Baker College Teacher Prep Lesson Plan Form

Unit: Fahrenheit 451 Lesson Title: Lesson 3 Character Grade/Period: 9th

Traits
CCSS or 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.9-10.2
Determine a theme or central
idea of a text and analyze in
detail its development over the
course of the text, including how
it emerges and is shaped and
refined by specific details;
provide an objective summary of
the text.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words
and phrases as they are used in
the text, including figurative and
connotative meanings; analyze
the cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and place;
how it sets a formal or informal
tone).

Resources and Materials:

(can be attached)

Objective: I can identify and explain character traits.

What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Essential Question(s): Do we read books in order to understand human experience?

Over-arching questions of the lesson that will Are traits important to characters?
indicate student understanding of
concepts/skills What is it you want the Can a character be complex with very few traits?
students to learn/know? Why?

Inclusion Activity: Day 1: Have students list a few of their favorite characters, and list
Describe an activity that will ensure that all some of their traits. What are some common qualities in main
students and their voices are included at the
beginning of the lesson. characters?
Day 2:
Sequence of Activities: Day 1 (Monday):
 Baker College Teacher Prep Lesson Plan Form
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
1. Have students list a few of their favorite main characters, and list
some of those characters traits. What are some common qualities in
main characters? Have students talk about it. Why might there be
similar qualities among these characters?
2. Put up the character trait document from previous class. Does
Montag fit the same traits as the other main characters? Do other
characters share the same traits of a main character?
3.
4. Read up to page 95.
5. End of class discussion: Do the character traits seem to effect the
theme of the story?
Day 2 (Tuesday):
Catch up day. Let students read on their own. Up to page 110.
Journaling Students will be doing double entry journals, to help
them identify important events/quotes, and organize their thoughts
about it.
Discussion Students will discuss what they have noticed, helps me
identify where the class might be, and what might be lacking.
Formative:
Discussion:
Journal: The students will hand in their Journals at the end, it
will be a brief check to see if they wrote/how much they wrote.
Summative:
Journal: The students will hand in their Journals at the end, it
will be a brief check to see if they wrote/how much they wrote.
Final Project: Choices include some form of character traits.
A lot of this unit is reading, and is set up so that there will be extra
time to read if needed. The unit can also go faster if the class is
moving faster than expected.
A lot of this unit is also discussion. These discussions will be led by
the students, but I can guide the students to where they need to go,
and if needed I can lead the discussion where it needs to go if the
class is not getting there.
The final project has multiple ways to do it to accommodate
different students. Some of the projects are more difficult than
others. Some of the projects can be as difficult as the student wants
(Example: The paper can be as easy as describing a theme, or as
difficult as finding an important phrase in the book and doing a close
reading on it).
 Baker College Teacher Prep Lesson Plan Form

Summary, Integration and

Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented?

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught?

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?