HSOE Lesson Plan Template

Our Names: Vox, Kaitlin, Naimah, Gracie

GRADE Grade 11-12

SUBJECT Reading; Literature

Student’s will be introduced to The Metamorphosis through quotes solely from chapter one with
the overarching question: Who has control over what one becomes (modelled after the term:
Kafkaesque)?

Quotes from The Metamorphosis will be discussed based on instructor questions that are
modeled after the first four divisions of Bloom’s Taxonomy: knowledge, comprehension,
application, and analysis. This will facilitate an open discussion before addressing the very
LESSON SUMMARY beginning of the text together in class.

After briefly introducing who Franz Kafka is and some of his life background, the first
paragraph to two pages will be discussed following Bloo’s line of analysis sans synthesis and
evaluation.

“Creativity follows mastery, so mastery of skills is the first priority for young talent.” -
Benjamin Bloom

Cognitive Domain; Bloom’s et al. using specifically the first four steps of Bloom’s Taxonomy:
knowledge, comprehension, application, and analysis.

- The knowledge, comprehension, application, and analysis component of Bloom’s

How is Theory applied in
this lesson?
Taxonomy can be supported by facets of cognitive theory that focus on the relationship
between short-term and long-term memory. Knowledge presumes long-term memories
have been formed. For meaningful learning to take place, long-term memories
(knowledge) is brought to short-term memory to integrate new sensory information
into long-term memories (furthering and building on previously built knowledge)
(Grider, 1993).
- Piaget’s theory of cognitive development puts this age range at the formal operational
stage. In this stage, student’s can think abstractly and imagine outcomes of various
actions. This is why it is appropriate to utilize Bloom’s line of analysis, as it
encourages students to think critically as well as abstract ideas from the text. (Huitt,
2003).

APA citations:
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University.

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 Grider, C. (1993). Foundations of Cognitive Theory A Concise Review. Place of
publication not identified: Distributed by ERIC Clearinghouse.

While this lesson plan doesn’t include the entirety of The Metamorphosis the objective of the
text would be to simply read, comprehend, evaluate, and synthesize solely chapter one of the
text and then stop, moving onto other pieces of literature that support the overarching theme of
control and power.

OBJECTIVE.
What will your students be able to do?

Student’s, using Bloom’s line of analysis, will be able to cite and locate evidence in the first page or so of what the text is
saying explicitly.
Student’s will draw inferences from quotes offered at the beginning of class, through discussion of the text, and drawn from
the text itself at the end of class.
Student’s will be able to locate where certain matters are uncertain or left open-ended in the text.
Student’s will be able to determine, right away, central themes from the text from quotes offered at the beginning of the
class, through discussion of those quotes, and from the text itself by the end of class time.
By the end of the lesson, through review and discussion of a given text, I will determine central ideas, cite, and locate
supporting evidence with at least 80% accuracy, thus scoring at least 4 out of 5 on a grading rubric.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

Checks for understanding (CFU) will come after each transition, ie. Introduction, Guided Practice, and Independent Practice.
Progress Monitoring: TBA (Teacher Based Assessment) including checks for understanding during Guided Practice via
questioning stemming from collaboration dialogue, student work samples; Independent Practice via online discussion
groups, message boards, quick writes)
Formulated from Chapter 8 of the English Language Arts/English language Development Framework, short-cycle
formative assessment will be utilized in this specific lesson plan. Short-cycle formative assessments are conducted
minute-by-minute. The in-the-midst nature of this lesson plan calls for such assessment.
During and throughout instruction I will ask questions based on quotes from the text, drawn from Bloom’s analysis. This will
demand students to self-assess and check their understanding of the question at hand in relation to the quotes and the small
amount of text we read at the end.
Peer and classroom discussion will build a platform for peer and teacher review in the midst of discussion.
Student questions, additions, and display of immediate learned knowledge will be, “intertwined, inseparable from teacher
pedagogical practice.”
Checks for mastery will come at the lesson with an Exit Ticket (ET). Summative mastery at the end of the unit will be
assessed by a cumulative written response, using prior ETs as supportive material.

COMMON CORE
How will you address Common Core standards?
CCSS.ELA-LITERACY.RL.11-12.1 :Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

- Bloom’s Taxonomy: Utilizes knowledge, comprehension, and analysis

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CCSS.ELA-LITERACY.RL.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;
provide an objective summary or the text.

- Bloom’s Taxonomy: Utilizes comprehension, application, and analysis (the ability to use these levels, which are
hierarchical in Bloom’s Taxonomy, infers use of knowledge). Teach vocabulary, model/explain concept, allow
students to make personal connections, use/teach academic language, make connection of how standards are related
to real world application.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.

For visual and auditory learners, in the context of this lesson plan, I would not only have clear and exciting lecture slide
visuals, I would also introduce Kafka’s life through a TEDEd talk: https://www.youtube.com/watch?v=wkPR4Rcf4ww

EL: Copy of PowerPoint w/visuals; Peer support (native tongue speaker); Participation in native language w/translator
(peer). Presented material using graphics, offering relative scenarios EL students are familiar with. More frequent checks for
understanding. When available, text provided in their native language.

SN: Use of visuals; Digital lesson (self-paced w/playback); copy of PowerPoint w/visuals; Text frontloaded w/Ed. Specialist
- discussion points drafted into written form (used in discussion)

At Risk: Text provided beforehand w/audio version; small group w/teacher to frontload material, accessing prior knowledge,
and satisfying any needed clarification.

Gifted: Fishbowl (discussion strategy) leaders who develop discussion questions and lead the conversation.

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous &
future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
5 - I will greet the class and check-in briefly - Teacher to student
with student wellbeing. vocal/humanistic

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 - What: Inform students that we are starting - Student’s will sit approach to check
a new lesson about …. down and have eyes in with students.
- How: Homework the night before to front on the PowerPoint - Use of PowerPoint
load the topic. Preread the assigned text. - After having the with visual aids
Snippet of digital video for technological space to answer and
presentation of the topic. At the start of candid “how are thought-provoking
class, read aloud the daily objective, have you” questions from quotes to initiate
5 students pair share their interpretation of the teacher, they conversation.
what the daily goal is. Students also write will settle in. - Journaling
down the objective in their notebooks/at - Student’s will listen - Printed text (in
top of daily notes. as the instructor multiple
- After check-ins I will bring up the gives directions on languages, if
PowerPoint showing various quotes from how the class will possible
Chapter 1 of The Metamorphosis. move forward. - Audio version of
- I will inform students that today’s analysis - Students will write text (for hearing
will contribute to an overarching theory in a short journal challenges)
class on power in relation to other texts, so entry, sharing their - Document Camera
recalling examples will be important for thoughts about the - Highlighter
future assessment. quotes presented in
- Students are aware that each day we set the PowerPoint.
daily goals - our learning target. Our goal
is to reach the learning target (sometimes
this takes more than 1 lesson/day). It is
important that we master each learning
objective because the next day’s objective
will build on the previous objective. It is
imperative to have a strong foundation of
knowledge to build upon. Learning gaps
make building on prior knowledge
impossible.
- The teacher will have students write a
journal entry for 5 minutes, expressing
their thoughts on the quotes from the text.
- Students are required to write the daily
objective. Then, students engage in a pair
share regarding the objective and how they
rate on that topic. Students are constantly
engaged throughout the lesson because
there is constantly something they should
be reading, writing, thinking about,
discussing, and revising.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS - Continue to use
5 - I will emphasize the profundity that is the short-cycle
world of Kafka; appealing to student wants
and exploration of deeper and darker
corners of both our internal and external
worlds. These thought-provoking quotes
and textual analysis of Kafka will allow

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 students to self-assess, not only in the form - Will listen formative
of answering posed questions but then how (hopefully). assessment
it relates to their own life. - Quotes have been throughout
- I will be sure to tell students that they will introduced and discussion and the
be able to understand and glean instances student’s will entire lesson.
of class power struggles through textual engage with content - PowerPoint with
analysis. They will also be able to in the correct visual aids.
5 critically understand the difference hierarchical order - Use of TEDEd
between narrative tone and how the reader presented in Youtube video on
(them) is omniscient to it. Bloom’s Taxonomy. what it means to
- I will be sure to note potential - Student’s will be Kafkaesque
misunderstandings of theme or symbols in engage with the -
the text i.e. “Be sure to watch out for the teacher and each
narrator's tone regarding the main other when asked
character’s transformation into an insect. questions and at
The narrator makes this transformation appropriate times
seem entirely normal, but is it?” and “Why allotted by the
when such a monumental thing has teacher. They will
happened (turning into a bug) does the feel that it is an
main character worry about his job?” open court to ask
- Through the short-cycle formative questions,
assessment model listed above, I will effectively raising
actively and continually engage students hands taking turns
by asking questions, assessing student to talk.
competency and adjusting where needed
based on answers, and facilitating an
environment that fosters comfortable free
associative action.
- Keep teacher rotation patterns varied,
anchor charts, front load select students
prior to cold call
- I anticipate lapses in understanding text or
my questions. I expect to reformulate
questions in the vain of Bloom’s analysis,
starting from step one of assessing
knowledge of quotes and text to step four,
which takes a more analytical approach to
those same texts and quotes.
- Interactive, engaging, real world
connection, student driven, student input is
what drives the lesson

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS - PowerPoint will be
- I will have set the precedent but will - Students will follow put on pause as
5 clearly state again how participation classroom etiquette well as video.
during discussion is conducted. Raising of

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 hands, polite questioning and peer in the flow of class - Now we begin to
interaction is necessary. discussion. dive into the text.
- Model what work/explanations should - Students will have - Continued use of
look like so students are aware of what equal turns asking the short-cycle
details you are looking for in their and informing peers formative
work/response. and myself about assessment model.
- Prior to the whole class discussion, what they’ve
5 students will engage in group collaboration gleaned from the
via digital discussion groups, in class small quotes and how
groups, and posterized braindumps to they relate to power
collect/share perspectives. and control in
- DOK questioning will vary, in addition to relation to the
the level of support within each teacher evolution of human
organized small learning community. behavior.
Some groups may be provided more
practice than others within their
specialized grouping.
- Student observations, evaluation of student
5 work & participation, tutoring, provide
models, provide sentence and question
stems, as needed
- At this point we will have discussed some
quotes, watched a video on Kafkas, and
are about to start diving into the first page
or two of reading. They should feel
engaged because they have an informed
approach to this text and are ready to
employ their new knowledge of power,
control, and Kafka.
- Lesson is related to real student interests.
Discussion topics, guiding and follow-up
questions will be mostly student driven.

INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
- Will discuss the text - Text
25 - Model what work/explanations should together. - short-cycle
look like so students are aware of what - Will have equal formative
details you are looking for in their opportunity to assessment
work/response. answer and pose strategy
- Independent work, writing samples, questions verbally.
discussion engagement and counter - They will feel ready
arguments w/cited evidence from text. and informed to
- Extensions: Small groups, collaborated answer questions in
expression, inclusion of supplemental text,
personal connections
- They will have continually shown their
mastery of the subject curing class due to

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 the employment of short-cycle formative a lower-higher
assessment. thinking manner --
- At this point students will have proven to this will be due to
themselves various abilities to comprehend Bloom’s Taxonomy
and analyze a new text while drawing
broader associations with other texts
assigned in the course that relate to power
and control, ultimately boosting and
building student confidence.
- Routine, Culture of class learning
environment, student driven lesson &
discussion

CLOSING ( 5 minutes – suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the
objective?

TIME TEACHER STUDENTS - Go back to a more

5 - Exit ticket - Students will provide a written - Students will have humanistic
expression with explanation and cited asked questions and approach with
evidence; verbal explanation (teacher are beginning to students, checking
writes for student, if writing as a make cross-text in at the end of
challenge.) Verbal expression is also connections in class.
accepted for language barriers (recorded terms of power and - Use PowerPoint to
assessment). control. show homework
- Due to the formative nature (continual - Students will and assignment
assessment) of the class, students will be complete the exit expectations.
able to understand the significance of what ticket routine.
they’ve learned, as well as be able to
summarize and display levels of mastery
of the subject at each discussion interval.
- I will check in with the students at the end
of class and briefly explain homework.

HOMEWORK (if appropriate). How will students practice what they learned?
- Read the rest of chapter 1 (25 pages). You will have a week to do so.
- Take notes on instances of power, control, and the transformation of self under these conditions.
- Think about other texts in this unit and how The Metamorphosis relates to those texts themes of power and control
and self.
- Consistent practice of verbal or written expression, citing evidence.

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