Lesson Topic: “Home Burial” vs.

“The Reticence of Lady Anne” Teacher(s): Jasmine Fernandez

Grade: 10 Date: 2/27/2017
Duration of the lesson: 45 Minutes
Standards
a. Content standards
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone). (9‐10.RL.4)
Compare the point of view of two or more authors for how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts. (9‐10.RH.6)
b. ELL Standards
● Listening and Speaking: The student will express orally his or her own thinking and ideas by reporting
detailed information on a topic supported by concrete details, commentary, and examples in complete
sentences. (Standard 2: B-7)
● Reading: The student will analyze text for expression, enjoyment, information, and understanding by
formulating and confirming predictions about text for accuracy. (Standard 4: B-3)
● Writing: The student will express his or her thinking and ideas in a variety of writing genres, as
demonstrated by writing an expository paragraph that includes a topic sentence, supporting details, and
a conclusion. (Standard 1: B-3)
● Language: The student will demonstrate knowledge of vocabulary by identifying figurative language
(e.g., similes, metaphors, personification) with instructional support. (Standard 2: B-19)

Visuals/Materials/Resources:
Copies of “Home Burial” by Robert Frost
Copies of “The Reticence of Lady Anne” by H.H. Munro
Paper
Pencils
Projector
Computer
Highlighters
Compare/Contrast Maps (written)
Predictions (written)
Key Vocabulary:
Process Vocabulary: Compare, Contrast, Prediction, Analysis, Expository.
Text Vocabulary: Grief, Obstinate, Displacement, Sacrifice, Disarray, Grave, Inconsolable, Daunting,
Succumb, Impel.

● Compare - to note similarities

● Contrast - to note differences
● Prediction - a statement about what you think will happen in the future
● Analysis - a detailed examination of the elements of structure of something, typically as a basis for
discussion or interpretation
● Expository - intended to explain or describe something
● Grief - deep sorrow, especially that caused by someone’s death
● Obstinate - stubbornly refusing to change one’s opinion or chosen course of action, despite attempts to
persuade one to do so
Displacement - the moving of something from its place or position
● Sacrifice - an act of giving up something valued for the sake of something else regarded as more
important or worthy
Disarray - a state of disorganization or untidiness
● Grave - giving cause for alarm; serious
 ● Inconsolable - not able to be comforted or alleviated
Daunting - seeming difficult to deal with; intimidating
● Succumb - Fail to resist (pressure, temptation, or some other negative force)
Impel - drive, force, or urge (someone) to do something

Content and Language Objectives:

a. Content objectives: (At least 1)
By the end of the lesson, each student will be able to develop and apply specific reading comprehension
strategies.
b. Language objectives:
● Listening and Speaking: By the end of the lesson, each student will be able to convey personal
responses and opinions about a text reading through discussion in groups.
● Reading: By the end of the lesson, each student will be able to explain differing viewpoints between
stories.
● Writing: By the end of the lesson, each student will be able to use the compare and contrast technique
to illustrate points of convergence and divergence between two texts by means of an expository
paragraph.
● Language: By the end of the lesson, each student will be able to define figurative language as it appears
in both stories.
Assessment (At least three assessments)
Individual: Student is able to revisit his/her predictions and compare/contrast maps and highlight 2-3 points of
interest to expand on in their group discussions and paragraphs.

Group/Oral: Students’ responses to group discussion questions will be evaluated for their ability to express
connections between the two texts in a clear, mature way.

Written: Students’ expository reflection paragraph will be evaluated for length (5-7 sentences) and clarity of
ideas.

Lesson Sequence
Introduction: (How will you get students started as they enter the room? What will be the first task they must
engage into capture their interest? Or initiate their background knowledge or past learning?)
1) I will pull up the two texts side by side on my computer and project them for the class to use for
reference. I will also have defined key vocabulary projected.
2) I will have students pull out the compare/contrast maps and predictions they developed in the previous
class sessions after they are settled in their seats.
3) I will ask students about the material covered in the previous sessions (i.e. “Who can give some recap
on The Reticence of Lady Anne or Home Burial?” “What were we addressing in our compare/contrast
maps (e.g. plot, style, figurative language)?”)

Main Lesson:
I do: Introduction to new content (How will you express to students what the learning goals for the lesson
are?)
1) I will reinforce the purpose of the lesson: “We’ve made our predictions and addressed the
similarities/differences between The Reticence of Lady Anne and Home Burial. Moving forward, we
will be using what we’ve gathered to establish our final opinions about the relationship between the two
texts. Using a combination of evidence and opinion, we will write an expository reflection paragraph to
conclude this lesson.”
2) I will split students into groups of 4-5 for discussion. All groups will include speakers of varying
English proficiency and ability levels for better support.

We do: Guided Practice (How will you show students what you want them to engage in?/ What will you model
in terms of learning content and target language?)
1) I will ask students for an example of a significant similarity between the two texts.
2) I will write the example on a blank compare/contrast map. Using the projector, I will highlight the
similarity to indicate that it is a point of interest.
3) Following this model, the students will review their materials and highlight 2-3 of their own points of
interest. I will allow up to 5 minutes for them to complete this task.
4) In their groups, each of the students will orally present their ideas and discuss them for roughly 15
minutes. While they’re discussing, I’ll be going around the room, observing their interactions and
facilitating.
You do: Independent practice
1) Students will take out a pencil and a piece of paper.
2) I will instruct the students to write an expository reflection paragraph that is 5-7 sentences in length
using the information that they’ve discussed. This writing exercise will take roughly 10 minutes to
complete.
Closing: (what will you do invite students to share back what they did or learned during the lesson?)
1) After the expository reflection paragraphs are completed, the class will come back together and express
their overall impressions from the discussions and their individual conclusions from their paragraphs.
2) I will wrap up with the lesson, saying, “While texts may not be similar on the surface, there are always
points that we can draw connections to. Authors may approach writing about related topics in a variety
of ways. Their use of language and perspective offers ample opportunity for discussion.”
3) I will collect the students’ predictions, compare/contrast maps, and paragraphs at the end of the lesson
to assess.

SIOP Features
Preparation
___Adaptation of Content; __x_Links to Background; __x_Links to Past learning; _x__Strategies
incorporated

Integration of Process
__x_Reading; _x__Writing; __x_Speaking; __x_Listening

Scaffolding
__x_Modeling; ___Guided practice; ___Independent practice; ___Comprehensible input

Application
__x_Hands-on; ___Meaningful; __x_Linked to objectives; __x_Promotes engagement

Grouping Options
_x__Whole class; _x__Small groups; ___Partners; __x_Independent

Assessment
__x_Individual; __x_Group; _x__Written; _x__Oral