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Modified Lesson Plan A(5): On The Road Predictions

Prior Academic Learning:
Students will be using their writing abilities in standard English to compose their
predictions. They will also use their abilities in text analysis to comprehend the passage
and make predictions from it
Misconceptions:
The students might find it challenging to analyze the passage. The speaker is asking the
characters sensible questions which should cause the reader to consider the characters
motives and actions. This means that students will have to read below the surface of the
text. While they have practiced this in past assignments it can still be source of trouble
since there is not necessarily a correct answer. The teacher will be leading the
discussion to encourage students to think deeper.
Linkages among prior knowledge, current lesson, and future lessons:
The class will have already practiced using standard English and will have read
through most of part two in the novel. They will thus a firm understanding of the
characters. They will also have gone over any confusion they were facing in the question
activity the day before. They will have practiced text analysis but still may need some
guidance. They can however use these predictions to enhance their reading skills. They
can also use their conventions of Standard English to complete state exams and express
themselves in formal discourses.
Objectives:
Analyze a passage from On the Road
Write predictions based on the passage using standard English
Key Vocabulary:
It is important that students understand the following vocabulary: sensibility, balloon
Academic Language:
In this lesson it will be essential for students to analyze and predict
Materials:
29 copies of the prediction worksheet, 29 copies of On the Road, white board, marker
Preparation:
The teacher should prepare 29 copies of the prediction worksheet to be passed out.
Procedures:
Begin class by going over the schedule for the day (1 min)
Have students open to page 129 in their books
Ask a student to provide a context for the chapter and write response on the board,
supplementing as needed (2 min)
Read the second paragraph until its end on page 130 (1 min)

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Ask the student to consider what this passage is saying, having them write notes
on piece of notebook paper, asking what they think can be taken away from this
passage. (3 min)
Pair off the students by their seating arrangement to discuss their thoughts on the
passage. (4 min)
Call the class back together and ask them to explain what they think was going on
in the passage, writing responses on the board (3 min)
Point out that there is some sensibility in the midst of all the chaos. Ask what that
means for the character and allows students to respond, writing their responses on
the board. (3 min)
Point to the last 3 sentences, asking what is meant by balloon and what the
speaker is trying to relay. Allow for responses and write on the board. (3 min)
Explain to students that you would like them to make predictions about how each
of the characters depicted in this passage will turn out by the end of the novel.
Explain that if these are sensible questions being asked, do you think the
characters will turn out as suggested or will they continue in their insensible
actions.
Pass out the predictions worksheet and explain the directions, pointing out that
they will be using standard English to complete this assignment and can look at
the rubric for expectations. Remind students that standard English is another
language skill they are adding to their abilities.
Allow students the rest of class to work on this assignment. If students finish early
they can begin their homework which is to finish part two

Discussion Ideas:
What does Carlo mean when he says Im not trying to take your hincty sweets
from you, but it seems to me the time has come to decide what you are and what
youre going to do ?
Carlos asks each character a question, what do you think the answer is?
What is an abstract balloon?
Why would wrath be coming?
Planned Instructional Supports:
To begin this lesson, students will do a think-pair-share activity. Readwritethink.org
explains the benefits of this method stating that it provides:
students time and structure for thinking on a given topic, enabling them to
formulate individual ideas and share these ideas with a peer. This learning
strategy promotes classroom participation by encouraging a high degree of pupil
response Additionally, this strategy provides an opportunity for all students to
share their thinking with at least one other student which, in turn, increases their
sense of involvement in classroom learning.
All students are free to share their ideas in the class and are enabled to participate. This
includes students who are struggling or language learners who are given time to consider
a response. They are then able to discuss it with one person without the pressure of the
whole-class. In the share time, students can also ask questions and check to see if
something was misinterpreted. The student with Autism is also supported. Because of his

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anxiety over social interaction, he will not be overwhelmed by the whole class where he
may not have participated, but is sharing his thoughts with one person. Overall this thinkpair-share activity will provide them with the knowledge to then write their prediction
responses.
The students will also be split into partners based on their seating assingments.
The teacher will direct the students to their partner to minimize decision making that
would take up time in the class. It also prevents students from feeling isolated when they
do not have a partner. Choosing partners right next to them also saves time instead of
using it to move around the classroom.
Language Accommodations:
In addition to the think-pair-share activity, the teacher will write the students responses
on the board for English Language learners to have a visual. The passage will also be
read aloud in addition to visually displayed in front of them. When beginning the
prediction response, students will be reminded that they are practicing another language
skill in order to prevent from devaluing the other languages and dialects the students
speak. Samy H. Alim and Django Paris in What Are We Seeking to Sustain Through
Culturally Sustaining Pedagogy? A Loving Critique Forward, make it clear that
Pedagogies can and should teach students to be linguistically and culturally flexible
across multiple language varieties and cultural ways of believing and interacting (96).
By distinguishing standard English as another language they are practicing and adding
to their skills, the students individual language is not devalued.
Special Education Accommodations:
In addition to the think-pair-share activity, the student with Autism will also be given a
schedule at the beginning of the day in order to provide them with a sense of a routine.
During the whole class discussion, the teacher will be writing student responses on the
board for the student to have a visual to follow instead of auditory alonewhich if he
does not focus on each speaker, he could lose track and become distracted by other things
in the classroom. Transitions are also minimized by having the teacher choose partners in
addition to partners that are seated directly nearby to prevent students from moving
around the room.
Assessments:
The students will be assessed on their written prediction assignment. The students will
relate a brief analysis of what they think the speaker of the passage is saying and then
write a prediction for each character based on the passage. Their writing must use the
conventions of standard English. These will be collected by the teacher who will look
at them to see the students ability to analyze the passage and use standard English. They
will be graded using the attached rubric and returned to students.
Extension Ideas:
Students can return to this response after finishing the novel and use it to compare to the
ending. They can speculate why they were wrong or emphasize why they were correct.
They can that this passage was used as foreshadowing. They can then write about how
they felt the novel should have ended either practicing the conventions of standard

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English or developing an alternative ending and thereby emulating the fiction writing of
Kerouac.
References:
Alim, Samy H. and Django Paris. What Are We Seeking to Sustain Through Culturally
Sustaining Pedagogy? A Loving Critique Forward. Harvard Educational Review
Vol 84. No 1 (2014): 85-100. Web.
Simon, Cathy A.Using the Think-Pair-Share Technique. ReadWriteThink. National
Council of Teachers of English. N.d. Web. 12 December 2014.
Illinois Professional Teaching Standards:
Standard 2 - Content Area and Pedagogical Knowledge The competent teacher has indepth understanding of content area knowledge that includes central concepts, methods
of inquiry, structures of the disciplines, and content area literacy. The teacher creates
meaningful learning experiences for each student based upon interactions among content
area and pedagogical knowledge, and evidence-based practice.
Knowledge Indicators The competent teacher: 2B) understands major concepts,
assumptions, debates, and principles; processes of inquiry; and theories that are central
to the disciplines
The teacher has chosen the think-pair-share method based on its ability to help
students think through a concept and enables every student to participate no
matter their abilities or background.
Performance Indicators The competent teacher: 2K) engages students in the processes
of critical thinking and inquiry and addresses standards of
evidence of the disciplines
Students are led to think critically about a selected passage in which they then
present such knowledge in the form of a written assignment.
Common Core English Language Arts Standards
CC.9-10.R.L.3 Key Ideas and Details: 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.
Students are specifically analyzing the characters in this selected passage. They
are encouraged to consider their motivations and how their actions will lead them
by the end of the novel.
CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking.
In relating their predictions students will be required to write using the
conventions of standard English.
Predictions Assignment
Based on the passage we just went over, you will write a short summary analyzing what
the speaker is saying in 3 to 4 sentences. You will then write a prediction for each
character addressed in the passage (Dean, MaryLou, Ed, Sal), relating what you think

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will happen to the by the end of the novel. You will use your skills in standard English to
write this assignment. See the rubric attached for grading expectations.

Mastery
Analysis of passage Student discusses
the deeper

Emerging Mastery
Student touches on
deeper meaning of

Insufficient
Response
Student only
focuses on surface

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meaning of the
speaker in 3-4
sentences

passage but mostly

covers the surface
level features

Prediction of Dean

Student provides
well thought out
and detailed
prediction based
on the passage

Prediction of
MaryLou

Student provides
well thought out
and detailed
prediction based
on the passage

Prediction of Ed

Student provides
well thought out
and detailed
prediction based
on the passage

Prediction of Sal

Student provides
well thought out
and detailed
prediction based
on the passage

Grammar

Student uses the

conventions of
standard English
concerning
grammar and
usage. Only 1-2
errors in spelling
or punctuation.

Student provides a
prediction of the
character but it is
not well- thought
and detailed.
Limited basis in
the paragraph
Student provides a
prediction of the
character but it is
not well- thought
and detailed.
Limited basis in
the paragraph
Student provides a
prediction of the
character but it is
not well- thought
and detailed.
Limited basis in
the paragraph
Student provides a
prediction of the
character but it is
not well- thought
and detailed.
Limited basis in
the paragraph
Student uses some
conventions of
standard English
concerning
grammar and
conventions but
not the whole time.
3-4 errors in
spelling or
punctuation.

level features
OR
Does not include
analysis
Student does not
provides minimal
to no prediction of
the character

Student does not

provides minimal
to no prediction of
the character

Student does not

provides minimal
to no prediction of
the character

Student does not

provides minimal
to no prediction of
the character

Student uses
minimal to no
conventions of
standard English
grammar. More
than 4 errors in
spelling or
punctuation.