Lesson Planning Template

Lesson Title: Mrs. Sens and immigration Grade: 11

Goals or Objectives: Student will be able to identify and analyze at least two central ideas/themes
(family, home) in the text and compose a short, five-paragraph essay. The essay should cite examples
from the text to prove the centrality of their themes to the story. MLA citation format will be used.

Grade Level Guide: Content Standards
Content Curriculum Focal Points
(ie: NCTM, IRA,) Now ILA-
National Literacy Association
Common Core State
Standards
Interdisciplinary Connections

ILA

CCSS.ELA-Literacy.RL.11-
12.2
Can be connected to a social studies
lesson- immigration, Indian culture

Academic Language: sari, remnant, pockmarks, serrated, array, palanquins
Students Needs: Students need some sense of Indian culture and a lesson on attitudes felt by
immigrants.

English Language Learners Special Needs- struggling
readers
Students with English as a
second language will
struggle with the more
difficult and rarer
vocabulary words.

Struggling readers may
struggle with the
vocabulary and the
dialogue.

Materials: All students will need a personal copy of the text.

Language Function:
Students will analyze the text and be able to draw out themes beyond just simple plot.
Students will describe these themes in their essays.
Students can interpret the texts to support any arguments they make in the essays.
Plot details and historical background will be explained in lessons and class discussions.
Analyze, Argue, Describe, Evaluate, Explain, I nterpret, J ustify, Synthesize

Lesson Plan
Before:
First, a lesson on Indian culture is necessary.
Futhermore, a lesson on immigration and how immigrants feel after they move would be helpful.
This could be connected to students personal lives by a small day lesson on immigration in
which students are asked to share about any immigrants in their own families.
The first section of reading will be read aloud in class, so students can ask and have answered
any preliminary questions.

During:
Every day, students will be assigned a portion of the reading. They will either have study
questions to do as homework or will be expected to take a quiz over the reading. Both homework
and quiz questions will focus mainly on plot details.
Students will use Quizlet to make flashcards for vocabulary words they do not know.
The teacher will go over the answers to that days homework or quiz with the class then give a
small lecture on what she wants students to learn from the assigned reading.
Halfway through the reading, students will be given the essay assignment. Using what
knowledge they have of the text up to that point, they can formulate ideas for themes in the
book.
Reading at home requires students to take responsibility for their actions and prevents quick
readers from sitting around in class.
Study questions for homework that has to be turned in and reading quizzes hold students
accountable to read the daily assignments.

After:
The daily assignments (quizzes and tests) serve as forms of assessment since both are graded.
After, students will have time for group discussion to ask their peers about any questions with
which they struggled.
The teacher will write a question for discussion in the small groups on the board every day. This
question is personal opinion/personal experience, not plot-related. One student from each group
will present to the class.


Assessment:
Type of assessment

Description of
assessment
Modifications to the
assessment
Evaluation Criteria-

Quizzes-
formal
Study
questions-
formal
Group
discussions-
informal



No more than
10 questions,
true/false:
graded
5-7 questions
per night to be
answered in
less than a
paragraph
each: graded
Students will
receive an
overall
participation
grade for the
whole lesson.
If students are
struggling with the
true/false, the
quizzes could
become short
answer; this gives
students an
opportunity to gain
partial credit.
Students could be
allowed to write
more if necessary.
The quizzes and
homework check
up on students
understanding of
the plot.
Group
discussions can
help students
identify themes in
the reading.

Resources: Study questions and quizzes to be made later.

Analyzing Teaching: To be completed after the lesson has been taught

What worked?
What didnt? For whom?


Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?

Proposed Changes
If you could teach this lesson again to this group of
students what changes would you make to your
instruction?
Whole class:

Groups of students:

Individual students:


Justification
Why will these changes improve student learning?
What research/theory supports these changes?