Daily Lesson Plan

Teacher: Sean Flood

Subject: English Language Arts

Lesson Date: 9/24/15

Grade: 8

Agenda:
1. Do now
2. Hand out books
3. Record student book numbers
4. Read aloud while students follow along
5. Group discussions
6. Writing task
7. Independent Reading
8. Exit ticket

Rationale- Today we will begin reading Looking for Alaska by John Green, we will then
discuss what we have read and students will perform a brief writing task related to the novel.

StandardsCCSS.ELA-LITERACY.RL.8.3
CCSS.ELA-LITERACY.RL.8.4
CCSS.ELA-LITERACY.W.8.1.
CCSS.ELA-LITERACY.W.8.2
CCSS.ELA-LITERACY.W.8.3

Objective- Each student must demonstrate his or her ability to think critically about an assigned
text and then form opinions and original thoughts based on this text.

Procedure:
-Use Do Now activity to spark group discussion and interest in the topic
-Read aloud while students follow along
-Facilitate group discussion about what has been read, ensure that each student has a
chance to share their opinion and thoughts
-Introduce writing assignment then have students split into small groups for discussion
and brainstorming of their topics
-Students perform writing assignment
-Collect writing assignments and transition to independent reading
-Perform reading checks throughout IR time
-Exit tickets

Materials
-A copy of Looking for Alaska for each student
-Writing utensils and paper
-Free read books

Assessments: Most assessment for today occurs naturally through observation during Do
Now, group reading time, group discussions, and independent reading time, but students will be
actively assessed on their writing assignments as well as their reading checks during independent
reading time.

Technology Connections: N/A

Future Connections: Post reading group discussions, writing assignments, and exit ticket will
all play a role in the way the student begins to think about the novel as we start it, these thoughts
will be revisited in coming classes to assess the changes in them as we read further and further
into the book.

Lesson Breakdown:
Do Now- 5-7 minutes
Hand Out Books- 2 minutes
Record Student Book Numbers- 3 minutes
Group Reading- 20 minutes
Discussion About Reading- 5-7 minutes
Small Group Discussion- 5 minutes
Writing Assignment- 15 minute maximum, students who finish early may begin their IR
Independent Reading: minimum 19-23 minutes
Exit Ticket- 2 minutes
If students seem highly engaged in the reading discussion forego the small group discussion
before going into the writing assignment and just steer the reading discussion in the right
direction to introduce the writing topic instead.

Do Now Question:
Have you ever spent a long period of time (at least three full days) away from home and your
parents/guardians?
-If yes, where did you go and what did you do, would you be able to spend much longer
away from home?
-If no, what do you think it would be like to be away from home for months at a time?
What would you miss the most and why?

Reading Discussion Guide:

-What do you think it would be like to go to a boarding school out of state? Would you be
scared?
-What would you be most worried about if you went away to school?
-We see that Miles has no friends at his school, do you think that he will make friends at his new
boarding school? Why or why not?
-What does Miles mean when he says he wants to go away to school to seek a Great Perhaps?
-What do you think is going to happen next?

Writing Assignment:
If you wanted to discover your own Great Perhaps what would you do, and why?

Exit Ticket Question:

What do you think the before is? (The first chapter of this book is titled one hundred thirty-six days
before the second is one hundred twenty-eight days before what do you think these ominous
foreshadowers are ticking down towards?)