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Secondary Lesson Plan Template

School: 3165 Subject: English IV Teacher: Campbell Lesson Plan Oct. 22-23
Day 3

OBJECTIVE Standard/Benchmark:
What will your students be able to learn?
SWBAT cite strong and thorough evidence to support an analysis of Ch. 3 of 1984 and make inferences from the text. LAFS.1112.RL.1.1

ASSESSMENT “Begin with the End in Mind”

How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Students will answer the following question: “What are features of our story thus far, that make our story a dystopian story?”

Student answers will vary but should include some of the following: 1. Propaganda 2. Ind’t Thought/Freedom is restricted 3. Big Brother is
worshipped 4. Citizens are always being watched 5. Citizens are dehumanized 6. The natural world is banished 7. Citizen conform to uniformed

A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson,
and answered by students at the end of the lesson to show understanding of the concepts taught.
What is the relationship between language and truth? How is language sometimes used deceptively? What are the qualities of effective

What are the features of our story thus far, that make 1984 a dystopian story?
What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal
student response be for each question?
 What is the main idea of Ch. 3?
 What is the significance of the Golden Country?
 How does Winston feel about his job?
 What is doublethink?
 What predictions do I have about the rest of the novel?

P1: K. Jones- extra time

S. Richendollar- extended time, small group tests, extra examples, break long assignments down into due dates
J. Waters- extended time, small group tests, highlight important concepts, clarify instructions
C. Williams- extended time, highlight important concepts
P2: A.Johnson- extended time, small group tests, extra examples, highlight important concepts
E. Johnson- extra time, highlight important concepts
P4: E. Cooper- extra time, small group tests, highlight important concepts, extra examples
S. Jones- extra time, 30% fewer questions, small group, shorten assignments
A. Lewis- extended time, small group tests, shortened assignments
B. Martin- extra time, small group tests, shortened assignments, extra examples, assistance with notes, break down long assignments with dates
R. Newberry- extra time, small group tests, extra examples
M. Wade- extra time, small group tests
P5: D. Benjamin- 18 pt. font, extra time, allow student markings on assignments, student copy of notes
A. Harris- extra time, 30% fewer questions on assignments
D. Young- enlarged text, extended time, small group tests, break long assignments down into due dates
P6: D. Holmes- extended time, small group, highlight important concepts, extra examples
J. King- extra time, small group, break long assignments down into due dates, extra examples, 30% fewer questions, study guide for tests
P. Walker- extended time, highlight important concepts
P8: D. Brunson- extended time, highlight important concepts, read written instructions
I.Howard- extended time, small group, highlight important concepts, seated away from distractions
BELL RINGER (10 min) or FOCUS LESSON (30 min) TIME
Follow the Focus Calendar to provide reinforcement of previously taught skills. Approximate
10 min BR 30 min

Students will write a paragraph answering the following question:

“ What is the purpose of the Two Minutes Hate and what does Orwell suggest about the society and/or government of

1984 through its inclusion of the story?”

Dict- say, tell
Vindicate- to show to be right by justification; excuse; explain
The speaker vindicated her claims with statistics and real life examples.
Secondary Lesson Plan Template
Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to
achieving the bigger goal of the course.
 Provide a hook to motivate students and link to prior knowledge in order to introduce a new concept.
 Explain the relevance of lesson and the importance of learning the concept.
Introduce important vocabulary using the word wall as an interactive learning tool.
“The last two classes we read Ch. 1 and 2 from 1984. You are your partner are going to briefly explain to each other
different elements of what we have read. The person who is the youngest between the pair will be partner 1. Partner 1
will explain the setting of the book within 45 seconds. Partner 2 will listen to what Partner 1 said and paraphrase it back
to that person.
Here’s an example *Teacher turns to a student and asks what they ate for breakfast this morning. Teacher paraphrases
back to that person what they said.*
Now, partner 2 will explain the characters in the book for 45 seconds, and Partner 1 will listen and paraphrase back to
Partner 2.”

Teacher asks two different students to explain the setting and characters so far.
Component of the lesson when teacher explicitly models to students exactly what they are expected to do during min
guided practice and eventually during independent work.
 Conduct a think aloud while modeling the steps to completing an activity or solving a problem.
 Model the use of a graphic organizer.
Use questioning techniques such as re-directing, wait-time and prompting.


Guide students to independent practice by providing an opportunity to work in small groups and practice what was
taught during the modeled portion of the lesson.
 Incorporate the use of a collaborative strategy in small groups. Encourage student accountable talk during group
Perform checks for understanding.


 Assign students independent work that is directly aligned with the “I Do” and “We Do” portions of the lesson. 22 min
Circulate around the room to provide individual support
Students will read chapter 3 and 4 of the novel and answer the questions 1-10 on the second page of their guided notes
 Differentiate your instruction to reach the diversity of learners in your classroom.
 Pull small groups or individuals for more intensive support.
Conduct Center Rotations
Teacher Directed: Teacher will work with students who scored particularly low in the Key Ideas and Details strands and
will work on making inferences. In small group, we will read “They Were Americans” and answer the inference-based
questions about Matsumoto’s feeling on returning to the campus.
Group 1:
Barron, Darrell, Nazario, Cedric, Deshawn, Kiana
Takerria, Alexis H., Daivarus, Talia, Shaniya
Kamani, Tavian, Brian, Koree
Shaterica, Sharod, Robert, Shania, Mieauntae, Andrew, Howard
Michaeila, Winston, Alexis, Shatia, Carol, Dawnette, Deonte, Shamaria
Glenn, Shemar, Caujha, Edward

Group 2:
Devond, Alize, Jada, Alexys, Jennifer, Adjuwuan
Tianne, Sheonise, Antoine, Marlon, Dennis
Stephanie, Rashanna, Rodney, Malik, La’Angel
Rashuwn, Aikia, Tanquriera, Breona, Janiya, Darius
Tyrek, Ivvyon, Paul, Bryant, Ayana, Jasmine, Eric, Joell
Samiyah, Jada, Tatyana, David, Desmond

Independent: Students will read chapter 3 and 4 (pg.27-43) and complete questions 1-10 on page two of their guided
notes packets.
Secondary Lesson Plan Template
Technology: Students will complete the Achieve 3000 article Privacy in the Digital Age. Students who completed this
article can choice an article of their own and score 88% or higher to receive full credit.

 Wrap up the lesson and help students organize the information learned into a meaningful context. Min
 Have students reflect on or answer the Essential Question.
Help students connect today’s learning to their bigger goal in the course.
Students will answer the daily essential question “what elements of this story, make it a dystopian novel?”

How will students practice what they learned? How will opportunities be provided for students to maintain mastery of previously mastered
Students who did not finish reading chapter 4 will read that for homework.
Secondary Lesson Plan Template