University of Arkansas Fort Smith

School of Education
Lesson Plan 3: Body Bios
Name:

Grade Level: 9th

Savannah Garner

Date:
October 21, 2016
II____Internship____

Practicum 1___Practicum

Subject Area: English

Freshman Academy

School District: Van Buren

Textbook:__Butter________ Pages: _Chapter 30-33 or Pages 258-294 (Finish

Book)___________ Other: _________________________

Blooms Taxonomy: My lesson provides opportunities for: _X_Creating __ Evaluating

__ Analyzing __ Applying __ Understanding __ Remembering
Types of Activities: __ Co-op Learning _X_ Independent Work _X_ Small Group __
Teacher-assisted _X_ Hands-on

Pre-assessment: (What will I use for pre-assessment, and how will I use the results
of the pre-assessment?)
Throughout this unit we have worked continuously on character development. Using
our past assessments as a formative assessment I have decided that the class is
ready for this lesson.

Standard(s): (Include specific state standards.)

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.3

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.

Objectives: (What should students be able to do at the end of the lesson?)

Students will be able to create a body bio of one of the characters from the text.
Students will identify different characteristics of their character and how they
evolved over the course of the text. For every point that students make on the body
bio they will have to cite specific text references to support their claims.

Anticipatory Set, Hook or Engaging the Learner: (How will I gain students
attention?)
Bell Ring: In your journal write an entry about whether or not your opinion of
bullying has changed over the course of this unit and why. 10 mins.

Instruction: (How will I present new material and make learning relevant? Bullet the
order and content you plan to teach in the lesson. Include proposed questions and
anticipated responses from students.)

We will begin class by completing the Bell Ringer. Once students have
finished their entries they will hand in their journals for a final grade on them.
4 mins.
Next, we will finish reading the book Butter as a class and discuss our final
thoughts on the text. 10 mins.
Then I will distribute the blank body bios, which will be used as a summative
assessment rather than taking a test. 2 mins.
Students will work independently to complete their body bios using a
character of their choice from the text. Students will be required to give
details of how their character changed over the course of the text and how
they furthered the plot of the story. Along with that students will be required
to cite specific places within the text that justify the point they are trying to
make. Rest of class
I will take up the body bios at the end of class for a summative assessment.

Guided and Independent Practice: (How will I get students to practice/apply what
has just been taught?)

Students will be working independently on their body bios to test how well they
understand what we have been studying.

Closure: (How can I bring closure to summarize learning and enhance retention of
the material?)
Since it is a Friday we will end class with a student favoriteTell me something
good. Students will take turns getting to share with the class something good that
has happened to them this week.

Alternate Plan B: (What will I do if students do not understand the material? What
will I do if technology doesnt work?)
If needed we can work through one example for the body bios together to help
students understand what is expected of them through modeling.

Post-Assessment: (What data will give me information about students

understanding of the lesson, and how will this assessment be used?)
Students will be assessed using their body bios that they will be creating during this
lesson.

Accommodations: _X_ Extended Time __ Preferential Seating __ Segmented

Assignments __ Assignment Length __ Communication Methods __ Peer Tutors _X_
Instructional Assistance __ Other

Remediation: If needed we can work through an example as a class. If students

are struggling to finish their body bios before the end of class we can use class
time Monday to finish them up.

Enrichment: If students finish early we can share some of the body bios that they
created so that they can see more examples of what others came up with.

Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional

References)
Butter, body bios, and journals