Source of Evidence: Lesson Plan

Name: Kaitlyn Lane Date of Observation : 10/3/19 Cycle: Fall 2019

Ages/Grades of Students: 17-18 yrs. old/12th grade Number of Students in Class: 28
Number of Students with IEP/504: One 504 for ADD Number of Gifted Students: One ELA
Number of Students having ELL: 0

Lesson Title: Analyzing irony in “The Lottery”

1. Context: Describe the Students for which this Lesson is Designed (1B):
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies. Use student
initials for specific information about students in terms of learning strategies, behavior strategies. Give examples of what
you know about students’ interests, outside activities, etc., which could be incorporated into lesson plan. Also, be specific
about student skills and knowledge. Describe racial, socioeconomic diversity in class.

The classroom is made up of 28 students, most of whom are white with two African American students. Two students are
gifted, one in math and one in ELA. One student has a 504 for ADD. Some students must be consistently reminded to put
their phones away during instruction time. Many students are interested in sports, such as baseball, football, and
basketball. A few students are interested in computer science/technology. A few students must be asked repeatedly to put
their phones away throughout the class period. One group of boys occasionally cause disruption but mostly do not want to
do their work. When considering the preassessment, students struggled with identifying specific examples of irony, nor did
they know how to distinguish between the three different types. Irony was taught early on in high school with figurative
language; however, we need to review this literary device and focus on identifying examples (all three types) from “The
Lottery.”

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)

Standard: RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone and on the text as a whole.

Learning Target: I can analyze symbolism in “The Lottery.”

b. Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)

Standard: RL.11-12.6: Analyze how point of view and perspective are used to manipulate the reader for a specific purpose or effect,
including but not limited to satire, sarcasm, irony, and understatement.

Learning Target: I can analyze verbal, situational, and dramatic irony found in “The Lottery.”

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)

Standard: R.L 11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account.

Learning Target: I can determine two or more themes in “The Lottery” using my annotations.
3. Students’ Baseline Knowledge and Skills (1B) (1F)
Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.

For the pre-assessment, students will take a pre-test (the Friday before our unit begins) where they read Kate
Chopin’s “The Story of an Hour.” Students will answer 15 questions that ask about foreshadowing,
symbolism, irony (each type), and theme within the story. Question 16 asks the students to rate themselves on
a scale of 1-4 as to how confident they feel in working with these figurative language devices and using those
devices to analyze the theme of a story. Here is the link to the pre-assessment:
https://docs.google.com/document/d/1Q96rTZkPSLfkNR4L0wG0yLfgJ7ogE-
m05Nx3zWv7HP4/edit?usp=sharing

Here is the link for the answer key:

https://docs.google.com/document/d/1_mD0SlkflXwLM3et72nnzOkOaRCXrXuZb8djYGtYasU/edit?usp=sh
aring

Below is the general rubric I will use to determine where students are regarding how much they already
know and what they still need to learn or review:

Grade Percentage Criteria

Student exceeds criteria
100%-student answers all questions on
the preassessment correctly (16/16)
99%-80%-student answers most Student meets criteria
questions correctly on the
preassessment (15/16; 14/16; 13/16)
79%-70%-Student answers most Student meets criteria
questions correctly on the
preassessment (12/16)
69%-60%-student misses many on the Student scores below criteria
preassessment (11/16; 10/16)
59%-below-student misses most of Student scores below criteria
questions on preassessment (9/16 or
below)
4. Formative Assessment (1F)
Describe and include the formative assessment(s) and the criteria/rubric for expected outcomes to be used to measure student
progress during this lesson.

For the formative assessment, students will complete a three-minute write on Google Classroom in which
they give specific examples of verbal, situational, and dramatic irony. I expect students to provide one
example of each type. The gifted student will also complete the three-minute write, but instead of talking
about all three examples, he will choose one example of one type of irony. Then, he will critique this example
and discuss whether or not he finds it effective to the overall reading of the story. If he does not find it
effective, the student can and should offer a different approach. The student with ADD will also do the three-
minute write; however, he will only be required to write 3-4 sentences over one example of irony in the text.
All students may use their stories to search for examples.
 5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning for this lesson. This
includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific if there is an aide in the classroom and
their role.

-Wireless internet
-28 copies of bellwork activity
-Timer on cell phone for activities
-7 boxes of colored pencils, markers, crayons, etc. (One for each table)
-14 poster pages (one for each pair in the class)
-Google Classroom
-Formative assessment sent through google classroom
-Ready to display instructions for formative assessment in case google classroom stops working
-28 cell phones/google chromebooks/laptops for students to complete formative assessment

a)
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.

ENGAGE:
1. Begin class with bellwork. Students will start class picking up their activity sheet from the podium. Then, students will be
released to do bellwork where they match the different types of irony with their correct definitions and corresponding
images. I will have cartoon images with dialogue that exhibit each type of irony. I will come around the room to see what
students have answered the bellwork correctly. Ideally, I will find three separate students who got each type of irony
correct. Then, I will call on those students and have them share their answers with the class. We will talk about each type
of irony and I will explain to them what each type means. I may ask my students who is gifted, “What is your favorite t.v.
show? Can you give us an example of one type of irony you saw in your t.v. show?” This will help students relate what
they learn to real life and keep their engagement (8 minutes).
EXPLORE:
2. After bellwork, I will transition students into our class activity. They will work in pairs to create a comic strip that
illustrates one example of each type of irony in “The Lottery.” They can do this in one comic strip or in three short comic
strips. I will give them poster paper, markers, colored pencils, etc. to create their work (I will pass this out after I explain
instructions and make sure students know what we are doing). (3 minutes).
EXPLAIN:
3. After explaining the activity, I will show students (on the board) an example of a comic strip I created; however, I made a
comic strip about each type of irony in Flannery O’ Connor’s “A Good Man is Hard to Find” so students would not be
tempted to copy my examples. I will walk through my comic strip with my students to show them what I expect them to
do in their projects (3 minutes).
EXPAND:
4. Students will spend most of the class period working on their comic strips. I will walk around the room to make sure
students are staying on task and gathering appropriate examples to display their work with (30 minutes).
EVALUATE:
5. Once the activity ends, students will get out their phones (or chrome books) and log onto Google Classroom. I have sent
them their formative assessments to complete. I will time them (giving them three minutes) to finish the writing (3
minutes).
6. After we finish, I will call on three students (one for each type of irony) and have them summarize to the class what each
type means in their own words. Then, students will turn in their comic strips as they leave. (3 minutes).
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.

-Make sure students are appropriately using coloring tools and not throwing them around the room or abusing them
-Make sure students clean up after themselves (pick up all markers, colored pencils, etc.)
-Students have their cell phones put away except during the formative assessment
-Teacher circulates the room appropriately and does not let one group of students monopolize her time
-Teacher adjusts time as needed (E.x. gives students more time next day if they need to finish comic strips)