Bridgewater College Teacher Education Program Lesson Plan

Amanda Warner
Date:
1/20/15
Subject Area(s):
English

Name:

Title of Lesson:
Getting to know The Birds
Grade Level(s):
9th

VA SOL:
9.3 The student will apply knowledge of word origins, derivations,
and figurative language to extend vocabulary development in authentic
texts.
o
F) extend general and
specialized vocabulary through speaking, reading
and writing.
9.4 The student will read, comprehend, and analyze a variety of
literary texts including narratives, narrative nonfiction, poetry, and
drama.
o
E) explain the
relationships between and among elements of
literature: characters, plot, setting, tone, point of view
and theme.
WIDA 1 & 2
Content Objective(s): The student will be able to
Define protagonist, antagonist, theme, arrogance, third person
limited, imagery, irony, metaphor, personification simile, direct
characterization and indirect characterization.
Identify what the protagonist and antagonist of a story are
Identify the theme(s)
Recognize what point of view the author is using for the book
Identify examples of imagery, irony, metaphor, personification
and simile throughout the story.
Recognize examples of direct and indirect characterization
throughout the book.
Language Objectives: The student will
Participate in a class popcorn style reading of the plot summary
Write a response to their choice of two quick write prompts
Verbally define who the antagonist and protagonist are in the
story with a partner
Verbally define with a partner what point of view the author uses
for the book and why
Verbally explain with a partner what the themes found in the
book mean
Verbally define imagery, irony, metaphor, personification and
simile
Verbally define direct and indirect characterization
Write for their exit slip the definition for direct and indirect
characterization, one of the themes from the book, and what a
protagonist and antagonist are.
Listen to their peers during group discussion and while working
with his partner.
Listen to the teacher explain information during the PowerPoint
Listen to the teacher explain information while reviewing The
Birds guide
Listen to their peers and the teacher read The Birds guide

Accommodati
ons/
Differentiatio
n
Assessment (based on objectives):
Based on the objective, each student will be able to complete an exit slip in which
they correctly define direct and indirect characterization, identify one of the
themes from the book, and identify who the protagonist and antagonist are.
Materials:
Quick write options
The Birds Guide-information for this came from enotes.com and
bookrags.com
Survey on Google Classroom
PowerPoint
Exit slip
Idiom posters-colored pencils, markers, crayons, etc.
Integration of technology:
Use PowerPoint to teach the part of the content of the lesson
Use Google Classroom to upload quick write options

Alternative Plan:
If the PowerPoint doesnt work, I would use their binders to help
teach the vocabulary terms.
If something were wrong with Google classroom, I would verbally
tell the students the 2 quick write options, but also

Anticipatory Set (Hook & Agenda):

Before we start on our lesson today, I want to start with a quick write. You have
two options that I will read. Remember, you always have the option to write about
anything that is on your mind or that you are having trouble with. I will give you
the time of two songs to write.
Have Mrs. Showalter pull up a song and have it ready to play.

Access/Review Prior Knowledge:

DAY ONE
What do you know about birds?
What is it that birds do?
Have they ever done anything unusual?
In English, you are going to be reading The Birds by Daphne DuMaurier. In this
story, you will find that the birds do some strange things, and it may make you
look at birds in a different light.

DAY TWO
Review that we went over the guide. Talk about how we went over
the plot summary and discussed characters.
Ask if there are any questions from day one.

Accommodati
ons/
Differentiatio
n
I will walk
around the
room to make
sure that each
student is
using their
time effectively
and writing.

Time
Plann
ed
5
minut
es

Teaching Process & Modeling (Content is presented, accessed, or built)

and Guided Practice & Checking for Understanding
Pass out and go over The Birds Guide. This has the plot summary
written on it, as well as character descriptions for the students to use as
a resource. I will ask students to read the information popcorn style to
keep them engaged and focused. This guide will also be posted to Google
Classroom (DAY ONE)
Start reviewing the PowerPoint I created. If I dont get through all
of it, I will continue it on day two. In the PowerPoint, there is information
on all the vocabulary terms they need to know, as well as more in-depth
information about the book to assist them. I will put this into their Google
Classroom sight so they can always have access to it if they need to
review any information (DAY TWO)

Independent Practice:
At the end of day two, students will complete an exit slip based
on information covered in the PowerPoint.
At the end of day one, students will receive independent time.
During that time, they will need to complete a survey that I have created
in order to get to know their likes and dislikes. They will also have time to
finish idiom posters they have been working on.

Closure:
Are there any questions about anything that we talked about for The Birds? (this
question will pertain to both days).

Declarative Statement Summary:

Day one: Today we went over the plot summary and talked about character
descriptions for the story. (I will also add anything else we have covered).
Day two: Today we talked about the plot structure for the book, as well as
reviewed more in-depth information about the story and discussed vocabulary
terms.

Ask questions to
keep them
engaged.

45-50
minut
es