Jacob Chessrown

Professor Amanda Stearns-Pfeiffer

SED 428
16 November, 2016
Hate List: Poetry
Age/Grade Level: 9th Grade
Context of the Lesson: The students will have, by this time, completed their reading of the YA
novel Hate List, by Jennifer Brown. Todays lesson will encourage the students to cite evidence
from the text in order to help facilitate a strong and beneficial discussion regarding such things as
the overall theme or message of the story; as well as to be able to successfully complete the
written work that shall be assigned during class. If however, class should end before the students
have time to work on the second writing activity in class, it shall be assigned as homework to be
turned in before class the next day.
Learning objectives:
1. The students shall be able to draw connections between the work of William Shakespeare
and that of Jennifer Brown with the support of evidence from the text. CCSS.ELALiteracy.RL.9-10.1
2. The students shall be able to write poetry that captures the essence of important moments
that take place in the novel Hate List, moments that help to shape the plot as well as
present the themes present within the novel. CCSS.ELA-Literacy.W.9-10.4
Common Core Standards:
Reading Standards for Literature 6-12 for Grades 9-10
Key Ideas and Details:
1. Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.1
Writing Standards 6-12
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.9-10.4
Anticipated Preconceptions: At this point, the students should already have a strong understand
of the characters within the story Hate List as well as knowledge of the key events that take place
within the novel. I shall be able to use those preconceptions to help guide our class discussion.
Anticipated Challenges: Some students may experience difficulty in regards to forming
connections between Hate List and Sonnet 35. This, I shall rectify, by providing examples during

our discussion of connections between the themes encounter in the novel as well as within the
sonnet.
Description of Lesson:
1. Reading of Sonnet 35/Class Discussion: 15 Minutes= I shall launch into the lesson by
first discussing with the students how writing can have the power to inspire powerful
emotions, feelings such as love and hate. I will then provide the students with time to
read one of William Shakespeares sonnets, Number 35, as well as time to answer the
provided questions with a neighbor. Once all of the students have finished reading the
sonnet, I shall use both their knowledge of the story, Hate List, as well as their responses
to the questions to launch into a class discussion. The discussion shall encourage the
students to both draw connections between the Shakespearean Sonnet and Hate List, as
well as encourage the students to draw evidence from both texts to support their
observations.
2. Writing Activity: 15 Minutes= In this part of the lesson, I shall assign the students a
writing prompt in which they will each write a poem that correlates to the main events
that transpire within the novel Hate List. In order to provide for the students a model
which will be used to help communicate my expectations for the assignment, I shall read
to the students my own response to the writing prompt.
Assessment: I shall be able to informally assess whether my learning objectives have been met
or not based on the quality of the students responses during our class discussion. I shall also be
able to informally assess whether the learning objectives have been met by collecting their
poems during class.