Lesson Plan

 

9th Grade Lesson Plan

 

Content Area/ Grade Level/Duration	9th Grade English
Student/Class Characteristics
Lesson Sequence Focus/Lesson Topic	LA09. A.3 analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LP 1: Standard(s)	LA09. A.3
LP 2: Learning Outcome(s)/objectives for Students	I can read analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LP 3 Assessment of Lesson Outcome(s)/Objective(s)	At the end lesson the students will read A Dark Brown Dog by Stephen Crane and analyze and show examples of a complex character and how they developed throughout the short story.
LP 4: Prerequisite Knowledge And Abilities	The student can determine a theme and/ or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
LP 5: Cultural Relevancy	The students will be enticed by A Dark Brown Dog due to the morbid outlook of the story and how they will want to know what happens to the dog at the end of the story.
LP 6: Academic Language	Important Vocab to understand the lesson Plot and theme Action Verb from AKS Analyze
LP 7: Instructional Materials/Technology	IM/ A Dark Brown Dog by Stephen Crane “Physical Handout”
LP 9: Procedures/ Methods and Strategies	I will begin the class by making sure that each student is in their proper seat and take role. Once that is taken care of, I will briefly talk to them about how everyone is doing and making sure that everyone has positive energy going into the lesson.  To begin the lesson, I will review the vocab words plot and theme. I will ask for several volunteers to explain what each of the vocab words mean and for an example. Following I will repeat with the verb analyze and ask the students to define the word. I will ask for different example of how someone could analyze a book, poem, or writing piece. While calling on the students that do raise their hands, I will focus on calling on students that did not raise their hand for either exercise.   Once each student has a better understanding of each of the words, I will distribute the handout A Dark Brown Dog by Stephen Crane. I will ask for volunteers to take turns reading but will make sure everyone reads at least once. Once the reading is complete, I will then have the class break up into their assigned groups to further discuss of what the plot and theme of the story was and how they could possibly write about the story. I will walk around the room during this time to make sure everyone in each group is participating and also understanding the material. Once the groups have finished discussing I will then ask for each of them to write about who was a complex characters in the story and how they develop over the course of a text, interact with other characters, and advanced the plot or develop the theme. I will continue to walk around the classroom to make myself available for anyone that might need assistance.   Once they have finished writing I will have each of them pair up with a partner and proofread what the other wrote. I again will walk around and make sure everyone is doing their best with editing and also answer any questions. Towards the end of the class I will assign their homework. Their homework assignment will be to take what they have already written and turn it into a five-paragraph essay.
LP 11 Differentiation (Instructional Accommodations / Modifications/ Supports/ Follow-up/ Extensions)	The classroom is set up to separate the gifted student from other students that might need more assistance. I will make myself available to each individual group and be able to guild them at level that they each individually may be at.    Throughout the class I will make myself available for any questions or issues that may occur.