LESSON PLAN TEMPLATE

Course Name: English 12 Unit Plan Day: DAY 1

1, 3, 8, etc.
Level: General 12​th​ grade Lesson Duration: 90 minutes

Lesson Objective:
• At the end of the lesson, my students will understand background of WFG.

Standard Alignment (state and national):

Only list one or two
SL.11-12.2, L.11-12.6

SUMMARY OF TEACHING TASKS/ACTIONS:

Include a description of the lesson activities, clarifying: 1) what the student will be
doing, 2) what the teacher will be doing. and 3) how long the specific activity should
take.
Estimated Teacher Does: Students Do:
Time: This section should describe What are the students doing during
[i.e. 5 minutes, what the teacher is doing or this time? What activities are they
7 minutes] saying to guide student engaged with? Are they working
understanding. ​Include at least independently or in groups?
three quotes of what a teacher
would say to guide the
mini-lesson or lesson plan.
Students will record their
“okay everyone, make sure you responses in their writing journal.
Warm-up have your journal and a writing Students then have the opportunity
10 minutes utensil. Let’s go ahead and to share what they know about the
make a three column, two row text with the class.
chart on a new page. I need you
to write what you already know
about WFG in the first column,
and what you want to know in
the second column.”
“Now that you’ve been thinking
about what you already know, I
 want to hear about it. What do
we know about the historical
context and the background of
WFG?”

Context “So some of your want-to-knows Students will record notes for each
presentation were about the meaning of category to be used in the next
15 minutes Godot or the strange dialogue activity.
between the characters, and
others were about why the plot
was confusing. Lets get into the
background of the play to really
figure out some answers.”
Teacher-centered presentation
of background/context
Group “Alright, so I’m going to count Students will collaborate in groups
connections everyone off by fours. You’ll be to find connections between
assignment working in groups to find the context and text, which be
30 minutes connections between the displayed on a poster.
context category that you’ve
been assigned and the play.
Then I want you to show me
your creativity and make a
poster about these connections
you’ve found. Ones will be doing
Samuel Beckett, twos will be
doing politics, threes will do
theatre of the absurd and fours
will do existentialism. I’m giving
you 30 minutes to put your
posters together then we’re
going to present to the class.”

Group “Go ahead and put the finishing Students will informally present
presentations touches on your posters. We’ll their connections and their posters.
30 minutes make it easy and go in
numerical order.”
 Teacher observation and
evaluation of group
presentations.
Closure “Okay everyone thank you for Students will complete closure by
your beautiful posters and adding what they learned to their
presentations, lets get our KWL chart from the beginning of
journals back out and return to class.
our chart. Remember our
objective today was to be able to
make those connections in the
text. Based on that, add the top
three most interesting things that
you learned to your chart from
the warm-up.”
MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?
Presentation, writing journals, poster paper, markers

JUSTIFICATION:
In this section, specifically describe how you integrated contemporary instructional
methods that we’ve discussed in this class to support diverse groups of student
learners. Please visit our course syllabus to ensure that you address methods and
concepts from each area of our class study. Cite your resources and include them in
the “References” section below.
This section should be no longer than 1/2-page, single-spaced.
Context is essential for understanding a complicated text like ​Waiting for Godot. ​Burke
(2013) discusses how researching context is both a pre-reading strategy as well as
part of after-reading reflection. By giving students background information and the
opportunity to connect this information to the text, students can appreciate the
relationship between context and text. The KWL chart highlights how understanding
context can directly explain some of the confusing aspects of the text. Because of this
text’s complexity, students are forced to revisit the reading process. Unlike linear
fiction novels, this play requires reflection, connections, contextual understanding and
discussion to truly process the meaning of the play. This is the perfect text to use as a
vessel for re-examining how and why we read.

REFERENCES:
Please include the correct APA citations for each of the resources cited above.
Burke, J. (2013). What We Teach, Teaching Reading. In The English teacher's
companion: A completely new guide to classroom, curriculum, and the profession.
Portsmouth, NH: Heinemann

ATTACHMENTS: