Lesson Plan 1 (Day 1)

Lesson Title: Our Fate and the Choices We Make: Getting to know Margaret Walsh
Name: Angelique Reynolds
Introduction
Lesson Overview

Content Standard(s)
Addressed
(Common Core)

Measureable
Objective Based on
Content Standard(s)

Essential Question(s)

As part of our unit on choice, we will focus on how choice

and chance influence fate/our future through the study of
contemporary play Good People by David Lindsay-Abaire.
Today is the first day of this unit so we will begin with
introductory concepts and vocabulary needed to
understand the drama as a whole. The activity used to
introduce students to new vocabulary and also used to
review old concepts will serve as one of the formative
assessments. Afterwards we will begin scene one, act
one of Good People.
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a
formal or informal tone).
CCSS.ELA-Literacy.W.9-10.2.f
Provide a concluding statement or section that follows
from and supports the information or explanation
presented (e.g., articulating implications or the
significance of the topic).
CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task.
-Students will analyze the characters development
throughout the work by drawing upon specific evidence
from the text.
-Students will reflect on the cause and effect of choices
by characters in the play
-Students will extend discussion of the text to issues of
personal, cultural, or societal relevance.
Unit EQ: Does choice really matter? What impact does
choice have on our fate/future?

Prior Knowledge

Link to 21st Century

Skills

Lesson EQ: Who is Margaret Walsh?

This will be the very first piece of literature that students
read in my class because the theme of choice is vital in
establishing how to be successful in my class, the school
and in life. With that said, prior knowledge will vary from
student to student because they all came from different
classes/schools. For that reason, today we will spend
quite a bit of time reviewing and learning key literary
concepts and vocabulary needed for the units theme.
-Students will need to have a working knowledge of how
a drama is different from a novel or other pieces of
literature.
-Students will need an understanding of the literary
concept of character, and how it can function and
develop within a text.
-Students will need to understand how to locate and
choose textual evidence to support a claim.
Financial, Economic, Business and Entrepreneurship
Literacy:
Understanding the role of the economy. Knowing
how to make appropriate personal economic
choices
Work Creatively with Others:
Develop, implement and communicate new ideas
to others effectively
Demonstrate originality in work
Critical Thinking and Problem Solving:
Effectively analyze and evaluate evidence,
arguments, claims and beliefs
Interpret information and draw conclusions based
on the best analysis
Communication and Collaboration:
Articulate thoughts and ideas effectively using oral,
written and nonverbal communication skills in a
variety of forms and contexts

Listen effectively to decipher meaning, including

knowledge, values, attitudes and intentions

Use communication for a range of purposes (e.g. to

inform, instruct, motivate and persuade)

Demonstrate ability to work effectively and

respectfully with diverse teams

Exercise flexibility and willingness to be helpful in

making necessary compromises to accomplish a

common goal

Assume shared responsibility for collaborative

work, and value the individual contributions made
by each team member

Assessment/Accommodation
Formative
Assessment
(attach specific
instructions and/or
examples)

Summative
Assessment (attach
specific instructions
or examples)

Accommodations
(specific to this
lesson and based on
specific students)

At the end of class, students will have created a

vocabulary square that has a definition, sentence and
drawing. Students will also complete an insulting five
question vocabulary/content quiz used to make sure
students pay attention to not only the reading but to
fellow peers as they present their vocabulary squares.
(Additional participation points will also be given to
readers.)
For the units summative assessment, students will
change the plot of the drama by changing one single
choice made by a character. Students should have a
product (whether they rewrite the entire ending and
explain the change or they can summarize the change
and act out the final ending). There will be a reflection
due as well where students will explain why they chose
to change that one decision. All of the projects will be
graded based on a rubric. Please see the attached
documents for more information.
For an ELL student who has difficulties with reading in
English, the teacher can provide the script prior to class
so that students can read it beforehand but it does not
help with reading per se. Vocabulary words in the scene
that may also be challenging can have a synonym or
explanation (definition) in simpler terms above it (done
beforehand by the teacher). Also, since it is only the first
scene with only two characters, the teacher can ease
anxiety by letting the student know that they will not
have to read aloud however students should be trying to
follow alone with the class. The quiz question will be read
aloud and students can answer visually if it is easier
although complete sentences are not needed for this
task.

Lesson Plan
Materials

Warm Up/Exit Slip Papers (In journals)

White Printer Paper
Markers
Dictionaries

Bell Ringer/Review
Activity

Detailed Activities
and Procedures (with
transitions and time
allocations)

Good People texts

Quizzes
Journal Writing (8 minutes):
Think about a time that you or someone you knew was
fired (if you do not know anyone that was fired, think
about a TV character). Why were they fired? Were there
any decisions that they could have made in order to keep
that job? In a short paragraph, answer the questions. You
have 5 minutes.
This is created for a 90 minute block but I left 6 minutes
of free time for transitions, miscalculations or mishaps
because lets be honest, this is teaching!
Journal Writing (8 minutes) See prompt above. This
prompt has been designed to help generate ideas about
the importance of choice. It is also a type of foreshadow
of the first scene in the play.
Vocabulary Review Part 1 (15 minutes) Students will be
divided up into groups of 3 people. Since it is the first
real assignment, students will count off to 7. Each person
will be assigned a key literary concept. Students will also
be given one sheet of white printer paper and a pack of
markers. The task is to define the key concept using your
own words (with the aid of a dictionary), write a sentence
that will help explain this concept to a 5th grader and a
drawing that will help explain this concept to a 3rd grader.
Key Concepts: Protagonist, Chance, Choice, Fate,
Character, Drama, Minimum Wage, Stage Directions,
Narrator
Vocabulary Part 2 (25 minutes) Students will then orally
present their word to the class. Each student must speak/
have a role. After each word, the teacher further explains
and adds any necessary details and ask if anyone has
further questions.
Whole Group Read Along (8 minutes) Three student
readers are needed to read Margaret, Stevie and stage
directions/narrator for Act 1, Scene 1 only. The rest of the
students will follow along for comprehension.
Debrief (15 minutes) Students will have the chance to
ask any questions about the first scene. The teacher will
scaffold students so that we can summarize-ask students
to tell me what is happening so far.
Quiz (8 minutes) Students will take a quick quiz and we

will go over the answers at the end.

Closure

Alternate Strategies
for Re-teaching
Material

References (within
this lesson)

Exit Slip (5 minutes) Students will be asked to quickly

reflect on the following prompt/question: What is your
impression of protagonist Margaret Walsh so far? Why?
Exit Slip (2 minutes): Students will complete an exit slip
(on the sheet attached) on which they will answer: What
is your impression of protagonist Margaret Walsh so far?
Why?
If students struggle with the concept of choice have
students review cause and effect. Have students look at
different scenarios and brainstorm ways that the effect
could be different based on choices. Even more personal,
have students reflect on past experiences that could
have been different if they had made a different choice.
Choice is real world so there are many ways of
scaffolding to help students understand it better.
If students have trouble understanding how to select
textual evidence, attempt to reverse the process to show
them how textual evidence works. Instead of asking
them to find a particular passage that responds to a
specific question (which could potentially be
overwhelming when dealing with a large amount of text),
begin with a passage. Once a specific line or passage has
been selected, ask the student(s) what this passage tells
them or reveals about the character or theme. Then,
point out to them how they used a piece of the text as
evidence for a certain interpretation or argument.
Milner, J. O., Milner, L. M., & Mitchell, J. F. (2012). Bridging
English (5th ed.). Boston: Pearson.
Lindsay-Abaire, David. Good People. New York: Theatre
Communications Group, 2011. Print.

NOTE: Attach or insert any materials used in this lesson.