of lesson

 (can involve from a few minutes to Sharing and Report Out  15 minutes of lesson (Resource #2)
more than one day)

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Practice:
Instructional Strategies
(Learning activities, Guided Practice,
Distributed Guided Practice)
 What opportunities will you provide
for students to practice this new
skill?
 What will you have the students do
to discover the answers to the
Lesson’s Essential Question(s)?
Formative Assessment (ongoing)
 How will the students communicate
their knowledge? Show what you
know?
 How will you use student
performance information to modify
your lesson?
 How will you gather this information
during the lesson?
Time Frame
 (can involve from a few minutes to
more than one day)
Following the lesson, students should be expected to keep a regular journal, making connections with
reading as they go throughout the novels read in class.
Differentiated Learning:
Weaker students will need frequent use of tools like graphic organizers and Venn Diagrams (students
will have access to copies). Students who are more advanced or who do not need additional help with
be encouraged to make sure they are using tools that will help them to remember concepts, support
their ideas, etc. if they do not have to work with an organizing tool (teacher will express to them how
this is a helpful tool regardless)
As the class begins to read “The Outsiders” the student journals will be check weekly for entries.
Students should get in the habit of focusing on the essential questions as they complete journal entries.
Rubrics for all assignments include depth of connection, thematic ties, clear tie to literature (text-
based), and variation of types of connection (self/text/world).
As the class reads chapters together and students work on assignments related to outside reading of the
text, the teacher will move around the room and do frequent checks for understanding (including but
not limited to vocabulary, understanding of parts of a novel (theme, plot, characters etc.) and
proficiency in writing and supporting answers (Common Core Standards, CCSS.ELA-
LITERACY.RL.8.1 CCSS.ELA-LITERACY.RL.8.4, CCSS.ELA-LITERACY.RL.8.6.)
Journal should be frequent practice throughout the year
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Closure and Summarizing:
Instructional Strategies
(Independent Practice, Summarizing
Assignment, Independent Application)
 What opportunities will you provide
for ALL learners to articulate their
learning? Differentiation?
 How will the students reflect on their
learning?
 How will you have students answer
the lesson’s big ideas/essential
question(s)?
 How will you have students show
their understanding and extend
thinking?
Summative Assessment
(Exit Ticket; 3-2-1; Answer EQ)
 What rubric(s) are you using in this
lesson?
 How will you ensure that students
have a thorough understanding of the
elements in the rubric?
Students should see connecting literature to real-life experiences as a continuing part of regular
instruction in the classroom with valuable applications beyond school (e.g. the ability to make
inferences from one thing to another and to support statements that are made with text).
As the class reads the novel, students should begin to see how text can lead to types of connections and
frame both fiction and reality. Students should begin to be proficient at being able to think more
critically about the connections in their own lives (real/lived experiences) and literature for example,
really making a connection between oneself and a character or a person that is known and a literary
figure.
As an exit ticket, students will now connect their Venn diagram to the essential questions and be able
to make some poignant discoveries about the characters and/or real people who make choices to bully,
or ostracize others based on derived stereotypes and why these stereotypes may cause a person to act a
certain way.
Student will submit an extended writing piece/journal as evidence of their understanding. This will be
an ongoing assignment. Journals will be collected as a part of the final summative evaluation.
I will go over the assignment rubric an additional time for all students, allowing them to make any
revisions or work with me one-on-one to ensure they have met the writing requirements for this lesson.
I will collect and examine the writing pieces, making sure text and logical connections work for each
one assigned.
I will work with English language learners, and students who may need additional support to ensure
that they understand the pre-reading assignments and any associated vocabulary or concepts before we
begin reading the novel.
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Time Frame
 (can involve from a few minutes to
more than one day)
Analysis of data, reflections/modifications for future lessons
This helps me understand how my students:
How will you use the summative
information to plan and make
instructional decisions for the next lesson?
Materials Needed for the Lesson:
“The Outsiders” provided by school (eBook)
Venn Diagram sheets
iPad/Chromebook
10 minutes of lesson
 make connections between their own lives and literature in a pre-assignment phase,
 utilize an opportunity to explore a social phenomenon that we will dive deeper into once we start
reading the book. (This also increase the chances of the students receiving the book positively
as interest in it has been sparked…are enjoying what they read),
 analyze their critical thinking ability,
 are able to engage with deeper-level thinking and if they have moved passed the surface level of
applying prior knowledge
 how my students understand the use of the Venn Diagram as a means of comparing and
contrasting characteristics
 do pre-work as they prepare to engage in extended reading and if they understand the need to
apply the same connection, prior knowledge, and deeper thinking skills throughout.
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Page 11 of 15
 References

Common Core state standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix A.

(2019). Retrieved from: http://www.corestandards.org/assets/Appendix_A.pdf

English Language Arts Standards, Writing Grade 8. (2019). Retrieved from: http://www.corestandards.org/ELA-Literacy/WHST/6-8/

Lozano, M., Mancevice, N., Jones, B., Heritage, M., Chang, S., Tobiason, G., and Herman, J. (2015). Building blocks, learning goals, and success

criteria: Planning instruction and formative assessment for K-12 English language arts and literacy standards. University of California,

Graduate School of Education & Information Studies. Retrieved from: http://www.csai-

online.org/sites/default/files/resources/3040/ELA_BuildingBlocksOfCCRS.pdf

Porter, K. (nd). Pre-reading strategies. Retrieved from: https://www.studygs.net/preread.htm

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator. Retrieved

from: https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

WilmU lesson plan framework template. Retrieved November 11, 2019 from: https://wilmu.instructure.com/courses/8443/pages/introduction-to-sea-

expectations-due-week-7?module_item_id=386714

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 Appendix A
PROGRAM COMPETENCIES, KNOWLEDGE AND PERFORMACE CRITERIA:
The 14 Wilmington University Program Competencies (the first 12 are based on the Delaware Teaching Standards):

Competency 1: Content
Create learning experiences that make content meaningful to students and reflect an understanding of the core concepts and structure of
education.

Competency 2: Human Development and Learning

Provide learning opportunities that support the intellectual, social, emotional, and physical development of students based on an understanding of
childhood development and learning.

Competency 3: Diverse Learners

Adapt instruction for diverse learners based on an understanding of how students differ.

Competency 4: Communication
Demonstrate proficiency in oral and written communication

Competency 5: Learning Environment

Create a learning environment that fosters active engagement, self-motivation, and positive social interaction by understanding individual and
group behavior.

Competency 6: Planning for Instruction

Design instruction based upon knowledge of the disciplines, the community, and Delaware’s student content standards to demonstrate
knowledge of instructional planning.

Competency 7: Instructional Strategies

Apply a variety of instructional approaches that promote student thinking, understanding, and application of knowledge.

Competency 8: Assessment
Use multiple assessment strategies for the continuous development of students

Competency 9: Professional Growth

Pursue opportunities to improve teaching and thereby enhance professional growth.
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Competency 10: Professional Relationships
Collaborate with colleagues, parents/guardians, and other members of the community to support student learning and demonstrate knowledge of
the school in the community.

Competency 11: Educational Technology

Use educational technology as an instructional and management tool.

Competency 12: Professional Conduct

Understand and maintain standards of professional conduct guided by legal and ethical principles.

Competency 13: Dispositions

Exhibit enthusiasm, vigor, strength of inner self, humor, fairness, and concern for students.

Competency 14: Employment

Obtain and retain successful employment in the profession of education.

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 Appendix B
Delaware Professional Teaching Standards
The teacher understands the core concepts and structure(s) of the discipline(s) and their related
Standard #1 content standards and creates learning experiences that make the content meaningful to students
Content Knowledge
The teacher understands how children develop and learn and provides learning opportunities that
Standard #2 support the intellectual, social, emotional, and physical development of each learner.
Human Development and Learning
Standard #3 The teacher understands how students differ and adapts instruction for diverse learners.
Diverse Learners
Standard #4 The teacher understands and uses effective communication.
Communication
The teacher understands individual and group behavior and creates a learning environment that
Standard # 5 fosters active engagement, self-motivation, and positive social interaction.
Learning Environment
The teacher understands instructional planning and designs instruction based upon knowledge of
Standard #6 the disciplines, students, the community, and Delaware's student content standards.
Planning for Instruction
The teacher understands a variety of instructional approaches and uses them to promote student
Standard # 7 thinking, understanding, and application of knowledge.
Instructional Strategies
The teacher understands multiple assessment strategies and uses them for the continuous
Standard # 8 development of students.
Assessment
Standard # 9 The teacher understands the importance of continuous learning and pursues opportunities to
Professional Growth improve teaching.

The teacher understands the role of the school in the community and collaborates with colleagues,
Standard # 10 parents/guardians, and other members of the community to support student learning and well-
Professional Relationships being.
Standard #11 The teacher understands the role of educational technology in learning and uses educational
Educational Technology technology as an instructional and management tool.
Standard # 12 The teacher understands and maintains standards of professional conduct guided by legal and
Professional Conduct ethical principles.

The first draft document was developed by the members of Delaware's Task Force to Develop Professional Teaching Standards. The second Draft Committee and prepared by Yvonne Harper of the
Assessments and Accountability Branch of the Delaware Department of Education and William J. Thompson of TBA Consultants, Stratham, New Hampshire. Revised July 2003.

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