KUD LESSON PLAN 2

KUD Lesson Plan

Grade Level
The lesson is designed for students at the 11 th grade; this is because, the Common Core State
Standards call for students at this level to engage in close reading, cultivate deep reading
comprehension. They need to become increasingly facile with language and be in a position to
cite textual evidence and identify areas that the author is unclear or matters left uncertain by
the writer.
Instructional Model
I will use the direct instruction model.
This model is fit for this lesson because students will receive instructions from the teacher on
the vital aspects of textual analysis, and what exactly to consider to ensure that evidence cited
from a text is strong.
Standards
CCSS.ELA-Literacy.RL.11.3: Give an analysis of the author’s style and choice of words in
regard to the development of chapter 1 (Common Core State Standards Initiative, 2019). What
is the setting of the chapter, characterization-including how characters are introduced in the
chapter and developed, and action growth within the text, as well as how that aids in the
development of the theme in chapter 1.
Objectives
Students will KNOW
 How to interpret a text properly
 How to cite strong textual evidence

Students will UNDERSTAND
 The theme in the first chapter

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Students will be able to DO
 Explain the theme in the first chapter of the text
 Analyze the chapter and provide proper citation from the novel to back their
interpretation of the text
Assessment Plan
Formative:
I will assess the students by asking oral questions during the lesson. Some of the questions
will include:
What is the author’s main point in this passage?
Why do you think this character said that?
Who is the main character in this chapter?
What makes him or her the main character?
What is the setting of the chapter?
I will be looking for the student’s level of understanding of the text and their ability to support
that by citing strong evidence from the novel. The assessment will be carried out during the
lesson as the lesson progresses.
Summative:
Students will complete worksheets which will contain questions based in the chapter that they
will have covered during the lesson, which I will use to assess their level of comprehension.
Students will interact with each other through discussion board posts, which I will also grade.
This will continue on a weekly basis until the unit is completed. The grades will then be a
summation of all the posts, assignments, and worksheets completed. A rubric will be used to
see if students meet the expectations for the unit.
Accommodations
I will guide ESL students on proper use of technology tools to enhance learning. For instance,

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they can search for meanings and proper use of words that they may find difficult during the
lesson. Using the direct instruction model, I will explain expressions and terms that will
challenge the learners during the lesson. I will construct sentences using such words and
phrases to enhance their understanding and usability of the word.
Students will also be grouped based on their abilities (Gollan-Wills, 2014). Groups will
comprise of learners with different abilities, and they will assist each other as they work
through assignments and interact through discussion board posts.
Enrichments
I will use curriculum acceleration when dealing with gifted students or those who are
excelling. I will guide them on how to take charge of their individual learning processes and
work to solve exercises ahead and work on questions on chapters that we are yet to cover in
school on their own.
Also, such students will be instructed on how to use technological tools to access more
questions on different online sites on topics already covered in class.
Procedure
 Review previously learned the material
Ask the students to explain what they recall from the previous lesson
Listen to a few answers.
Remind the students that the previous lesson was on the CCSS.ELA-Literacy.RL.11.2
standard. Explain to them briefly what we covered in the previous lesson, and develop a
connection between the previous lesson and the current one. Remind them that we are still
covering textual analysis.

2. State objectives of the lesson
   I will outline the lesson’s objectives orally, and then post them on the smartboard
3. Present new material
   I will issue students with worksheets and books. Also, I will direct them to online sites that we

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will be referring to during the lesson. They will access them using their tablets.

4. Guided practice
   It will entail explaining to the students how to identify strong evidence to support their
   interpretation of a text.
   Students will be guided on to find resources online using gadgets provided to them as well as
   engage in interactive discussion.
5. Independent practice
   Learners will independently read the text and hold group discussions. Students will complete
   worksheets independently
   Technology Tools
   Microsoft PowerPoint
   Educreations Interactive Whiteboard
   Smartboard
   Internet access to online material and the library
   The board will facilitate interactive learning as the teacher will facilitate discussions and post
   materials and lesson objectives there. Learners will access materials on online sites.

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References

Common Core State Standards Initiative. (2019). English Language Arts Standards » Reading:
Literature » Grade 11-12 | Common Core State Standards Initiative. Retrieved 31 August
2019, from http://www.corestandards.org/ELA-Literacy/RL/11-12/
Gollan-Wills, M. D. (2014). Enrichment Programming for Secondary School Gifted Students: A
Narrative Inquiry.