Secondary Lesson Plan Template

UNLV Student: Jami Anderson Mentor Name:

Course & Grade: 10th Grade English Lesson Topic: Animal Farm

Date: Estimated Time: 55 minutes

State Standard(s):
- 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.
- W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings); graphics (e.g.,
figures, tables); and multimedia when useful to aiding comprehension.

1. Teaching Model(s): Student based learning

2. Objective(s): Students will be able to identify and explain the connection between the
Russian Revolution and Animal Farm by developing their own countries
3. Materials and Resources: The novel Animal Farm and Create Your Own Country
worksheets
4. Instructional Procedures:
Introduction Teacher’s Actions Students’ Actions
5 minutes (5 minutes) Students will come in and
sit in their assigned seats.
I will greet students at the
They will pull out their bell
door and remind them that
ringers and work
they should be pulling out
their bell ringers independently while I take
attendance
I will take attendance while
they are completing their
bell ringers.
Activities or Learning Teacher’s Actions Students’ Actions
Experiences (8 minutes)
45 minutes As a class, we will discuss Students will raise their
chapter one of Animal hands and answers
Farm. We will address the questions regarding the first
main ideas in this chapter to chapter of the novel.
ensure understanding of
important details
 (25 minutes)
As a class, we will read
Chapter 2 of the book. As Students will popcorn read
we are reading out loud, I as a class and follow along
will stop and explain as we read the novel out
important points of the
loud. Students will
novel, stopping at the point
volunteer answers to
in the novel when the 7
questions posed by me
commandments are written
on the barn wall and ensure throughout the chapter.
the students understand the
7 commandments that were
originally painted on the
barn

(15 minutes)
Following completion of Students will work
chapter 2, I will pass out independently to create
worksheets in which the their own countries on the
students will be asked to worksheets provided.
create their own countries.
They will have to come up
with a name, a population
number, a food, a flag, and
7 commandments of their
own.

Closure (How will Teacher’s Actions Students’ Actions

students reflect on (3 minutes)
learning goals?)
I will collect their
worksheets as their “exit
ticket” for the day
Extension and Teacher’s Actions Students’ Actions
Contingency Plans I will ask the students to Students will come
consider novel and come prepared to discuss chapter
prepared to discuss chapter 2 the following school day
 two on the following school
day.

5. Accommodations and Modifications:

Students with difficulty seeing the board will be moved to the front. Any students who
have difficulty with English will be paired with a student who does speak English. Other
specific modifications for students with difficulties will be addressed on a case by case
basis.
6. Assessment and Evaluation of Learning:
Formative Assessment: I will collect a formative assessment throughout the lesson by
asking for volunteers to give their answers to the questions regarding the novel. This will
ensure that the students are understanding the novel.
A formative assessment will also be completed by collecting the worksheets they will
complete during class.
7. Reflection:
a. Strengths: Students will make a real-life connection to the novel by completing
their own create your own country worksheets
b. Concerns: Students not being engaged in the assignment