LESSON PLAN Lesson #__2____

Format and Cooperating Teacher Feedback Form

Name: Alyssa Toetz

Content Area: Reading

Date: 20 Oct. 2015

Grade Level: 8th grade

Goal(s):

CCSS RI 8.1 Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inference drawn from the text.

Planning:

Objective(s)::

Assessment:

The students in my reading class are 8th graders. They are beginning a new unit and
novel, The Year of the Hangman which takes place during the Revolutionary War era.
In order to prepare students to engage with their reading I am going to focus this lesson
on developing their prior knowledge in relation to the time period. The students have
been working on how to identify the main idea with supporting evidence in previous
lessons I have observed so I know they all possess this skill set however I am still going
to model my thinking since they will be using these skills with a short story picture book
which is not the type of literature they normally work with in class. I also want to model
my thinking when creating my visual as well. In this lesson I am allowing students to
work in groups so I will be sure to circulate and check in with groups on their progress.
Middle schoolers tend to be chatty so again as they are working in small groups I will be
sure to circulate and check in to ensure their behaviors are on task.
Students will identify the main idea from a short story along with supporting evidence
and visual in order to familiarize them with the Revolutionary War era. Encouraging this
development of prior knowledge will prepare students for their reading of the story The
Year of the Hangman.
Informal: I will collect the visual and main idea with supporting evidence that each
group formulates. I will also circulate and observe student contributions made to their
group through recording observations in a small notebook.

Materials Needed:
Copies of George vs. George short stories, paper and markers to record main idea and visualneeded:

Procedures:
(45 minutes)
Introduction (2 min) Introduce to students how they will be reading a new novel that takes place during the
Revolutionary War era. Inform them that they will be investigating short stories related to this time period to

build their prior knowledge in preparation for reading their novel that takes place during this time.
Steps for instruction Engage students with the introduction page, which informs students of the purpose of
this short story book. Highlight how this book opens up idea that there are differing points of view and that
there are two sides to every story in relation to how the American Revolution went down. Inform students
that they will each be assigned a short story that they will read individually and then will work in groups to
identify the main idea with supporting evidence and a visual that illustrates the main point. Demonstrate
how to for students. Read aloud for students the short story, George vs. George on page 26. Model (10
minutes) my thinking aloud for students on how I come to identify my main idea with supporting evidence.
After reading through this short story it is clear that main event they are focusing on is the event of the
Boston Tea Party. A large portion of the story also illustrates the different viewpoints for both the colonists
in America and those who reside in England. (Reference the visual) Also, point to the title of the story,
which uses the word versus suggesting that they are contrasting the viewpoints. My evidence to support this
main idea comes directly from this visual. Record with student input the main idea that should focus on the
different viewpoints of the Boston Tea Party. Use the visual statements as supporting evidence for the main
idea. Ask students to suggest visuals that would be appropriate based on the main idea.
Next, assign students their short story. (Allow 10-15 minutes for students to read) From there have students
meet in their corresponding groups where they will record their main idea with 2 pieces of supporting
evidence and a visual to illustrate their main idea. Have these expectations visually written on the board.
Group 1: At First Glance p. 8 Group 2: A Look at King George and his Countrymen p. 12 Group 3: A
Look at George Washington and his Countrymen p. 14 Group 4: The Trouble with Taxes p. 18 Group 5:
British Forces p. 32 Group 6: Rebel Forces p. 34
Finally, students will share out their findings to their whole class. Lay out the expectations of what will be
shared during this time. Write these expectations on the board, students will share their main idea,
supporting evidence, and visual they created and how it relates or represents their identified main idea.
Strategies for students requiring additional assistance: As students are working in their groups I will take
the time to circulate the classroom checking in on students progress. When further support is needed I will use
this time to remodel my thinking.
Closure Engaging with these short stories has helped to build your background knowledge of the
revolutionary war era. This knowledge will directly impact your reading of the The Year of the Hangman
as this is setting of the novel.

Cooperating Teacher Signature:

Cooperating Teacher Feedback:

Lesson # _2_____Lesson date: __20 Oct. 2015_________