Daily Lesson Plan Format

Name: Christa Ewing Date(s) of Lesson: Day 4

Student Learning Objective(s) and Related Assessment(s):

1. Students will describe the restrictions and limitations of New Criticism Theory in
their journal entries. (Language Objective)
2. Students will identify and discuss these restrictions and limitations by
participating in a Socratic seminar. (Learning Objective)

I will take the data from both assessment and use it to determine how the next day’s
lesson will go: What did students understand? What did they not understand? What do I
need to change/teach differently?

Standard(s):

Standard 9.1.1 and 9.2.2

These standards match my objectives by exposing students to many different forms of
literary works and theories, requiring evaluation and analysis of the texts and the theories,
and preparation for organized and effective oral discussion.

Materials/Resources:
Excerpt from Literary Theory: An Anthology (To be read before class)
Journals
3-2-1 notecare

Learning Activities:

Initiation: Students will journal for 15 minutes answering the prompt, “New
Critics define “good” literature as texts that use figurative language, not ordinary
language. Do you agree or disagree? Why?”
--A definition and example of both figurative language and ordinary language
will be written on the board
--The learning targets and objectives for the class will always be written on the
board, and I will reference them before, during, and after the lessons.
--The journal prompt gives students an opportunity to formulate their thoughts
before the topic is discussed in class, in a non-confrontational and easy way.
Journals are not graded based on the content, just the work.
--After writing, students will pair and up share their responses. (5-10)
 Lesson Development:

--Students will bring their notes from Day 2’s homework in preparation for
Socratic Seminar.
--Begin Socratic Seminar (Rest of class period)
--Questions to start:
 According to the New Critics, what does “good” writing look like?
 What is the difference between ordinary language and literary language?
Who decides this? Why?
 What are some limitations of New Criticism?
--Questions to ask students during seminar: (taken from Why Didn’t I learn This
in College by Paula Rutherford)
 How did you come to that conclusion?
 Does what ____ said make you think differently about ___?
 Suppose ___ what then?
 What if…?
 What do you think the problem is?
 How does that compare with…?
 What do you think causes…?

--I will engage in “Think Alouds” to help students who do not or can’t express
their questions/concerns.

Closure:
--Students will complete a 3-2-1 handout (3 things I learned, 2 things I liked, 1
question I have) (5 minutes)

Individuals Needing Differentiated Instruction:

ELL: Handouts will be clear and explicit, and read out loud to the class. Socratic
Seminar is a requirement, but for those unable to share, modifications can be made:
someone can speak for them, they can have pre-made notes, they can write their answers
down. I also use and encourage wait time during discussion.

Special Needs: I use and encourage wait time during discussion, so everyone has a
chance to think. Extra time can be taken to discuss assignments, homework, and in-class
activities. Power-point slides can be made that outline objectives, assignments, etc. in a
simpler way, with content-related images. 3-2-1 handout can be simplified to 1-1-1.