Lesson Plan

Date: 3/31/2017
Subject: ELA9a Grade: Nine
Topic: Essential Question (from unit, if applicable):
How does knowledge of the different components of literature help me deepen my
understanding and experience as I engage with literature?

Materials:
Computers or ipads (one per group of 4 students), handouts/notes from previous
lessons (conflict, allegory, symbolism, literary devices, characters), jeopardy
website url: www.playfactile.com

Stage 1- Desired Results you may use student friendly language

Goal: Students will create an interactive, accurate and factual content driven jeopardy
game that can be used by other students to assess their own learning and
understanding of the material. Students will also have the opportunity to engage with
other students in a fun competitive environment as they consolidate their learning.
What do they need to understand, know, and/or able to do?
Students will need to combine their learning and knowledge from previous lessons
throughout the unit in order to create their own version of Conflict and more jeopardy

Outcome(s):
CC9.4a: Use pragmatic (e.g., inclusive language that supports people across cultures,
genders, ages, and abilities), textual (e.g., strong leads, coherent body, and effective
endings), syntactic (e.g., subordination to show more precisely the relationships
between ideas), semantic/lexical/morphological (e.g., both the denotative and
connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and
rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine
print and visuals to enhance presentations) to construct and to communicate meaning.

By engaging in creating their own assessment questions students will effectively and
competently engage with literacy skills through constructive use.

PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately
This lesson will incorporate a variety of different technology based tools where students
will be required to effectively interact and present clear and effective communication
and understanding through these tools. Through the incorporation of these different
tools, I will be required to effectively model as well as explain, support and remediate
questions and problems students have. The choice of technology as a way that students
represent their learning , engage with each others learning, experience differing
opinions (conflict) and resolve these is appropriate and interactive and will engage
students.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

As I walk around the room and view the material students are putting into their jeopardy
games I will get an idea of the current understanding of the material we have gone
through in this unit.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.

In groups of 4 the students will create their own jeopardy game and questions in the
following four categories: Conflict (4 types, internal, external ), Character (flat round
antagonist protagonist), literary devices (allegory, repetition, symbolism, rhyme) and
short story elements. They will then join with two other teams and take turns being the
game show host as the other two teams play there games. I will evaluate the teams
on their types and difficulty of questions and, correct/incorrect presentation of material.
Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

(2 min) Students will have laptops or phones and in groups of 4 (preselected by using
team shake app to exclude known groupings that do not work well together as well as
make sure that pre-selected students are placed with ELL or exceptional students who
may require more support) and they will respond to the question of what does conflict
mean to you in pollev.com to create a word wall. Prior to us starting I will remind groups
they are need to be respectful when the add words to the word wall and if someone in
their team is being inappropriate that they will need to speak to that person before
allowing the word to be added. (self/group behaviour monitoring).

Our word wall will show the variety of responses and answers students gave for a
concept that we have studied. It will initiate a respectful interaction with each other
and using technology as a team before we begin the main lesson.

Main Procedures/Strategies:

(3 min) I will bring up my own jeopardy game I have created and will run through the
one column questions about the school. Students will raise hands to answer. This will
introduce students to what we are doing today.
https://www.playfactile.com/edit/randomclassroomquestions

(5min) I will then ask students to get out their notes/handouts on the previous lessons
about conflict, allegory, symbolism, literary devices, characters as they may need
to review and consult if they run into disagreements as they are creating their
own games/questions.
Students will be directed to go to the following url and they will login with
studentworkandpresentations@gmail.com using password smithson (all lower
case)
Students will work together in a group creating questions for their own jeopardy
game. They can label their game anything appropriate and everyone must
contribute at least 4 questions. (16 total)
-students will create questions for each of the following headings:
1. Conflict (types, internal/external) ie: Alessia is struggling to decide what to do
when she graduates. (what is internal/conflict with self)
2. Character (ie: in on the sidewalk bleeding the police is what type of
character? What is flat)
3. Literary Devices (What devices is used in the nursery rhyme peter piper
picked a peck of pickled peppers? Alliteration )
4. Short Story Elements (ie: the part of the story that leads up to the conflict?
Rising action)
Questions?
(30 min) Students will work to create their own game. I will walk around and
monitor questions, problems, challenges. (As I view the different questions being
created I will determine which of the games would be challenging enough to play
as a classroom if time is to limited to play among groups.)

(15 min) if students are done within the time frame they can get together in
groups of three teams and they can choose one of the teams jeopardy games
to play. The creator team will be the host and run the game and the other two
teams will play against each other. I will wander through the classroom as this is
*Alternative activity is to select one groups jeopardy game (this was done as I
was walking around the room) and divide the class into two teams and have
students answer the questions as they play against each other. This will allow for
group discussion if there is disagreement with the answers.

Closing of lesson:

(1 min) Pollev.com

Using the ipads, phones or laptops students will answer the following questions.

One word to describe todays class

One word to describe their learning

Personal Reflection:
I think this lesson has a lot of opportunity for creating an engaging environment but I
would want to make sure I am aware of students that may be excluded from engagement
with the technology and make sure that all have equal time contributing and using.
Frequent monitoring and direct instructions to switch up people on the laptops may be
necessary. Ensuring ELL and exceptional learners all are able to contribute questions as
they thought them through and formulated them (if questions are non-understandable
myself or a pre-selected student can help lead the student to make corrections or
alterations so that their question is better understood)

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)