All The Lesson Plans For Persepolis

SAINT FRANCIS UNIVERSITY
Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Subject: English___
Time Needed for Lesson: 42 minutes Lesson Concept: Persepolis by Marjane Satrapi
Date of Lesson: Thursday, February 1, 2018
PA STANDARD(S)(Write out standards):
CC.1.2.8.C- Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
CC.1.2.8.E- Analyze the structure of the text through evaluation of the author’s use of specific sentences and
paragraphs to develop and refine a concept.
BIG IDEAS/ESSENTIAL QUESTIONS:
● Why is it important to learn about the crises that groups of people around the world are facing?
● How is language used to oppress people?
● How is language used to redeem people?
● How can individuals make a difference in the world?
ELIGIBLE CONTENT:
E08.B-K.1.1.3- Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, categories).
E08.B-C.2.1.1- Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
E08.B-C.2.1.2- Analyze in detail the structure of a specific paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
OBJECTIVE(S) (Be sure to include all four parts):

Students will write a paragraph in response to what it would feel like to be a child in Iran during the Islamic
Revolution with 100% accuracy.
Students will verbally discuss their responses to the above prompt with 100% accuracy.
Students will read aloud the introduction to Persepolis and quickly discuss/read over a timeline from
ebackpack that this book is taking place in with 100% accuracy.
Students will begin reading Persepolis and answer questions on the study guide with 100% accuracy.
MATERIALS:
 Bandanas (10)
 Golden keys (13)
 Writing prompt paper
 Study guide packet
 Persepolis graphic novel
 IPad
 Smartboard
ACTIVITIES(There are three sections here):
OPENING (hook, purpose and basic plan)

When the students walk into the classroom, boys will be given a golden key and sit on one side of the room.
The girls will be given a bandana (symbolizing a veil) and asked to wear it while sitting on the other side of the
room. The boys will answer a different prompt than the girls, but both will be a handwritten paragraph. Once
the students are done writing, we will discuss what they wrote since they will be reading the graphic novel,
Persepolis by Marjane Satrapi, which is about the life of a girl who lives in Iran during the Islamic Revolution.
This activity/discussion should take about 15-20 minutes or so.
BODY: (Bulleted step by step)

1. The teacher will pass out the study guide and graphic novel to the students to fill out after each assigned
reading.
2. The teacher will read aloud the Introduction of Persepolis.
3. The teacher will briefly discuss and talk about a timeline of the history of the Islamic Revolution that is
posted on ebackpack so students have a background knowledge of what is going on during this time.
4. The teacher will begin reading the graphic novel aloud with this class.
CLOSURE (Wrap up and brief summary):

The teacher will review what was read during class by asking the students questions. The teacher will then
assign the rest of the reading for homework (pages 1-40), along with filling out the study guide that goes along
with that reading.
ACCOMMODATIONS/MODIFICATIONS:
None
ASSESSMENT (How you will determine that student has mastered objectives?):
I will not only hear the responses of the students through our discussion of the writing prompts, but I will
collect and read through their reflections once class is over. I will also be able to determine if they understand
what is going on in the graphic novel when we review and go over the reading/study guide the next day.
Overall, participation will help me determine if the students have mastered their objectives for the day.
SELF-ASSESSMENT/REFLECTION(Complete this section if you have taught this lesson to peers or in clinical
placement):
The lesson as an entirety went really well. I was nervous since it was my first lesson, not only in front
of the 8th grade class, but also in front of my supervisor too. I think my introduction activity was able
to grasp the student’s attention so it was a unique way of introducing the graphic novel to them. I wish
I let the students speak more about their responses, instead of me talking when things get silent. I
have to learn to be okay with some silence from the students and give them time to think and respond
back to my questions that I pose. Anyways, I had extra time towards the end of the period, so I asked
the students if they wanted to read aloud their homework or if they wanted me to give/talk about their
project (due at the end of the unit). So, instead of doing that for the next class (like I had planned), we
talked about what the project and requirements are. All in all, I am super excited to work with this
class and I do not think I would change much because the desks were set up in rows instead of groups,
which made the introduction more effective.
Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Date of Lesson: Friday, February 2, 2018
CC.1.2.8.A- Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas.
events.
CC.1.2.8.D- Determine an author’s point of view or purpose in a text and analyze how the author
CC.1.2.8.J- Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
ELIGIBLE CONTENT:
E08.B-V.4.1.1- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies.

Students will write a paragraph in response to the “Bellringer” prompt of a quote from the previous night with
100% accuracy.
Students will orally discuss the answers to the study guide questions with 100% accuracy.
Students will verbally review the vocabulary words from the previous night’s reading (for their quiz on
Monday) with 100% accuracy.
Students will debate on the topic of whether they should or should not believe everything school teaches them
with 100% accuracy.
Students will read and answer the study guide questions in class and for homework with 100% accuracy.
MATERIALS:
 Smartboard
 PowerPoint
 Rubric for project
 Study guide
 Whiteboard/marker

When students enter into the classroom, a “Bellringer” prompt will be on the smartboard. Students will describe
a time when they felt like God abandoned them because on page 17 of Persepolis, Marji feels that God has
abandoned her during her time of need and says on page 17, “God, where are you? That night He didn’t come.”

5. The teacher will review the vocabulary on the student’s study guide with them because on Monday’s
class, students will have a 10 question vocabulary quiz.
6. The teacher will then review the study guide questions with the students and ask about the reading from
the previous night.
7. The teacher will then hand to students the rubric to their project that is due next Monday’s class. The
teacher will go over the expectations for the project that is due next Monday (February 12 th).
8. The teacher will write on the board, “Everything you learn in school is right. You must believe
everything your teachers are telling you.” Students will be divided into two groups and have to argue
against or for this point because this theme is seen throughout the graphic novel.
9. If time permits, the class will then start reading the next section of the book and answering the study
guide questions.

The teacher will review what was read during class by asking the students questions. The teacher will then
assign the rest of the reading for homework (pages 40-81), along with filling out the study guide that goes along
with that reading. The teacher will remind the class that they will have a vocabulary quiz on Monday and to
become prepared.
None
Since students are expected to have the material read and questions on the study guide answered, seeing how
they discuss aloud what the read/learned will help determine if they are understanding the story so far. I will
also be asking them questions when reviewing the vocabulary words so they do well on the quiz for Monday. I
will also be able to see their progress in developing the theme of whether or not students should believe
everything being taught in schools by how students respond during the debate being held.
placement):
Today’s lesson went well, but there were some bumps along the way. For example, during the mini-debate we
had in regards to the statement about how students are taught to believe everything teachers teach them, there
was a lack of structure. Since I was distracted between helping both groups analyze the statement, I did not
enforce the students to write down bullet points of their argument. Mr. Brown chimed in for me and told the
students to do this, which was helpful. During the mini-debate, the students got really into the topic, but were
straying away from what the whole point of the activity was. If I had enforced more structure, maybe the debate
would not have strayed away from the point I was trying to convey. However, besides these bumps, I had the
students discuss the vocabulary words in their groups and I went around and checked to see if they were okay
for the quiz on Monday. And then we discussed, as a class, the answers to the study guide questions. These two
activities went smoothly. But as a whole, the lesson went pretty well, I just need to be more aware of making
sure there is structure to everything the students are doing.
Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Date of Lesson: Monday, February 5, 2018
including its relationship to supporting ideas; provide an objective summary of the text.
events.
CC.1.2.8.K- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade-level reading and content, choosing flexibly from a range of strategies and tools.
ELIGIBLE CONTENT:
E08.B-V.4.1.1- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies

Students will take a vocabulary quiz with 100% accuracy.
100% accuracy.
Students will orally discuss the answers to the study guide questions with 100% accuracy.
Students will verbally review the vocabulary words from the previous night’s reading (for their quiz tomorrow)
with 100% accuracy.
Students will pick a “job” they want to complete for literature circle discussion tomorrow with 100% accuracy.
Students will write a diary entry pretending they are Marji and write about a major event she experienced so far
in the book with 100% accuracy.
MATERIALS:
 Vocabulary quiz
 Literature circle job worksheets
 Smartboard
 PowerPoint
 Study guide

Students will begin class by taking a 10 question vocabulary quiz. Once they have completed this, students will
then do the “Bellringer” prompt. The quote presented to them is: “You have to forgive! You have to forgive! I
had the feeling of being someone really, really good.” (page 46). In response, students will write and then
discuss a time when it was hard for them to forgive someone. In their response, they have to talk about what that
person did to hurt them and how long it took to forgive the wrong doer.

10. Once students have shared some of their responses and connect it to the reading from last night, the
teacher will walk around the classroom when the students are going over their study guide questions
and vocabulary in their groups.
11. The teacher will go over some questions aloud as a whole just to make sure the students understood the
main ideas from the text.
12. Instead of answering study questions like they have been, students will choose a job of being the
connector, literary luminary, questioner/discussion director, or summarizer and complete a worksheet
for homework that goes along with reading pages 80-118.
13. Once the worksheets are handed out, students will spend the rest of class writing a diary entry about an
event that Marji experienced so far in the book. They will pretend like they are Marji and must include a
direct quote, along with explaining the emotions and details of an event that happened to Marji.

The teacher will collect the diary entries at the end of class. The teacher will also quickly go over what is
happening in the story so far, along with assigning pages 80-118 for homeworking.
None
I will be grading their vocabulary quizzes, so depending on what grade they receive, will let me know that they
have an understanding of what the words mean. I will also be able to see if the students understand the reading
based on how they are doing with their study guide questions and their diary entries.
placement):
Today’s lesson was smooth and went according to plan. The majority of the students did well on their
vocabulary quizzes and had good group discussions while going over the study guide questions. The students
then completed and turned in a diary entry pretending to be Marji. Only one student was able to share her
response before the bell rang, but for the most part, the students did well with this activity. Overall, it was a
good lesson and the students seem to enjoy the book so far!
Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Date of Lesson: Tuesday, February 6, 2018
events.
CC.1.2.8.L- Read and comprehend literary non-fiction and informational text on grade level, reading
independently and proficiently.
ELIGIBLE CONTENT:

100% accuracy.
Students will orally discuss their literature circle responses from last night with their small groups with 100%
accuracy.
Students will verbally review the vocabulary words from the previous night’s reading (for their quiz tomorrow)
with 100% accuracy.
Students will verbally share one major topic they discussed in their groups today with 100% accuracy.
MATERIALS:
 Smartboard
 PowerPoint
 Literature circle worksheets
 Vocabulary quiz

Students will begin class by taking a 10 question vocabulary quiz. Once they have completed this, students will
then do the “Bellringer” prompt. The quote presented to them is: “I wasn’t chicken, so I followed them. I had
already broken the rules once by going to the demonstration in ‘79. This was the second time” (page 111), which
is about how Marji falls into peer pressure by skipping class to hang out with 14 year olds. Students must
respond by thinking back a time when they were peer pressure into doing something they knew wasn’t right,
but decided to proceed with it anyway. They will answer the questions: “Did you get in trouble like Marji did?
Did you feel bad for your actions or lie to cover your actions up?” for their response.

14. Once students have shared some of their responses, students will discuss their literature circle
worksheets with their small groups. The teacher will make rounds during this time and talk to each
group.

The teacher will then ask each group to share aloud something major they discussed today. We will quickly
review what is happening in the graphic novel, along with assigning homework for Thursday (since Wednesday
and Thursday are blocked schedules). Students will finish reading the story and write down 5 (level 2 and 3
interpretative and universal) questions they want to discuss during the seminar discussion, along with 2 quotes
they really connected with or found interesting in the reading.
None
I will be grading their vocabulary quizzes, so depending on what grade they receive, will let me know if they
understand the words. I will also be able to see if the students understand the reading based on the group
discussions and completed literature circle worksheet.
placement):
I think today’s lesson went really well. I gave them back their vocabulary quizzes from yesterday while they
were taking today’s quiz. Then, they did the “bellringer” activity, in which we had a few brave students share
their funny stories about peer pressure. After, I made sure to clarify what their homework is because there was
some confusion about last night’s with a few students. For those students who did not complete their literature
circle papers, I had them take notes during their group’s discussion. I went around to each group and talked to
them about different questions and connections they came up with from last night’s homework. And at the end
of class, I had each group say one thing that discussed today during class. I don’t think anything really failed in
this lesson, except for there being a little miscommunication on what the homework was from last night and
catching up some students who have either missed a day or two of school. But overall, today went great!
Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Time Needed for Lesson: 1 hour and 27 minutes Lesson Concept: Persepolis by Marjane Satrapi
Date of Lesson: Thursday, February 1, 2018 (Blocked schedule)

events.
ELIGIBLE CONTENT:
E08.B-K.1.1.1c- Cite the most important details and evidence from the text to answer literal and inferential
questions.
E08.B-K.1.1.2a- Identify the main idea/central idea using 2 or more key details/evidence from the text.

100% accuracy.
Students will orally participate in a full-class seminar with 100% accuracy.
Students will watch “Persepolis” and have a debate on whether the movie or book was more effective with
100% accuracy.
MATERIALS:
“Persepolis” movie
Persepolis graphic novel
Seminar notes
PowerPoint
Vocabulary quiz
Garbage can
Ripped slips of paper (3 per each student)

When students get settled in, they will begin class by taking a 10 question vocabulary quiz. Once they have
completed this, students will then do the “Bellringer” prompt. The quote presented to them is: “In life, you’ll
meet a lot of jerks. If they hurt you, tell yourself that it’s because they’re stupid. That will help keep you from
reacting to their cruelty. Because there is nothing worse than bitterness and vengeance….always keep your
dignity and be true to yourself.” (pg. 150) Students must reflect on this quote and either agree or disagree
with the advice that was given to Marji from her grandma.
BODY: (Bulleted step by step):

1. Once students answer the “bellringer”, the teacher will give everyone 3 pieces of ripped paper while the
class formulates one big circle with their desks.
2. The teacher will place the trash can in the middle of the circle and explain the rules for the seminar to
the students. Since each student was given 3 pieces of paper and prepared questions/quotes for the
seminar, everyone must participate at least 3 times during the class discussion. Every time a student
participates, he/she will throw the piece of the paper into the garbage, just so the teacher knows that
everyone partook in the discussion at least 3 times.
3. Once the seminar is over, the teacher will put on the “Persepolis” movie.

At the end of class, the teacher will remind the students about their last vocabulary quiz be on Monday (due to
block scheduling) and that their projects will be pushed back and due on Tuesday (due to the Snow day on
Wednesday).
None
I will asses the students through their vocabulary quizzes, but most importantly their seminar discussion
questions/responses. This is very important because based off the ideas and themes they share will really
inform me on whether or not they understood and grasped the bigger picture of the graphic novel.
placement):
Today’s lesson was awesome! Everyone brought wonderful questions and insights to the seminar. However, I
would change how I would go about the students participating. The paper and trash can idea was distracting at
some points; one girl even threw her pencil case into the garbage after she participated. Since I love having
everyone in a circle and participating, I would have to change how I would make sure everyone participates.
Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Date of Lesson: Monday February 12, 2018

CC.1.2.8.G- Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text,
video, multimedia) to present a particular topic or idea.
ELIGIBLE CONTENT:

Students will watch “Persepolis” and have a debate on whether the movie or book was more effective with
100% accuracy.
Students will work on their projects due tomorrow (Tuesday) with 100% accuracy.
MATERIALS:
“Persepolis” movie
Persepolis graphic novel
Vocabulary quiz

Students will take their last vocabulary quiz of the unit.
BODY: (Bulleted step by step):

4. Once students are done taking their quiz, the teacher will put on the rest of the “Persepolis” movie.
5. Once the movie is done, students will have a debate about whether the graphic novel or the movie was
more effective. Each side will be asked to write down 5 reasons and share their responses aloud and
debate more closely with the other side.

Once the movie and debate are complete, students will have the remainder of the period to work on their
projects and presentations that are due on Tuesday.
None
I will asses the students through their vocabulary quizzes and debate in regards to whether the movie or
graphic novel is more effective. If they can show concrete evidence about whether the movie or book is more
effective, it conveys to me that they are closely analyzing both the book and movie and formulating an opinion
on which was more effective.
placement):
Today went well. After we finished the movie, I had the students divide into 2 groups based on which side they
agreed with more. At first, we only had one person that thought the movie was more effective, but a few others
decided to join them and they nailed the debate. During the debate, 2 people left the book side and joined the
smaller, movie side group. The debate was informal and held in the way where 2 students from both sides were
standing up and doing the majority of the talking. Other students would chime in by raising their hand. And
this approach worked okay, but once I sat down and talked to my cooperating teacher, I learned about several
ways I could conduct a more thorough debate. One way that would have worked well for this specific activity,
would be that each group would write an opening statement about what they believe in and present it to the
class. Once each side has stated their side on the matter, they will take a few minutes to create a rebuttal on
what their opponents said. This approach is a smoother way of having a debate, in which students all the
students can fully participate and share their ideas, along with staying on track.
Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Date of Lesson: Tuesday February 13, 2018
CC.1.2.8.G- Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text,
video, multimedia) to present a particular topic or idea.
ELIGIBLE CONTENT:

Students will present and hand in their projects with 100% accuracy.
Students will listen to the song “Read All About It, Pt. III” by Emeli Sande and analyze the lyrics by connecting
it to Persepolis with 100% accuracy.
Students will share aloud the connections they made with the song and Persepolis with 100% accuracy.
MATERIALS:
Rubric for grading projects
Song: “Read All About It, Pt. III” by Emeli Sande
Lyrics handout
OPENING (hook, purpose and basic plan)/ BODY: (Bulleted step by step):
1. The teacher will pass out the lyrics to “Read All About It, Pt. III” to the students.
2. The teacher will then play the song and ask students to write down/highlight any connections they
make between that song and Persepolis.
3. Once the students are done analyzing/listening to the lyrics, students will share aloud the
connections they made.
4. Once this activity is complete, students will then take the rest of the period presenting/handing in
their projects that are due today.

The teacher will collect all projects and reiterate that whoever did not present today, will go tomorrow.
None
I will asses the students through both their projects and how the students connected the lyrics to “Read All
About It, Pt. III” to Persepolis.
placement):
Today, things went great! The song activity was a hit with the students, in which students were able to make
connections between the song and book. This showed me that they really grasped the book in a way that they
could make connections with the lyrics of the song. We also started presentations today and I am blown away
by how much thought my students put into their work. Overall, there is nothing I would change with this
lesson.
Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Date of Lesson: Wednesday February 14, 2018
ELIGIBLE CONTENT:

Students will fill out a student-teacher evaluation form with 100% accuracy.
Students will hand the Persepolis books back to the teacher with 100% accuracy.
MATERIALS:
Student-teacher evaluation form
OPENING (hook, purpose and basic plan)/ BODY: (Bulleted step by step)/ CLOSURE
(Wrap up and brief summary):
Since I was out sick, I had Mr. Brown give the students a student-teacher evaluation form that I created myself.
This Persepolis unit will be done tomorrow and I wanted to hear student’s feedback on my progress as a
teacher, along with how they liked the different activities that I did with the students throughout this unit.
Once students are done with filling out this anonymous student-teacher evaluation form, the teacher will
collect each of the student’s Persepolis books.
None
I will know if the students master the objectives if they fill out the student-teacher evaluation form that the
teacher gave them, along with returning back their books.
placement):
I was out sick this day.

Loretto, PA 15940
LESSON PLAN Format

Subject: English___
Date of Lesson: Thursday February 15, 2018
ELIGIBLE CONTENT:

Students will present and hand in their projects with 100% accuracy.
Students will fill out a student teacher evaluation form with 100% accuracy.
MATERIALS:
Rubric for grading projects
Student teacher evaluation forms

OPENING (hook, purpose and basic plan)/ BODY: (Bulleted step by step):
Students will spend the whole period presenting the rest of their projects.

The teacher will ask the students why the teacher created and gave them this project. The teacher will
reiterate how important it is to always stay true to themselves and develop their good qualities the older
they get. The teacher will also give students who were not present in yesterday’s class to fill out a
student-teacher evaluation form.
None
I will asses the students through their projects through their poster boards and write up that went along with
the their posters.
placement):
Today was a great day in wrapping up this Persepolis unit. Katrina (the AP coordinator and a fellow
teacher) sat in on my lesson today. She loved the project I had my students do. It made me happy to
hear this feedback from her, Mr. Brown, and also my supervisor. I even plan on decorating one of the
walls of the classroom with all the posters that the students did for how creative and wonderful their
posters turned out! I am also happy to receive feedback from the students. This was a great way to see
how they liked this unit, along with seeing how my progress is coming along. I will definitely try to
incorporate this project and this evaluation form when I become a teacher.

All The Lesson Plans For Persepolis

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SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Date of Lesson: Thursday, February 1, 2018

PA STANDARD(S)(Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES(There are three sections here):

OPENING (hook, purpose and basic plan)

BODY: (Bulleted step by step)

CLOSURE (Wrap up and brief summary):

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Date of Lesson: Friday, February 2, 2018

PA STANDARD(S)(Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES(There are three sections here):

OPENING (hook, purpose and basic plan)

BODY: (Bulleted step by step)

CLOSURE (Wrap up and brief summary):

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Date of Lesson: Monday, February 5, 2018

PA STANDARD(S)(Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES(There are three sections here):

OPENING (hook, purpose and basic plan)

BODY: (Bulleted step by step)

CLOSURE (Wrap up and brief summary):

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Date of Lesson: Tuesday, February 6, 2018

PA STANDARD(S)(Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES(There are three sections here):

OPENING (hook, purpose and basic plan)

BODY: (Bulleted step by step)

CLOSURE (Wrap up and brief summary):

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Date of Lesson: Thursday, February 1, 2018 (Blocked schedule)

PA STANDARD(S)(Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES(There are three sections here):

OPENING (hook, purpose and basic plan)

BODY: (Bulleted step by step):

CLOSURE (Wrap up and brief summary):

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Date of Lesson: Monday February 12, 2018

PA STANDARD(S)(Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES(There are three sections here):

OPENING (hook, purpose and basic plan)

BODY: (Bulleted step by step):

CLOSURE (Wrap up and brief summary):

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th