University of Arkansas Fort Smith

School of Education
Lesson Plan 1: Introduction to Innocence Lost: Conflict and Coming of Age
Unit
Name:
10th

Jessica Brown

Date:
-Internship____
Subject Area:
Van Buren

Grade Level:
Practicum 1___Practicum II X

English

School District:

Textbook: None Pages: N/A Other: Best of Friends clip from The Fox and the
Hound

Blooms Taxonomy: My lesson provides opportunities for: __Creating __ Evaluating

__ Analyzing __ Applying x Understanding X Remembering
Types of Activities: __ Co-op Learning __ Independent Work X Small Group X
Teacher-assisted __ Hands-on

Pre-assessment: (What will I use for pre-assessment, and how will I use the results
of the pre-assessment?)

Prior to the day of instruction, students will be given a short questionnaire

asking them to define the terms loss of innocence and coming of age as
they relate to literature. Students will also be asked to give titles of any
books, movies, etc. of which they know that contain a character who loses
innocence and comes of age.
Based on the responses students give to the questionnaire, the instructor will
modify the lesson plan as necessary by spending more or less time defining
the terms and giving examples of characters for whom innocence was lost
and/or who came of age.

Standard(s): (Include specific state standards.)

CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others' ideas and expressing their own
clearly and persuasively.

Objectives: (What should students be able to do at the end of the lesson?)

Students will be able to define the terms loss of innocence and coming of
age
Students will be able to analyze the influence of conflict in relation to a
specific individuals innocence.

Anticipatory Set, Hook or Engaging the Learner: (How will I gain students
attention?)

At the beginning of the lesson, students will be shown a short (2.5 minute)
clip in which the characters Tod and Copper meet for the first time.
Students will be asked if they are familiar with the Disney movie The Fox and
the Hound. If there are students present who are not familiar with the movie,
a short explanation of the plot will be given.
Students will be told that they will be using the characters of Tod and Copper
to learn about loss of innocence, coming of age, and conflict.

Instruction: (How will I present new material and make learning relevant? Bullet the
order and content you plan to teach in the lesson. Include proposed questions and
anticipated responses from students.)

The instructor will provide a short presentation defining the terms loss of
innocence and coming of age.
The instructor will ask students if they can think of any book, movie, etc. in
which a character loses innocence and/or comes of age.
o Anticipated responses: The Hunger Games, Divergent, Harry
Potter, To Kill a Mockingbird, The Maze Runner, Boyhood, My
Girl, The Sandlot
The instructor will ask students why these texts constitute coming of age or
loss of innocence
o Anticipated responses: The character(s) grow up, the character(s) go
through a lot of changes, the character(s) realize something about the
world that they hadnt realized before
The instructor will ask students how conflict within these texts affect the
innocence of the character(s) and/or the coming of age of the character(s).

Anticipated responses: The conflict led to the realization of the

character(s), the character(s) changed because of their reactions to
the conflict, the conflict forced the character(s) to mature

Guided and Independent Practice: (How will I get students to practice/apply what
has just been taught?)

Guided Practice
o Students will be placed in discussion groups for 10 minutes. Each
group should contain 3-4 students.
o Students will be asked to identify a coming of age novel, movie, etc.
with which they are familiar. If they are not familiar with any such text,
students will be allowed to search online for a familiar title.
Students who are familiar with a title should provide a brief plot
synopsis for the other students in the group who are not familiar
with the text.
o As a group, students will be asked to answer the following questions:
What is the conflict the character faces in the work your group
chose?
How does the conflict affect the characters innocence?
How does the character lose their innocence/come of age?
How do you know that character has come of age and/or lost
their innocence?
o Students will have the option to write down answers to these
questions, but they will not be required to do so.
Independent Practice
o Students will be shown a clip from The Fox and the Hound in which a
song is sung about the friendship between a fox and a hound, who are
supposed to natural enemies.
o Students will also be provided with a transcript of the songs lyrics
after the clip is shown.
o Students will be asked to write individual responses to the following
questions about the clip:
What is the potential conflict between Tod and Copper? What in
the song led to your conclusion? Cite specific lyrics to support
your answer.
How do you think the innocence of Tod and Copper will be
affected as they are faced with the conflict later in the movie? Is
it possible for them to retain their friendship? Is it probable? Why
or why not?
If you havent seen the movie, what do you think will happen to
Tod and Copper in the future? Do you think they will retain their
friendship? Why or why not?
If you have seen the movie, do you think the ending could have
been different for Tod and Copper? How so? Think about how the

conflict eventually affected their friendship and their reactions to

the conflict.
Closure: (How can I bring closure to summarize learning and enhance retention of
the material?)

Students will be asked at random to define the terms loss of innocence and
coming of age
Students will also be asked at random to give answers from their groups
discussion.

Alternate Plan B: (What will I do if students do not understand the material? What
will I do if technology doesnt work?)

If students do not understand the material, more time will be given to explain
the terms loss of innocence and coming of age.
If the videos are not available/cannot be viewed, transcripts of the lyrics to
the second clip will be given to students.
If students are not able to look up coming of age texts and not able to think
of a text themselves, they will be given the short story The Man Who Was
Almost a Man by Richard Wright to read. If this occurs, extended time will be
given for reading and all students will respond to this text.

Post-Assessment: (What data will give me information about students

understanding of the lesson, and how will this assessment be used?)

During group discussion, the instructor will be monitoring the students

answers to the questions and will provide information about the students
understanding of the lesson. If necessary, further explanation will be provided
to certain groups concerning the terms loss of innocence and coming of
age and how conflict affects these aspects of an individuals life.
Students will turn in their written responses to the movie clip to the instructor
for assessment. This assessment will be used to determine if students can
cite evidence of potential conflict and think critically concerning how this
conflict will affect the characters from the movie.
If students do not behave properly during group discussion, they will work
independently instead or be moved to another group.

Accommodations: X Extended Time X Preferential Seating __ Segmented

Assignments X Assignment Length __ Communication Methods __ Peer Tutors X
Instructional Assistance __ Other

Students will be given extra time to read material and/or answer questions in
groups or during individual practice if they need it.
Students may be placed in groups according to specific attention, learning,
and/or behavioral needs.
The instructor will be available to provide assistance to any student who
needs it.
Students with IEPs or 504 Plans may be given a reduced number of questions
to answer about the movie clip if needed.

Remediation

Students will be provided with further examples of coming of age songs

and/or short stories to help aid in their understanding of the material, if
needed.
Students will be given further opportunities to explain how characters from
coming of age stories/songs lose their innocence through conflict.

Enrichment

For enrichment, students will be asked to write a story, poem, or song in

which a character loses innocence through conflict.

Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional

References)

Promethean Board
PowerPoint presentation
Two video clips:
o https://www.youtube.com/watch?v=hWEeFW5vZYU (Tod meets Copper)
o https://www.youtube.com/watch?v=qfT6vnsVpyw (Best of Friends
song)
Classroom set of computers
Paper and writing utensils