Lesson Plan Text: If I Ever Get Out Of Here Introductory Lesson

# of Days
Prior Knowledge
Lesson
Objective(s)

Lesson
Assessment

Standards

1 day (60 minutes)

Students will have prior knowledge of their own
lives and experiences with respect to power and
relationships.
Students will engage in dialogic activities to be
introduced to the text and compose a letter to
Lewis, responding to his actions and decisions in the
first chapter. Students will also begin to grapple
with the text and unit themes of friendship and
power.
Students will participate in a large group discussion,
discussing their findings during the think aloud.
Students will also write a letter to Lewis, using
personal opinions and the text to respond to his
decision to cut his hair.
CCSS.ELA-LITERACY.RL.9-10.1
CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.SL.9-10.4

Materials
Needed
Time
5
minut
es

15
minut
es

10
minut

Copies of the first chapter of the text, If I Ever Get

Out Of Here by Eric Gansworth, pass toy, markers
and white board

Student Task
Students will enter
the class and listen
to the introduction
of the text provided
by the teacher, as
well as the
directions provided
for the think aloud.
Students will then
move into groups of
two for the think
aloud.
With the partners,
students will read
through the first
chapter of the text,
doing the think
aloud.

Method
Teacher Task
lecture/model Teacher will introduce
ling
the text to students,
and prompt them to
get into groups of two
for the think aloud.
Teacher will also model
the think aloud for the
students.

Students will share

their observations

large group
discussion

small group
work/think
aloud

Teacher will rotate

around the classroom,
listening to student
observations and
helping with any
questions/problems
that arise.
Teacher will ask every
student to answer the

es

and questions that

they had during
their think-aloud.
Students will use
the pass toy to
direct conversation
amongst
themselves, and
each student will be
expected to share at
least one
observation or
question (or build on
an observation or
question given by a
peer).

10
minut
es

Students will work

with each other to
determine and write
down at least four
observations and
questions they
believe to be salient
for understanding
Lewis as a character
and his decisions
within the first
chapter. They will
also need to form
rationales for why
they believe their
selections are
salient.

20
minut
es

Students will
Individual
individually and
writing
silently write a letter
to Lewis, responding
to his decision to cut
his hair. Students
will turn the letter in
at the end of the
hour, or as soon as

small group
work

following question:
What did you and
your partner notice
during the thinkaloud? Teacher will
write down the
observations and
questions students
offer about the text on
the board, for everyone
to see (keeping
observations and
questions separate).
Teacher will also use
the pass toy to initiate
and direct
conversation.
Teacher will direct
students to work with
their think-aloud
partner to write down
at least four
observations and
questions that they
believe are salient to
understanding Lewis as
a character and his
decisions within the
first chapter. Teacher
will also model the
selection of an
observation/question
for the students.
Teacher will monitor
and assist with student
progress as they work
with their partners.
Teacher will ask
students to consider
the
observations/questions
they wrote down, as
well as their own
personal opinions and
experiences, in order
to write a letter to

they finish, along

with the
observations/questi
ons they selected as
salient for the
letters focus.

Lewis, responding to
his choice to cut his
hair. Teacher will
monitor student
progress as they work
on this letters in class,
and answer questions
if necessary.