LESSON PLAN TEMPLATE (Content Discussions)

GENERAL INFORMATION
Lesson Title & Subject(s): Close Reading and interpretive risks.
Topic or Unit of Study: What characteristics are necessary to yield success?
Grade/Level: 8th
Instructional Setting:
Students will be working in partners and whole class.
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes,
and beliefs of its author.
3.6: Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that
define a writers style and use those elements to interpret the work.
Lesson Objective(s):
Given an excerpt from Emmersons Self-Reliance students will use annotation symbols to find
evidence that supports their answers to questions about text and must meet 4 point rubric
requirements.
MATERIALS AND RESOURCES
Instructional Materials:
1. Annotation symbols
2. Excerpt from Ralph Emmersons Self-Reliance
3.
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate
approximate time for each):
1. Student Prerequisite Skills/Connections to Previous Learning:
Teacher will ask the question: What does it take to be a good reader? (This ties back to
the research report they wrote about characteristics that yield success.)
Teacher will review annotation marks. Teacher explains the reading pyramid. Review
literary devices as students need.
2. Presentation Procedures for New Information or Modeling:
Teacher will model annotation with 3 unknown words and 2 literary devices.

3. Guided Practice:
Students will annotate unfamiliar words and rewrite the sentence without changing the
original meaning. (Students will share out with partner.)
Students will identify and annotate at least 4 literary devices. (Students will share out
with partner.)
4. Independent Student Practice:
Students will answer: How would Emmerson have commented on the percentage of Ds
and Fs students earn at our school? Cite evidence to support your claim.
First students share in partners then whole class.
5. Culminating or Closing Procedure/Activity/Event:
Students will add or change their answer after they hear others share. Ticket-out-the door:
students will relate close reading activity to reading pyramid and answer: Why is the
application/apply tier the smallest and why is it at the top? Students must cite evidence from the
text.
Instructional Strategy (or Strategies):
1. Direct instruction
2. Peer discussions
3. Whole class discussion
Differentiated Instruction Accommodations:
Teacher can supply academic response frames to share the information.
ACE writing strategy helps students organize writing in a systematic manner.
Use of Technology:
Projector by teacher
Student Assessment/Rubrics:
Students will be assessed on answering question using rubric. Teacher will also use
discussions ad informal assessments and quick checking for understanding, as well as
the ticket-out-the-door.
References:

Content Standards. (n.d.). Retrieved July 10, 2016, from http://www.cde.ca.gov/be/st/ss/