Name___Julia Girani ____________________ Inquiry

Model Lesson Plan

Standards 1a.CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or

Addressed: cultural experience reflected in a work of literature from outside the United
(list Common States, drawing on a wide reading of world literature.
Core and
Technology 1b. CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify the meaning of
Standards
unknown and multiple-meaning words and phrases
where most
applicable)
1c.CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
1d.CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.

Lesson Title Understanding the Cold War and how it applies to dystopian novels such as
or Topic: Lord of the Flies by William Golding

Time
Frame: Two class periods

Objectives: Students will:

· Students will be able to understand the causes of the Cold War and
demonstrate their understandings in their KWL chart.
Students will be able to evaluate how the Cold War relates to dystopian societies
in their group work.
· Students will be able to explain what a dystopian society is and provide
examples in their group work.
Key Glossary: Utopia, Dystopia
Vocabulary:

Materials: Do Now •
Loose leaf paper to answer the question, pens/ pencils
KWL Chart • Worksheet for group work
Photographs from the Cold War
Closure Copy of William Golding’s Lord of the Flies
iPad for each group to conduct further research

Students will be asked to answer the question on the board upon arrival to class:
Engage: Describe your own perfect world. Why are some of the characteristics pleasing
The activities to you? The teacher will allow 10 minutes at the beginning of the class, then
in this students will discuss their answers with the rest of the class.
section
capture the
student’s
attention,
stimulate
their thinking
and help
them access
prior
knowledge.
Explore:
Students are Students will be presented with a KWL chart after the Do Now. The students
given time to will then be asked to recall any information that they learned about from the
think, plan, previous class period about the Cold War and fill out their charts. They will hold
investigate, onto their KWL charts to refer to during their group activity later during the class
and organize period.
collected
information.
Explain:
Students are now involved in an analysis of their
exploration. Their understanding is clarified and
modified because of a reflective activity.
How did the Cold War influence a
dystopian genre in Lord of the Flies?
The teacher provided background
information of the Cold War in the
previous class and how it affected
England during the time that William
Golding wrote Lord of the Flies. At this
point, students have read the first two
chapters of Lord of the Flies so they
already know that they were on an
airplane to take them away from
England to take them somewhere
safe. Their mission in the group work
is to use their KWL charts and what
has happened in Lord of the Flies thus
far to explain their group’s photograph
from the Cold War.
Elaborate/Extend:
The teacher will divide the students
Students are given the opportunity to expand and
into groups by counting off numbers 1-
solidify their understanding of the concept and apply
4. Each group will be assigned a
it to a real-world situation.
photograph from the Cold War. Each
group will be administered an iPad to
help them do further research on their
photograph and help answer any
questions they may have about that
time period if the teacher is assisting
another group in the meantime.
Together, they will type a three-paged,
double spaced essay explaining how
the photograph connects with Lord of
the Flies and the Cold War. This will
be due at the end of the next class
period.

Evaluate:

The teacher will provide criterion-

based feedback for each group’s
essay on how their photograph
connects with Lord of the Flies and the
Cold War. It will be graded out of 50
points. 25 points will
be given for content and
understanding of the text,
10 points will be given for grammar
and syntax, 15points will be given for
collaboration and contribution to the
group work.
Names:____________________________
Ms. Girani

Today, students will construct a three-paged, double

spaced essay in their groups to evaluate their knowledge
and understanding of the Cold War and its relation to Lord
of the Flies by William Golding. Using your group’s iPad,
students will:
1. Conduct further research to support their
justification on the relation between their
photograph and Lord of the Flies
2. Explain how the photograph relates to historical
context of the Cold War and Lord of the Flies
3. Demonstrate proper use of grammar and diction

You will have today’s class period and all of class

tomorrow to work on your
assignment in groups! It
will be due at the end of
next class!
Remember! This is a group effort, you all get the same
grade!

Grade Tracker-
Content and Understanding___/25
Grammar and Syntax___/10
Group Collaboration and Contribution___/15
Total___/50