Lesson Plans 5 & 6

Wisconsin Teaching Standards 1, 4, 6, 8, 9, & 10

During the spring 2016 semester, I taught 10-12th graders at Wauwatosa West High School in
Wauwatosa, Wisconsin. For this two-day lesson, I focused on characterization within the short,
fictional story The Monkeys Paw. I gained student interest by starting the lesson with the
question, If you were granted three wishes, what would you wish for? After sharing some
student wishes as a class, we quickly watched the A Million Bucks Geiko commercial, in
which a man asks a genie for a million bucks and gets a million deer. We then transitioned into
a quick write, in which I asked the students to pick one of their wishes and write an instance in
which that wish could go horribly wrong. After passing out and explaining the Character
Analysis handout, I discussed an example of what I expected the students to do with the story.
We then began reading The Monkeys Paw using the popcorn reading method. The students
were required to fill out the Character Analysis handout as they read. For the second day of
the lesson, I broke the students up into groups of four and assigned each group a character to
analyze. They were able to write their character analysis on a large piece of butcher paper and
we shared our examples as a class. I then transitioned into a lesson on theme and we discussed
themes within the story.
Throughout my lessons, I demonstrated Wisconsin Teaching Standards 1, 4, 6, 8, 9, and 10. I
believe I demonstrated standard one by ensuring that I was prepared to teach the lesson. I read
through the story prior to reading it as a class and provided an example of how I expected the
students to analyze the characters. I also provided PowerPoint presentations on characterization
and theme. In both lessons, I met standard four by utilizing a variety of instructional strategies to
encourage students development. I utilized a PowerPoint presentation, the Character
Analysis handout, small group discussion and analysis, and whole class discussion to target all
learners. I carefully judged how I would achieve the learning goals I set for my students and
chose my materials to meet those standards. I achieved standard six by using effective verbal
and nonverbal communication throughout my lessons. I spoke authoritatively, with a loud and
clear voice. I also utilized a clear PowerPoint presentation to assist me in some of the lesson. As
I walked around to the different groups, I communicated with all of the students to gather an
understanding of their analysis of the character they were assigned. I believe I effectively
instructed the whole class as well as facilitated group collaboration. Standard eight was met in
my ability to formatively assess student progress on the second day of the lesson through the
completion of the Character Analysis handout, the characterization analysis poster in groups,
and through class discussion. I demonstrated my ability to meet standard nine by evaluating
myself after both lessons. For instance, during the first lesson, I believe I could have
incorporated more time for comprehension questions and character analysis while reading the
text (as opposed to discussing characters after finishing the test). Lastly, I believe I met standard
ten by working closely with my cooperating teacher in the preparation for these lessons.

Conceptualization: I believe I demonstrated conceptualization by showing command of the

subject matter and using appropriate depth of the subject matter. I read The Monkeys Paw a
few times through and analyzed the characters thoroughly myself before asking that the students
participate in that assignment. I made sure that I was also well versed on theme and thematic
statements prior to teaching it. I also planned the material to meet both the learners needs and
lead to the next level of development. In this lesson, I introduced the concept of analyzing
characters and theme in short story fiction. I used The Monkeys Paw, as it is a lighter text and
would provide them an opportunity to focus solely on characterization and theme before they
transition to more difficult texts. Finally, I demonstrated the ability of conceptualization by
being able to change plans appropriately in response to the unexpected. Since the class was
shortened, I did not have enough time to complete my planned lesson. Originally, I had an exit
ticket that asked students to answer whether or not they would use the monkeys paw and who is
ultimately to blame for what resulted in the use of the monkeys paw in the story. However,
since my time was short, I improvised and made the exit ticket their list of themes and thematic
statement.
Diagnosis: Throughout my lessons, I asked several questions centered on the learning target of
each lesson, using the Depth of Knowledge scale. For the lesson that focused on characterization
within the story, I asked questions such as, What are the traits of each of the main characters?
and What facts would you select to support your analysis of the character? For the lesson on
theme, I asked questions such as What are the themes of the short story? What is a thematic
statement? How do we identify theme? I also demonstrated diagnosis by constantly walking
around the room to guide group discussion and assess for understanding. Overall I had several
different means of assessment, such as handouts, individual participation (one-on-one
discussion), group discussion, journal entries, and exit tickets.
Coordination: I was able to demonstrate coordination by setting a clear instructional
objective/learning target for each lesson and utilizing resources that were appropriate to reaching
those goals (PowerPoint, handouts, poster project, etc.). I showed self-confidence while teaching
and maintained my professionalism. In addition, I collaborated with my Cooperating Teacher on
the lesson prior to teaching it and assessed my own performance after teaching it.
Communication:
I believe I demonstrated communication by making the goals of the activities clear. The
learning target was explicitly stated prior to beginning our lesson, thus all students were able to
understand why they were participating in the activities presented to them, such as the character
analysis poster project. I presented materials that would hold student attention and used
popcorn reading to engage all students to follow along as we read the text aloud. I
communicated thoroughly through my written words (PowerPoint) and through my spoken
words by using proper volume, pitch, speed, and pacing in my communication. I consistently
maintained enthusiasm and eye contact with students while instructing. Finally, I provided
examples to support learning. Not only did I explain my own example of how I analyzed Mr.

White in The Monkeys Paw, but I paused while reading aloud to provide an example of a
character trait of Sergeant Major Morris to further emphasis what they should be looking for as
we read the text.
Integrative Interaction: I demonstrated this standard by showing a rapport with my students as
well as an interest in their ideas. Coupled with my expressed interest, I showed a respect for the
varied perspectives of my students. The class appeared to be split as to whether or not Sergeant
Major Morris intended to give the monkeys paw to the Whites, or whether he genuinely did not
want the family to have it. This was a very interesting point to focus on (briefly) and I valued the
input of the students, who argued each of their perspectives. In addition, I encouraged all
students to participate in their group activity and posed questions to the students as they analyzed
the character. For instance, one student argued that Sergeant Major Morris did not change in the
story because he was only in the beginning of it. However, I asked if Sergeant Major Morris
only had one character trait or if he had many. This question got the students thinking, and they
went back to the text to determine if he had more than one trait. Finally, I believe I remained
confident and calm throughout my lesson and was able to assess my own performance for
improvement.