Name: Mr.

Josh Lindsay
Lesson Plan
Lesson Title: The Gamblers (a Seven-Sided Die) Grade: 9 Date: November 27, 2017

Subject: ENG1D

Lesson Plan Description

For homework over the weekend, the students should have read the chapter “The Gamblers (a Seven-Sided Die)” in
The Book Thief. During this class, each group of students will be responsible for identifying a symbol (from the side of
the die that is assigned to each group by the teacher) and explaining its significance. Initially, students will work in
their literature groups to fill out their section of the worksheet (attached). They may use point-form or write in full
sentences and should reference SPEC format to ensure they fully explain their answer. Once the group has come up
with a symbol and explained its significance, a member from each group will bring their answer to the teacher to be
discussed and approved before writing their analysis on the chalkboard. Next, the students will complete the rest of
their worksheet by recording the information that is on the board for each side of the die that their group did not
cover.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended
purpose and audience;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
1.2 generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and
other resources, as appropriate
1.2 identify, sort, and order main ideas and sup- porting details for writing tasks, using several different strategies and
organizational patterns suited to the content and purpose for writing

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 To clearly identify a symbol from a novel
 Explain the significance of a symbol

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: identify and explain the significance of a symbol from The Book Thief

Assessment – how will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Write Think, Pair (group), Share Observation

Assessment As Learning

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Students have read the pages leading up to this section in The Book Thief.
* Students are aware that ‘symbols’ are one of the five topics that the class has been focusing on during this novel
study.
*Are familiar with writing a SPEC paragraph

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

* Assist groups with brainstorming/explanation for symbols
* Each group was assigned a number/section by the teacher (difficulty of section or number corresponds with general
skill level of each group -- ie. ‘smarter’ literature groups were assigned sections with more difficult symbols to identify
and analyze.)

Vocabulary (for word wall and/or to develop schema)

Symbol/Symbolism

Resources and Materials /Technology Integration

 Worksheet
 Chalk
 Chalkboard

Lesson – Delivery Format

What Teachers Do: What Students do:
Introduction
 Remind students that the last chapter they  Listen to instructions
should have read was called “The Gamblers (A  Open to page 243 to familiarize themselves with
Seven-Sided Die). the chapter.
o “We will be doing an activity on the last
chapter the last chapter you read, The
Gamblers (A Seven-Sided Die). Everyone
please turn to p. 243.”
 Explain the activity and make it clear they will be
sharing their work with the class
o “In your groups you are going to identify
and explain the significance of a symbol
from one side of the seven-sided die. I
will be walking around to hand out the
worksheet and assign each group a
number. That number is which side of the
die your group will be analyzing a symbol
from. After working in your group, we
will be sharing our answers on the
chalkboard so everybody has access to
the answers but only has to put in work
for one side of the die.”

Activity
 Hand out worksheet and assign a section to each  Collaborate in groups to identify and explain a
group. symbol from their section.
o “Your group will be finding a symbol and  Identify a symbol and write an analysis under

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 explaining its significance from side 7.” their section on the worksheet
 Circulate to answer questions, prompt deeper  One group member shows the teacher their work
thinking and ensure students are on task.  Once the teacher has approved their work a
 Give instructions for the next steps as the class student will record their group’s analysis on the
becomes ready for them: chalkboard.
o “Once your group is done, one person
from each group come up and show me
your work, then you can write it on the
chalkboard.”
o “If your answers is already on the board,
grab your sheet and start filling in other
sections on your worksheet.”
o When you worksheet is completely done
you may start the homework, which is
written on the board (Read p. 267-281).”
 Check student’s work to approve or ask them to
edit before they record it on the blackboard.

Reflection/Debrief
 Ensure students are recording symbol analysis  Students will complete their own worksheet by
from all sides of the die (other group’s analysis recording other groups’ analysis that are written
that are on the board). on the board.

Extension Activities/Next Steps (where will this lesson lead to next)

Students are focusing on ‘symbols’ as a topic to focus their reading during The Book Thief novel study unit. This activity
helps students identify what a symbol is, and is a chance for them to identify symbols that they can record on their
coloured paper (unit long activity where quotes from the novel are recorded on different coloured paper which
represents different topics that they are focusing on) or may write about later in the course.
Students were expected to write refer to SPEC (state, prove, explain, conclude) to ensure they properly explained the
symbol. They have written some SPEC paragraphs and will be writing a series of SPEC paragraphs later in the course.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
 Students were engaged (evident because they were all walking around the room to different sections of the
chalkboard that they were recording answers from). Was a good activity to get students up and moving! Felt
like they were learning from their peers rather than the teacher giving them answers.
 Be more clear with how I want students to record their answers (point-form or full sentence)
 Overall, I think this was a great original idea and a successful lesson. Mrs. Le said she is going to use it next
semester!

The Teacher:
 Use a loud voice all the time when giving instructions.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 The Gamblers (A Seven-Sided Die) -- pages 243-266
For each side of the die record:
 The title and date of that section
 One symbol from that section and explain its significance (SPEC)

⚀ ____________

⚁ ____________

⚂ ____________

⚃ ____________

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

⚄ ____________

⚅ ____________

⚅ ____________

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013