KUD LESSON PLAN 2

KUD Lesson Plan

Grade Level
This lesson plan is designed for learners in the 11 th grade because by this stage; students need
to learn to read literary texts, interpret them, and analyze the author’s message. Thus, the
lesson will be instrumental in teaching students analysis of literature pieces as well as
inculcate a culture of purposeful reading among them.
Instructional Model
 Direct Instruction
 The teacher will give instructions on what the student will be engaged in during the
lesson.
 The teacher will explain how the learners will play a role in reading the text and what
exactly they will be required to do to analyze the text they will be reading.
 The teacher will explain to the learners how and where to access the online materials
using their tablets.
 Independent Study
 Students will be guided on how to read the class text.
 They will be supervised by the teacher as they carry out discussions in small groups
about the main themes in The Handmaid’s Tale.
 They will complete assignments independently during the lesson and some after the
lesson either on their own or within their group discussions
Standards
CCSS.ELA-Literacy.RL.11.1
Cite solid and detailed evidence from the novel that supports the interpretation of what the

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author says (Common Core State Standards Initiative, 2019). This will include inferences
directly quoted from the novel. Also, issues left uncertain by the author will be determined.
11.1 is asking the students to explain what they think the author is passing across in the novel.
They are allowed to guess how the story will develop in subsequent chapters. Mastery of this
standard will require students to be in a position to make correct predictions on the
development of the plot. Also, it asks the students to cite specific parts of the text that support
their interpretation.

Objectives
Students will KNOW
 The proper reading of a text.
 Text interpretation strategies.

Students will UNDERSTAND
 The central idea expressed in the novel
Students will be able to DO
 Describe how the author develops the theme in the first chapter
 Explain how the choice of words and characterization affect plot development in the
first chapter
ASSESSMENT PLAN
Formative Assessments
 These will comprise of group discussions, and students will complete exercises in their

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groups, which will be submitted to the teacher to evaluate the learners’ interpretation
of the text.
 After reading the first chapter, learner’s level of understanding will be gauged by
asking them to explain their individual interpretations of the chapter
 Some of the questions will require learners to;

 Explain the motif and consequent central idea dominant in the
chapter
 Identify the characters in that chapter and the role they play in
developing the main theme within that chapter

Summative Assessments
 Students’ worksheets done on different questions from the first chapter in the novel
will be graded
 Students will do a literary analysis of the first chapter as instructed
 The worksheets and assignments will show the learners’ level of understanding of the
first chapter in the novel
Grading Rubric:
 Did students show an understanding of the use of motifs to identify the main idea in a
chapter?
 Were students able to answer questions well, thus indicating they understood thematic
analysis in literature?
 Did the learners understand how the author used different characters to develop the
main theme?
Accommodations

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 The instruction models used will help accommodate ESL students and other students in
the classroom that will require support. While using the direct instruction model, the
teacher will help ESL students on how to use their tablets to search for meanings of
new words that they may encounter while reading the text. Also, the teacher will
explain phrases or words that will prove difficult for the students to comprehend, and
this will foster understanding and ensure that all students are accommodated.
 Using the independent instruction model, learners will work in small groups which will
comprise of different students with different levels of abilities. Thus, students who will
assist each other as they work within their groups.
Enrichments
 The gifted students in the class will have their thinking enriched through curriculum
acceleration (Gollan-Wills, 2014). They will be instructed to assume ownership of
their own learning through independently working ahead to solve questions in chapters
yet to be covered in class.
 They will be taught research skills and how to use their tablets to access more
questions online that will further develop their level of thinking
 The lesson will be interactive where students will be encouraged to help one another,
work collaboratively, and to participate actively in the learning process of their fellow
classmates. The emphasis will be to foster togetherness to encourage teamwork in class
as opposed to having the gifted students assume the role of peer tutors in class.
 The teacher will create and maintain a warm and accepting classroom by teaching all
the students how to honor differences and embrace diversity. This will provide an
environment where all learners can demonstrate their skills and potential without really

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making others feel as some students are preferentially treated because they are gifted.
Procedure

1. Give a preview of The Handmaid’s Tale
    The teacher will explain briefly about the book and the author.
    The teacher will introduce thematic analysis in literature, by first explaining the
   meaning of themes
    The teacher will ask students to recall books they have read in the past and explain
   what the central idea of those books was
2. State the objectives of the lesson
    The teacher will state the objectives of the lesson and project them on the board for
   students to see
3. Present resources and materials to be used during the lesson
    The teacher will provide the resources; books, worksheets, and as well as explain to the
   students how to access materials online
4. Guided Practice
    The teacher will explain how the students will go about identifying themes in the text
    The teacher will guide the students on how to read the text, page by page while
   emphasizing on purposeful reading
    The teacher will group the students into small groups for discussions.
5. Independent practice
    Students will read the text on their own
    The students will complete the worksheets in groups and some individually as

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instructed
Technology
Google Docs
Microsoft PowerPoint
Educreations Interactive Whiteboard
Flash Disks
Smartboard
Youtube
Internet to access online materials and the library

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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 10 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.