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Lesson Plan 6#: Introduction to A Christmas Carol

UTL 640E Nicole Chicoria


Sarah Smith / Hendrickson High School English 1 Pre-AP / 9th
Date: 11/8/19 Teach(es) # 7
Class Period & Time: 9:15-10:30
Note: Remember your teaching video and reflection requirements for the 640 semester! You must submit at least
six videos of 5-15 minutes each and write three reflections. See Canvas for associated deadlines.
Unit Connection—Enduring Understanding(s) & Essential Question(s):
o Wealth does not equate to a person’s happiness, because the richest man can have any
material desire, but live an unfulfilled life, while the poorest man can have love and family
surrounding him and live a full life.
o What are materialistic values? (F)
o Does wealth affect how a person sees the world? (C)
o Does the class system add to the gap between the rich and the poor? (P)

TEKS/SEs Targeted in the Lesson:


§110.36. English Language Arts and Reading, English I (One Credit), Adopted 2017.
o (6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--
literary elements. The student recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse literary texts. The
student is expected to:
o (B) analyze how authors develop complex yet believable characters in works of
fiction through a range of literary devices, including character foils;
o (D) analyze how the setting influences the theme.
o (10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--
genres. The student uses genre characteristics and craft to compose multiple texts that are
meaningful. The student is expected to:
o (A) compose literary texts such as fiction and poetry using genre characteristics and
craft;
o (D) compose correspondence in a professional or friendly structure.

Resources/Materials:
A. “TO DO” before the day of the lesson:
o Create a google slide including:
o vocabulary the students should know from the novel.
o 6 different stations to be placed around the room
o Create the journal Entry.
o Find two short articles for station 4.
B. For use during the lesson itself:
o Pass out the different stations for the Gallery walk for A Christmas Carol
o Have the vocabulary and Journal entry ready on the screen.
o Have a 7 minute timer for the stations.

Lesson Frame:
Objective(s)
- Today we will begin A Christmas Carol utilizing stations to introduce the novella by
Charles Dickens.
Companion Concluding Task(s)
- I will complete seven stations introducing ACC in the time allotted with my group.

Lesson Steps / Sequence:


ENGAGEMENT—10-15 minutes
What the TEACHER will do / say— What the STUDENTS will do—
o After they have completed SSR for the first o Put their books away and open their journals
fifteen minutes of class students will open to the notes section and begin copying down
their notebooks to their notes section to the vocabulary.
copy down vocabulary from A Christmas o They will copy down the first five words on
Carol. the slides.
o “Now put your books away and open your o Once they are down with the first five they
notebooks to your notes section and title will move on to the last five.
them Vocab from A Christmas Carol.” o They should have 10 vocabulary words
o “Who still needs more time on these written down along with the definitions in
vocabulary words?” their notebooks.
o Change the slide when everyone is ready to o Ask any questions they have about the
the last 5 vocab words. vocab.
o “Does anyone have any questions about the
vocabulary?”
- Today we will begin A Christmas Carol utilizing stations to introduce the novella by Charles
Dickens.
ACTIVE LEARNING— 50-55 minutes Introduce/explore / Explain / Apply/elaborate / Evaluate
What the TEACHER will do / say— What the STUDENTS will do / may ask—
Introduce/explore 15 minutes Introduce/explore 10 minutes
o “Once you have finished writing down the o Once they are done copying down their
vocabulary I want you to turn to your vocab students will turn to their journal
journals section and respond to the question section and respond to the entry on the
on the screen.” screen.
o Once you are done I want you to turn and o After they have answered the entry they will
share with those in your group. share with their group.
o I will ask 3-4 students to share their journals o 3-4 students will share their journals with
with the class. the class.
o “Thank you for sharing! Alright now if you o Students will turn back to their notes section
guys will flip back to your notes section and and find 4 clean consecutive pages that they
make sure you have about 4 clean can write on for the stations they are about
consecutive pages to write on so you should to start they should have 8 pages front and
have 8 pages front and back.” Pass out back. As they do this stations will be passed
stations to each group. out to each group.
o You will need these 4 pages for the 7 stations o Once students have found 4 consecutive
you are going to be rotating through. I want clean pages they will title the first page
you to title the first page Gallery Walk for A Gallery Walk for A Christmas Carol. Everyone
Christmas Carol. in the group will need their own paper.
o Under the title, you will then label which o Label the station they are currently at so that
station you are currently at so you can keep each group can keep track of where they
track of each station you have been too. started and need to go next.
o “You guys will have about 5-6 minutes at o Listen to the instructions about how much
each station, so make sure you are working time they have for each station and how they
diligently and productively with the should be working diligently.
members in your groups. o Ask any questions they have about the task.
Explain 40-45 minutes Explain
o I will set the timer and wait for students to o Students will respond if they are ready to
be ready. “Are you guys ready?” begin their gallery walk.
o Once students begin I will set the timer on o Students will begin their work and keep track
the screen so they can keep track of how of how much they time they have for each
much time they have. station.
o I will be walking around the room observing o Students will work with their group members
the students in their stations and answering to complete the tasks at each station. They
questions they have about the instructions will have to work together and compromise
or clarification about anything. about what they will do at certain stations
o Once the timer goes off I will remind such as 4, 6 and 7.
students about where they are going, “If you o They will move stations to the next
were at station 4 you will be moving to sequential station in the classroom.
station 5.” o They will begin working with their group in
o I will then began to circulate the room once their station again.
they have started their station. o Students will continue to work until they
o I will repeat these last few steps until they have completed work at every station in the
have gone through all of the stations. room.
o Once they have completed their last station, o Hold on to their notes from the gallery walk
“Make sure that you hold on to this gallery to look back on if they need them. Especially
walk to keep as notes.” (Unless they should the notes on the Victorian era.
be turned in.) o They will get out a half sheet of paper once
o Once they have put their notes up in a safe they have put their notes away to answer the
space they will get out a half sheet of paper. exit ticket.

CLOSURE—3-5 minutes.
What the TEACHER will do / say— What the STUDENTS will do—
o “On a half sheet of paper I want you guys to o Students will write down their favorite
write down your favorite station and why as station and why as well as their least favorite
well as your least favorite station and why, station and why, then a question they have,
and then one thing you still have a question and if they don’t have a question something
about or are looking forward to as we begin they are looking forward to on a half piece of
A Christmas Carol. You will then turn that paper to turn in to the tray as an exit ticket.
paper into the tray as you leave.
*The concluding task, enabling students to execute the “I will” statement, will either fall within
‘apply/elaborate’ or ‘evaluate’ phase of active learning or function as the closure activity, depending.

Modifications / Differentiation Strategies:


o Instead of only saying the instructions, I will have them up on the screen as well, for
students who may have difficulty with oral instruction
o I have also bolded key ideas in the stations with heavy notes for any struggling readers, ELs,
or students with dyslexia in navigating the slides.
o Students are working with a group to complete stations, as well as working individually to
complete an exit ticket.
Assessment Strategies:
o Informal formative assessment
o They should have completed each station with their group.
o Exit ticket to turn in to the tray.

Notes/Recommendations for next time:


o When teaching this lesson again only have SSR for 8-10 minutes instead of 15 to maximize
students time with the stations.
o Make sure to explain what each group should be doing at each station so there is less
confusion when the stations start.
o For next time create a packet for the students to fill out to keep them organized and keep
everything in one place. Students became confused when trying to figure out what section
in their notebooks to complete the stations in.
o Students need about 7 minutes at each station. If some groups finish before others, have
them discuss with their groups something they found interesting about the station or
something they are confused about.
o Depending on the amount of time allowed for stations decide whether the stations will
move or the students will move to different stations.

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