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Lesson Plan Design

Subject: English Language Arts Grade: 9-10 Lesson Topic: Introduction to Catcher in the Rye
Candidate’s Name: Lara Porte ID # 040136255
Site Supervisor: NU Supervisor:
Date: _____12/6/18__________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Rationale:
RL.9-10.4 Determine the meaning of words and phrases as These Common Core State Standards fit
they are used in the text, including figurative and connotative best with the unit of reading this novel. JD
meanings; analyze the cumulative impact of specific word Salinger presents many opportunities for
choices on meaning and tone (e.g., how the language evokes meanings of words different slang and tone
a sense of time and place; how it sets a formal or informal based on the time period and setting. The
tone). author also presents interesting writing
style choices that shape the details of the
RL.9-10.2 Determine a theme or central idea of a text and story. Students benefit by drawing
analyze in detail its development over the course of the text, conclusions about the themes and central
including how it emerges and is shaped and refined by themes developing in the text.
specific details; provide an objective summary of the text.

RL.9-10.5 Analyze how an author's choices concerning how

to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Rationale:
 Students will identify new vocabulary words, their
meanings, and connotations of word choices related to I chose these objectives because they tie
The Catcher in the Rye into the common core state standards and
 Students will be able to summarize each chapter of the they also incorporate real world prior
book as we read knowledge and gaining of more knowledge
 Students will be able to determine the central ideas to be able to relate to the coming of age
behind the text prior to reading and during. story.
 Students will be able to predict and analyze the author’s
choices of symbolism and themes within the text.
 Students will gain background knowledge in relation to
the timeframe of the novel and assess the similarities and
differences and how it may or may not apply to their
own lives.
Goal: This lesson is designed as an introduction and
emergence of the novel, The Catcher in the Rye, by J.D.
Salinger. They will learn background knowledge about the
author and explore what life was like for teenagers in the
1950s as well as analyze the meanings of words and phrases
as they are used in the text prior to reading. They will be
introduced to central themes and main ideas. By allowing the
students to learn more about the background and timeframe
setting in the novel, a better understanding of the work and
its message will be developed.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

 Introduce lesson and discussion about content (10 mins)
 Anticipatory Guide worksheet (work individually 5
mins) Discuss.
 Pair/share about their special quiet/peaceful place or
time after talking about Holden going to psych ward
when he becomes very stressed, etc (talk about in
discussion)
 2 Graphic organizers as a class (one on the 50s and one
about New York)
 Show visual map of New York and point out setting
Rationale:
The goal of the pre-assessment activity is
to test for their prior knowledge, get
students focused and engaged in the
content and curious. It also supports critical
thinking skills and fosters deeper thinking
about what they already know. If they don’t
know much about the content, these
activities provides them with some
background knowledge and bridges any
gaps. The visual of the map taps into their
overall point of view for the story and sets
the stage prior to reading. I do this by
establishing background knowledge,
brainstorming, and appealing to their
personal experiences and prior knowledge.
This sets the tone and stage for the rest of
the unit while studying the text. In using
this form of schema building, I can help
construct a framework of concepts that
may or may not be true, which gives me an
idea of what they already know and gives
the class a place to start from.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

Rationale:
 SDAIE strategies involved: modeling, bridging,  I decided to provide these
contextualizing, schema building with anticipatory set, differentiation strategies for all learners
establishing background knowledge and building on since all learners benefit from a well-
 personal experiences
 Allowing for ample time for processing class discussion
 Collaboration and partner work via Pair/Share
 Modeling and using visual aides like the map
 Using visual hand gestures and acting out with
enthusiasm some emotions or events as I am talking
about the book
 Speak slowly and clearly
 Ask many other students questions first before ever
calling on ELL so they have time to listen and process
the topic
 Provide visual online Quizlet vocabulary list with a
related photo that associates with the word
 Provide words in native language next to English vocab
word on Quizlet for those who struggle
 Provide visuals and photos of the 1950s dress/style,
NYC, and in the WebQuest activity to help with
understanding
 Include multiple modes of learning using visual,
auditory and kinesthetic/hands on through technology
 Create and handout a text engineering Article Activity
Worksheet using News ELA that relates to the novel we
will read and that incorporates the same vocabulary on
our Quizlet
 Allowing for shorter written responses and less
involvement, more accuracy
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
 Journal
 Pencil
 PowerPoint Presentation with pictures
 Chromebook
 Quizlet flashcard link and printout --
https://quizlet.com/276930727/ch-1-5-catcher-in-the-
rye-flash-cards/
 WebQuest Handout
 Anticipatory Set Handout
 Text Engineering Handout for each lexile level of
reading (1,2 & 3 stars noted on worksheets)
 Article: Here’s What ‘The Catcher in the Rye’ Can Teach
You About Life –
https://www.huffingtonpost.com/2014/01/01/catcher-in-
rounded approach to learning using all
modalities (auditory, kinesthetic and
visual). I also incorporate collaborative
work because the bottom third students
can learn and get assistance from
middle and upper third students. They
can also feel more comfortable working
in small groups or one on one,
especially for those who are more
reserved and less talkative so they can
build confidence. It important to allow
for processing time for ELLS as it takes
them twice as long to interpret for
understanding and translate. Because of
this, I believe in using visuals and
gestures as I talk to boost their
understanding, as well as focus on more
accuracy in their written work rather
than length of responses.
Rationale:
All of these resources and materials used
within the lessons offer opportunities for
various modes of learning as well as
technology tool inclusion, which students
in this day and age can engage with.
Students are able to interact with
technology which enhances their growth as
a responsible digital citizen and familiarity
with 21st century skills. Activities like the
Text Engineering Handout offers three
different versions of the assignment to
support skills of the bottom third, middle
third and upper third of the class. I like it
because students don’t know they have a
different version and it is an easy way to
offer differentiation.
 the-rye_n_4524045.html
 Quiz for pages 1-52 (Ch. 1-5)
 YouTube Video regarding hat symbol –
https://www.youtube.com/watch?v=k4qIN0D-yZl
 Flipgrid Application on mobile device or computer

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Procedures: Rationale:
Day 1
Reviewing the learning goals with students
 Lesson Introduction/Pre-Assessment Activity: is important so that they are on the same
-Welcomes class & introduces new unit and novel to
page about their learning and what is
class expected of them.
- Go over learning goals and objectives with class about
what they will know by end of unit/lessons I incorporate vocabulary right way and
-Handout Anticipatory Set and give 5 minutes to
activities using the vocabulary because to
answers true/false about statements in the “opinions know vocabulary means to know words
before reading” section, discuss
and their meanings. It's vital to know many
-Handout Vocabulary with link to Quizlet flashcards words in order to make progress in a
online noted
second language.
-“Let’s dive in and learn about what this novel has to
offer us!”
Asking many questioning sequences and
 Pre-reading discussion questions. Ask students during discussion furthers their understanding of
discussion. “Has anyone read this book before? What do the material and helps them relate to the
you think is going to happen? Based on what we know, text and make connections prior to reading.
what kind of novel is this? (More background info) It also continues the process of building
This novel follows the life of a teenager in 1951. Now, prior knowledge and bridging old
what do we know about the 1950s? NYC? Point to information with new information.
where it is located… thank you class.” (Complete a
bubble graphic organizer on the board for each category By presenting a PPT, students get visual
to set up some ideas about the setting and timeframe and stimulation with pictures and video to put a
prior knowledge students have.) -Do 2 graphic picture to the concepts and events. A small
organizers together on the board as a class, students can lecture can help them develop background
raise their hand when something comes to mind about information about the author and story.
each topic of the 50s and NYC (What do we know about
NYC and 50s?)
-Show NYC on map
“The book begins with Holden at a psychiatric ward.
What’s a psychiatric ward? . . . Holden goes there when
he becomes very stressed and overwhelmed after all the
events that happen to him (which you will learn about in
the book). Have you ever felt that way before? Where do
you go for peace and quiet? What helps you feel better
during times of stress?”
-Ask students to take a moment to Pair/share with
partner about peaceful time when talking about Holden
 Begin with new content and background knowledge
about author and text presented through PowerPoint
 Talk about visuals, themes, symbols and the Author’s
background (show YouTube video about red hat)
 Closure discussion
Day 2
 Review background
 Have students summarize what we have learned so far
through a journal quick write
 Review vocabulary handout as a class and how Quizlet
will be an online tool to help them study the vocabulary
with visuals
 Read as a class the first 2 chapters (first listening to me
read aloud and then round robin reading)
 Ask students to use 2-5 vocabulary words based on
student level in a paragraph about how they might have
let someone down like Holden does in the novel. Write
about how you grew from it and what you learned
during that part of growing up. Use 2-5 vocab words in
your response, 5 sentences minimum.
 Explain article text engineering activity to them and read
article together. Allow students the rest of class time to
complete the worksheet and questions.
Day 3
 First vocabulary quiz
 Partner students up and explain instructions and proper
behavior before beginning the WebQuest activity
Day 4
 Continue reading as a class and discuss during reading

Check for Understanding: teacher-led discussion, call on

different students each time to hear their answers,
anticipatory set answers, graphic organizer ideas, vocabulary
quizzes each day, walk around the classroom and check in
with students during their paragraphs and during their time
working on their text engineering activity

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Rationale:
Day 1
 Pre-assessment activities, listening and discussion, Listening activities would improve student
pair/share, anticipatory set understanding and enhance retention.

Day 2 WebQuest activity is a PBL activity that

 Vocabulary review, Vocabulary paragraph, Text
Engineering worksheet/article/vocab practice
Day 3
 Vocab quiz, Collaborative WebQuest Activity
Day 4
 Class reading and listening
encourages the students to look for the
answers to the questions and ensure student
centered learning through a fun hands-on
scavenger hunt with a partner.
Writing is a wonderful way to organize
thoughts and to get students engaged in
metacognition, thinking about their
thinking.

Check for Understanding: paying attention to student

answers during discussion, quizzes, journal writing and how
they apply their life with the content, walk around the
classroom and assist those that need more help and check
written answers as I come around

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

 Students will review and practice vocabulary for
homework online using Quizlet flashcards
 Students will read pages 1-52 for the week, so
whatever we don’t read in class, students will read
at home
 Students will create a Flipgrid refection about the
chapters read at the end of the week in context to
what was read, theme they noticed, and tone and
opinion about the author’s choice of writing style
based on flashbacks, etc.
Rationale:
This will allow students to interact with the
text on their own for homework and then
have to bring their ideas with them to class
the next day and ready to take a reading
quiz. The Flipgrid activity is engaging and
fun and allows them to verbally explain
their thoughts and ideas.

Check for Understanding: I will be able to check that they

are on the right track toward meeting the learning objectives
based on completion of Flipgrid assignments turned in on
time, checking Quizlet flashcard data, and their chapter quiz
scores when they read at home.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

Formative assessment strategies through journals, discussion,
partner interaction, WebQuest Activity, Text Engineering
Worksheet, Vocabulary quiz and chapter quizzes at the end of
each week we read the novel as this unit progresses
Summative assessment through having students to keep a
portfolio of their journal summaries of each chapter as well
as a portfolio of their Flipgrid reflections for each chapter.
Rationale:
This will show me what kinds of answers
they are writing and saying and how well
they are navigating and finding the main
ideas and themes of the text on their own
through the WebQuest, as well as how well
they are taking the author’s style and
wording into account in regards to the tone
of the novel. I will be able to test their
understanding for the basic vocabulary and
if they are reading, listening and following
directions. A portfolio for these chapters is
a good way to show progression and
development of understanding as we read.
The Flipgrid assessment is helpful for
ELLs and students with special needs who
can improve their language development.
 According to Haley and Austin, "in an
interactive classroom, teachers must
provide activities that allow students to
actively use the language. This involves
planning lessons that provide optimal
opportunities for students to be active
participants" (Haley & Austin, 2014, p.
23). For kids who may not be as
comfortable voicing their thoughts in class,
they can be a great assignment to send
home with them for homework and use this
technology and application.

10. Closure: (Describe how students will reflect on what they have learned.)

Each day, we will reflect a as class through group discussion Rationale:

and closure activities and through their journal writing and
The classroom should be a place where
Flipgrid assignments.
students are able to respond, share, or
express their views and demonstrate
progress between tasks. This also provided
students the opportunity to connect to the
main point, and or use accurate examples
of cited quotes from the text, to support
their views on the author’s purpose. This is
the reason why I made it a point to include
and encourage small group collaboration
and class discussion as a whole. In fact,
“[w]e use words not only as means to
understand others and to socially interact,
but also to understand ourselves and
mediate our thinking” (Haley & Austin,
2014, p. 136). Speaking words aloud to
ourselves sand others helps to put
information together versus when we hold
it inside our heads. Flipgrid is a really neat
app where students can safely submit a
short recording of themselves into a class
folder for the teacher to review.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

To be determined