Lesson Plan Form

CSUDH Teacher Education Department

Candidate: Alex
Subject: English
Grade Level: 7
Teaching Date: 4/17/15
Burrall
Standard:
CCSS.ELA-Literacy.R.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings.
CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own
clearly.
CCSS.ELA-Literacy.SL.7.1d
Acknowledge new information expressed by others and, when warranted, modify their own views.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle ): Students will take
notes and develop an understanding of key concepts that appear in Red Scarf Girl in order to make a
logical prediction on what the book will be about. They will support their prediction with evidence
from information learned in the lesson. This will help students develop a thorough understanding of
events in Red Scarf Girl as they unfold.
II. Learning Outcome: Given a presentation on major themes & key concepts that appear in Red
Scarf Girl, students write a 2 sentence prediction on what Red Scarf Girl will be about and
supporting it with 1-2 pieces of supporting evidence in 1-2 additional sentences.
III. Curriculum Connection (How lesson fits into larger unit sequence):
Previous lesson: Understanding 8 key vocabulary words prior to novel reading
Next lesson: Understanding of Main Character Qualities & Intro. Reading
IV. Instruction
Engagement (Do Now) Teacher will display an image of a bully and a victim on the board.
In their journals, students will describe how the image conveys bullying and write about a most
recent experience either witnessing or being directly involved in a bullying incident. Teacher will
pass out Red Scarf Girl books to students while they complete the Do Now activity.

A. Instructional Sequence (Teaching Methodology):

Step #1: Prediction Activity
a. Teacher will display 4 different images directly related to issues present in Red Scarf
Girl. After each image, teacher will cold call 1 student to share their prediction on what
will happen next based on his/her observations. After this step is completed, teacher will
cold call 2 students and ask Based on what we know so far, what do you think our book
will be about?
b. For each image, students will write a prediction on what they think will happen next.
Students who are called on will share out verbal responses.
Step #2: Finding Key Information
a. Teacher will ask students where and when the story was written. Teacher will prompt
students to be resourceful in using the back cover of their books to locate information if they
are confused. Teacher will then instruct students to look in glossary to find definition of Mao
Zedong. 2 minute timer will be used. Once time expires, teacher will cold call students to
provide information requested. Once accurate information is provided teacher will write

information on the board as a model.

b. Students called on will share key information out loud as requested.
Step #3: Taking Notes
a. Teacher will display notes on Communism, Capitalism and memoir in power point
presentation. For terms revolution and prejudice, teacher will use strategies to guide
student thinking. Scenarios and questioning will be used as tactics in guiding student
thinking toward understanding of term meanings. When determining types of prejudice,
teacher will ask students to turn to an elbow partner for 1 minute and state different types of
prejudice they can think of. After 1 minute teacher will call on volunteers. If necessary,
teacher will ask questions such as If male teachers get paid $50/hr and female teachers get
paid $25/hr, what type of prejudice would that be? to guide student thinking in the event
that students are unsure.
b. Students will copy down notes and define key concept terms from overhead projector.
Students will be active participants, by pair sharing and then raising hands to share out
information about types of prejudice so that the class can develop a more thorough
understanding of all important concept terms.
_________________________________________________________________________
Slide

COMMUNISM
System of government is totalitarian (1 ruler)
Property & businesses are owned by the government
No free enterprise is allowed
Wealth ($$) is distributed equally
No upper, middle, lower classes in society
_________________________________________________________________________
Slide

CAPITALISM
System of government is shared power (3 branches)
Property/business can be privately owned
Free enterprise is encouraged
Wealth ($$) is distributed unevenly
Class system (upper, middle, low class)
_________________________________________________________________________
Slide
SCENARIO
In 2016, The American government will give all power and money to the president. The
government sends military troops to break into your home and take all of your familys
money and valuable belongings. They may take your clothes and valuable items like
electronics. If you argue or resist they will automatically arrest you and put you in jail.
If this happened to everyone in our country, what do you think people would do?
Share with a partner.
Based on this scenario, what do you think REVOLUTION means?
_________________________________________________________________________
Slide
Memoir - a collection of true memories that an individual writes about moments or events
that took place in his/her life.

__________________________________________________________________________

Slide
What is prejudice? What types of prejudice are there?
Types of Prejudice
1.
2.
3.
4.
_________________________________________________________________________
Step #4: Reading
a. Teacher will play pre-recorded audio segment of the reading from p.30-33 Teacher will
pause 3 times during the short read to check for understanding. Through cold calling
teacher will ask, what is the setting?, how are the group of people treating the man? and
how can we see people are treating the man this way?
b. Students will silently read along in their book. Students called on will share responses to
show understanding.
Step #5: Independent Practice
a. Teacher will direct students to answer 3 questions about the reading.
b. Students will answer 3 questions on handout sheet.
B. Application Task: Based on information learned and reviewed in the lesson, students will
write a 2 sentence prediction with 1-2 pieces of supporting evidence about what Red Scarf
Girl will be about. Teacher will issue exit slips and walk the room to observe student work.
Teacher will move quickly to provide access to students who are confused or unsure about
how to write a prediction with evidence.
C. Materials & Resources: Power point, handouts, journals, exit slips, Red Scarf Girl novel,
pencils.
V. Assessment Strategies: Teacher will walk the room, observe and ask questions to eliminate
confusion. Throughout the lesson teacher will direct attention to the essential question posted on the
board: What is Red Scarf Girl about? Teacher will refer to this and cold call multiple students
throughout the lesson to share their ideas based on information acquired through the lesson. Exit
slip will be the most significant means of assessing student mastery of the goal.
VI. Accommodations for Individual Learners: Teacher will post key vocabulary on board with
definitions to provide clarity in understanding when reading. Struggling learners and ELLs will
receive alternate handouts with specific instructions on where to find requested information in Step
2. Questioning will be used in a way that accommodates needs or abilities of struggling learners.
This will help maintain engagement in the direct instruction piece.

(Handout)
RED SCARF GIRL (Introduction)
Prediction Activity: Predict what will happen next in each image.
Picture 1
_________________________________________________________________
Picture 2
_________________________________________________________________
Picture 3
_________________________________________________________________
Picture 4
_________________________________________________________________
NOTES Red Scarf Girl
Where? ______________

When? ______________

Mao Zedong - ______________________________________________________

_________________________________________________________________ .
Communism

Capitalism

Revolution _______________________________________________________
__________________________________________________________________
Memoir __________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________
Types of Prejudice
1.
2.
3.

4.
Independent Practice - Answer questions from Pg. 30 (middle) Pg. 33 (bottom)
1.

Briefly describe what happened on pages 30-33?

2.
Why did those individuals humiliate the man? What was the purpose in what they
were doing?
3.
If you were in that crowd of people, how would you have felt and what would you
have done?

Exit Slip
Instructions: Write a 2 sentence prediction on what you think Red Scarf Girl will be
about. Include 1-2 pieces of evidence supporting your prediction. Be thoughtful and
specific.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________

Predictions Activity Slides

Exit Slip Scoring Rubric

20/20 points At least 2 sentences prediction + 2 pieces of evidence from information
learned in lesson
15/20 points At least 2 sentences prediction + 1 piece of evidence learned in lesson
10/20 points Any length prediction + no evidence learned in lesson