Caitlin Mishell

Lesson Plan Format

[English/Language Arts]
Date: 10/15/15

Subject: ELA

Lesson Topic: Using Fairy Tales to Evaluate Gender

Stereotypes

Grade:12
Class/Group Size: 15

Common Core State Standards:

CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.7[GSE1] Analyze multiple interpretations of a story,
drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one
play by Shakespeare and one play by an American dramatist.)

Learning Objective(s):

SWBAT analyze an individual section of Anne Sextons Snow White and the Seven Dwarfs poem
through group collaboration on a worksheet. They will then determine how Anne Sexton
characterizes Snow White using the lens of gender through a teacher-directed small group
discussion.

Formative: Throughout the lesson, we will assess students understanding and progress by
directing their small group discussions, and observing how they work together (Q&A).

Summative: At the end of the lesson we will use the completed worksheets (textual evidence
extracted and analyzed), as well as the small group and class discussions to determine whether
students met the learning objective.

I. Core and Supplemental Materials

I Need:

Students Need:

Snow White, Anne Sexton worksheet (for

each five-person group)
The prezi
Highlighters for all students

Journaling notebooks
Pens

II. Context for Learning

a. Organization of Students:
Students will work individually for the do- now. Then we will, as a class, go over the information
on the prezi and read the poem on the worksheets together. Then, we will break into three
heterogeneous-ability groups of five to do the worksheet and then, finally, reconvene as a class
to discuss. As the directors of each of the three groups we will make sure that everybody in the
group contributes. We will help them discuss their thinking with the whole class by providing
them with questions to be answered during the class discussion.

Prior Knowledge:
Students should understand the basic tropes of fairy tales and have prior knowledge of figurative
language. Students should understand Similes, metaphors, imagery, tone, diction, connotations
and denotations. If students are confused about new concepts/vocabulary we have provided
definitions for new terms on the Prezi.

b. Key vocabulary and terms:

We will introduce and develop greater meaning for characterization.

c. Describe potential difficulties students may experience with the content:

We predict students will apply analyze content by using their prior knowledge of figurative
language and engaging in the small group discussions.
However, students might face difficulties with making meaning of the popular culture allusions of
the 1950s and some vocabulary. Thus, they will also be encouraged to annotate any confusing
passages, or passages they think are important. On the Prezi we will also give background
knowledge on the time period and author in order to address these potential difficulties.
Students who lack prerequisite skills will be accommodated through the following use of
supplemental materials. We will introduce the lesson with a trailer of Snow White the movie in
order to offer visuals for learners who benefit from visual stimulation, or for learners who are not
familiar with the tale of Snow White. We will also provide students with guiding questions to give
more dependent readers a sense of direction and focus. We will also address specific
historical/cultural questions. This will allow us to assess their performance, guide and complicate
their thinking, and also clarify any confusion.

III. Instruction
Description of the lesson:
Introduction
Read the objective out loud (first slide of Prezi, along with title).
We will start the lesson with a Do Now. The Do Now asks, Journal about your impression of men
and women (individually) in fairy tales from what you remember as a child.
After the Do Now, we will begin the Prezi that we created. The Prezi is the actual lesson, which
consists of: Definitions of terms that we are working with, Disneys Snow White trailer, an
Introduction to Anne Sextons Poem, and the activity, as well as a follow up takeaway slide,
including their homework.
Mini Lesson
We will use the Snow White Disney video to model the close reading strategy. We will, as a class,
be close reading this video for gender stereotypes. We will ask questions to guide their close
reading. Then we will ask students to transfer this strategy to close-reading the Anne Sexton
poem. We will read Anne Sextons Snow White and the Seven Dwarfs as a class. We will then
break into small groups and reread certain sections to pinpoint times where gender stereotypes
are being used.

Guided Practice
Students will be participating during the mini lesson and have the task of answering questions
about the Snow White video. We will clarify that we will be modeling close reading together as a
class in order to later transfer this skill to todays activity. Students and teachers will be working
at the same pace to close-read the video together.
In order to keep them on task we will circulate the room to ask questions and make sure students
are continuing conversations and keeping on task.

Independent Practice
Students will be practicing the lesson through the use of group work following our mini lesson. This group work
activity will lead to a classroom discussion. We will try to provide more questions to continue
discussion among the groups.

Supporting Students
We will conference and monitor with students during the group activity. Each group will have one
teacher during the group activity to monitor the worksheet progress and direct discussion
through section-specific questions. This will allow us to guide students through problems and

difficulties while attempting the activity, and also allow us to guide their focus. We will avoid
telling them the answer by means of guiding them with series of questions that lead to an
answer. For example, telling them to look at a specific passage, asking them a question about
the use of a specific word can be useful, or giving them background knowledge on the time
period. This will help them move past difficulties. We will also have the role of keeping track of
time in order to remind students to stay on task.

Discussion, Questioning and Student Sharing

Students will share their understanding as groups begin to reform into a class discussion. Each
group will have time to tell the class about their finding.
Time Table:
Clock
reading
during
the
lesson

Title of the
activity

Students doing

Me doing

Circulating the
room to make sure
students are
working/writing
Keeping track of
time

0 5 min

Do-now

Writing about
prior expectations
about fairy tales

0-5 min

Partner share
the do-now
exercise

Sharing what they

wrote in the donow with their
partners

15 mins Group Activity

questions to keep

Working on group activity

conversation going

5 mins Share time/wrap up

follow-up questions

Circulating and providing extra

Sharing with student peers

We will provide more

IV. Closure
How will you end the lesson?
o

How will you debrief the lesson and highlight the critical ELA concept(s) taught?
During the end of the lesson, we will have a five minute debrief to explain what has happened.
V. Notes for Modifications/Accommodations
How will you differentiate instruction for:

1. English language learners?

a. We are offering visuals, as well as videos, as supplemental devices.
b. Students are also given access to a computer where they can use google translate. Students

c.
d.
2.
a.

with LD or low achievement

We are offering visuals, as well as videos, as supplemental devices.
Students are also given an encyclopedia/dictionary
Student with autism or moderate disability?
We will move from group to group and make sure that our students are engaged and integrated
in the group.