Lesson Plan Template

Subject / Course: ELA 8 TC Name: Shayla

Grade Level: 8 Date: March 7th, 2017
Topic: Prediction Time of Class:
Cooperating Teacher Name: Mr. Johnston Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
CR8.2 Select and use appropriate strategies to construct meaning before (e.g., previewing and anticipating
message), during (e.g., making inferences based on text and prior knowledge), and after (e.g.,
paraphrasing and summarizing) viewing, listening, and reading.

b) Indicators:
CR8.2
b. During:
connect and construct meaning (e.g., make connections to self, other texts, and to the world to
help with making predictions, visualizing, and drawing conclusions)
make, confirm, and adjust predictions (e.g., identify and explain the clues in the text that confirm
defensible predictions)
make, confirm, and adjust inferences and draw conclusions (e.g., analyze, infer, and explain
unstated ideas in texts)
ask questions (e.g., ask questions, focusing particularly on evaluative questions to gain meaning
from text, and to locate key points)
use cueing systems to construct meaning and self-monitor comprehension (e.g., use and insert
notations such as + for thats new, ? for I dont understand, * for thats important)
adjust rate and/or strategy (e.g., skim, scan, and read carefully depending on the text complexity
and purpose).

c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Developing Thinking students will develop thinking as they reflect on the chapter they have read in the
novel and will practice making predictions based on the connections they make

d) Professional Growth Portfolio Goal(s):

2.2 proficiency in the Language of Instruction; I will achieve this goal by using subject-
area terminology in the lesson as we talk about predictions and the characters in the
novel.

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Kahoot to go over students answers to the questions students had for homework
Show of hands to see who is understanding the expectations for the predicting assignment handout
Co-construct a rubric

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 3. Preassessment and Accommodations/Modifications
a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

EAL Students - Represent all experiences in discussion

Low income families/ middle-class students from - Give students roles
more affluent experiences - individual white boards for students without
Attention issues/ disruption/ negative attitude handheld devices.
towards activities

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)
The classroom is set up in rows with tables and chairs, but the students can move around to different
tables. Teacher stands/sits on a stool at the front of the classroom. There is a small sitting corner with four
lounge chairs where they could sit as well.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

Kahoot
Novel
Questions
Characterization Chart
Poster Paper, large paper
Coloring implements

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Introductions
Kahoot/ go over homework

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What happened in the end of the chapter?
Go over the Characters we have met
Predicting Project/ expectations
Exit Slip: What do you predict will happen in Chapter 2?

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

Go over schedule for the class and then introduce the Kahoot
- have students access kahootit..ca and go through the questions eliciting further explanation from the
students answers use Chapter 1 quesitons as the guide. Go over question one on with the characters we
have met time and the characterization charts.
- For those students who do not have cell phones, handout personal white boards and have them answer
using those.

Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an
activity, problems to solve, worksheets etc.).

~9 mins Kahoot/ Introduction

2. Who are the Socs? What kind of people are they?
- The socs are the gang of rich kids from the Westside. They are always looking for a fight, they are trouble
makers, yet society still glorifies them based on their wealth (p.3). Privileged teens who dont know what it is
like to have it bad.
3. Who are the greasers? What kind of people are they?
- The Greasers are the poorer gang of boys from the East Side. They steal things and drive souped-up cars
and hold up gas stations, and have gang fights once and a while (p.3). They are light brothers, they take care
of themselves. A lot of them do not have strong family lives or back grounds.
4. How do Ponyboys relationships with Darry and Sodapop differ? Explain.
- Pony boy is closest with Sodapop. Darry is really hard on Ponyboy, and older than him so his relationship is
more like a father figure but Darry is not gentle at all. Soda is more understanding and compassionate to
Ponyboy. Soda always includes Ponyboy in his adventures, where Darry is too busy working.
5. Why is the gang so important to Johnny?
- The gang is so important to Johnny because they support him and care for him like family. They saved him
from the Socs when they beat him up in the vacant lot. Since getting beat up by the Socs the gang has stood
up for Johnny and done their best to take care of him. They look out for him more than his own parents; if it
werent for the gang, Johnny wouldnt know what love and affection are.
6. Do you think Darry loves Ponyboy? Why does he treat Ponyboy the way he does?
- Answers may vary
- he treats him this way because he loves Ponyboy and feels responsible for him, but is also still a kid and

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 doesnt know how to show him love like their father did.
7. What does Ponyboy mean on page 18 (page 19) when he says, I lie to myself all the time? Do you ever lie
to yourself? Why?
- answers may vary
- He lies to himself to keep his real emotions away. Sometimes it is easier to lie to yourself than to be honest
with yourself. Sometimes the truth hurts more than our lies to ourselves do.

~5 mins what happened at the end of chapter one?

We learn that Soda has a girlfriend named Sandy who he is going to marry, but doesnt want Darry to know
Ponyboy talks about Pip from Great Expectations (p. 15)
We learn that PB is a good student
We learn more about the characters
We learn why Soda quit school (p.17)
PB doesnt think Darry loves him and he tells himself he doesnt love him either.
~13 mins Characters Hand out characterization chart tell students that we will fill them out tomorrow in the next
lesson before we start reading, so they need to keep them in a place where they know they will be able to find them.
In a binder, or in a duotang?
1.Describe each of the characters and their relationship to Ponyboy.
-Steve Randle- is Sodapops friend. He thinks PB is a tag along. He is good with cars, is tall, cocky, lean and smart
(p.9)
-Two Bit Matthews- a member of the gang who keeps the group laughing. (p.9/10) Second oldest in the gang next to
Darry.
-Dally Winston- Dallas Winston. A rough and tumble kid form New York who spent time in prision. A member of the
gang that PB respects. p.10/11
-Johnny Cade youngest in the gang next to PB. Has a rough past and family. He has been beaten a lot. Like a
brother to PB; like family because he was part of the gang. p.11/12
~25 mins- Handout assignment sheet and go over the assignment expectations. Give students time to
work on their project/ Exit slip
Expectations
o Grade 8 quality work neat, complete, thoughtful- not just random.
o Creativity creative drawings, and colouring.
o Strong paragraph explaining what you predict will happen at the end of the novel/ what
your picture is displaying and why.
Complete sentences, neat, correct grammar and spelling, well thought out.
Due: Next Wednesday at the beginning of class.
-Exit Slip: What do you predict will happen in Chapter 2? Write this on the board at the beginning of the
25 mins of work to get students to think or even brainstorm and have them hand it in at the end of class.

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c) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

Exit Slip: What do you predict will happen in Chapter 2?

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

Today I tried to incorporate a kahoot in the lesson to go over the questions from the chapter.
For the most part I think it worked really well, next time I would make the wait time a bit shorter-

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it was long and it felt like it dragged on for a long time. I found using a Kahoot to be kind of
difficult for classroom management, but that might also be because I am not super familiar
with using it. It was fun to use, but I dont think it helped a lot with assessing the questions as
students made up user names, so I couldnt really see what their thinking was. The teaching bit
this morning felt like it lasted a long time. In this way I think my pacing was off, I think we
ended up basically going over the questions twice, due to my poor organization of the lesson
today. This resulted in the students having less than ample time to work on their assignment
which I failed at explaining today. I know that my explanation was not clear because I had
multiple students who asked what they were supposed to do after the instructions were given. I
need to make sure that each student is paying attention and that the instructions are clear
before I let them start working.
Today I feel like my teacher with-it-ness was really successful. I could see a problem and within
the classroom and could stop it before it escalated. I feel like I am doing a really good job of
seeing what is happening in the classroom. One thing I want to work on is cell phone control. I
dont know what to do in terms of communicating my expectations when they are different than
what the other teacher expects. Perhaps if I say every time I am expecting them to remove
earbuds and put phones away students will know if they are allowed to use them.
It was also hard to get the students motivated to create a prediction. A lot of them didnt know
what was going to happen. I think I failed to explain what a prediction was, I just assumed they
would know. For the future I need to stop making assumptions and make sure to check with
the students if they understand or not, and then take the time to explain if they do not
understand.

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