Instructional Chunk
GLET
Weekly Lesson Plans – 3B
Tuesday
Wednesday – ACT
Monday
Act One
Act One
Act One Scene Two,
through p40
4a – explains how the
relationship among the
essential concepts creates
the author’s approach
NO STUDENTS – ACT
Thursday
Friday
Act Two
Act Two
Act One Scene Three,
through p58
Act Two Scene One,
through p66-67
Act Two Scene One,
through p66-67-72
1c - Explains how the
sequence of events
and/or relationship
creates meaning in the
text
1d – makes perceptive and
well developed
connections between and
among a variety of texts
2g – supports arguments
with detailed evidence,
citing sources of
information as appropriate
FA: comparison of Fences
with Gatsby (?)
CO
Formative Assessment
Key Vocabulary
 Use realia
 Label the room
 Preteach vocabulary
 Connect two
 Word sorts
 Concept maps
 Picture dictionaries
 Dramatize vocabulary
Lesson for 1st Time Instruction (How
best might we learn?)
I Do
Modeled tasks
 Think Aloud
 Modeled Writing
 Read Aloud + Think Aloud
 Visualization
 Story Frames
 Modeled Brainstorming
I will explain how the
relationship among the
essential concepts
creates the authors
approach by creating a
timeline of events so far
in Fences.
Timeline of events so far
in Act I
Sequence of events
1. After DGP, I will
have students
take out all of
their materials
for Fences –
character
tracking sheet,
etc.
2. I will model for
I will explain how
relationships create
meaning in the text by
editorializing on the
relationships between
characters in an SCR.
NO STUDENTS – ACT
I will make perceptive
and well-developed
connections between a
texts by comparing Troy
Maxson to Jay Gatsby.
I will support an
argument with detailed
evidence by connecting
evidence from the text
with themes in an
organizer and SCR.
Use of background
information to
editorialize on character
relationships
Editorial
NO STUDENTS – ACT
Written comparison of
Troy Maxson to Jay
Gatsby
SCR – themes and
support
NO STUDENTS – ACT
Comparison
Tragic hero
Tragic flaw
Theme
Evidence
1. After DGP, I will
have students
take out all of
their materials
for Fences –
character
tracking sheet,
etc.
2. I will model my
NO STUDENTS – ACT
1. After DGP, I will
present
students with
the definitions
for “tragic hero”
and “tragic
flaw”
2. I will list the
definitions on
1. After DGP, I will
have students
take out all of
their materials
for Fences –
character
tracking sheet,
etc.
2. I will refresh
the students
how I would
review what
we’ve read so
far, and make a
short list of at
least two events
from the story
on the board
(this is separate
from the list on
the organizer
sheet).
3. I will tell the
students that
they have ten
minutes to work
in groups to
come up with at
least four more
events to put on
their own lists
(each student
must have a
separate list).
-- After the group
activity and whip
around, I will continue
reading the play with
the students so that we
can continue to discuss
themes, characters, and
development of each.
3.
4.
5.
6.
7.
reading of the
play, thinking
aloud to
demonstrate
how I come to
conclusions
about
characters and
themes.
After modeling,
I will have the
students work in
groups to read
the play,
continuing
where I left off.
I will form a
small group of
students, and
the class will
continue to read
and track
information for
20 minutes.
I will call the
class back
together and
present the
students with
the definition of
“editorial.”
I will have
students turn to
their partners
and explain
what the
definition of
“editorial” is.
I will tell
students that
3.
4.
5.
6.
the board, and
then provide
students with a
model for how
to create a tchart on their
own paper.
I will have them
write the
definitions at
the top, and
then make the
t-chart below.
I will model
filling in the
beginning of the
chart, giving
them at least
one example of
how Gatsby was
a tragic hero,
and at least one
of how Troy
Maxson is,
specifically
focusing on the
“tragic flaw”
I will release
students to
work in groups
for 20 minutes,
allowing the
groups time to
come up with
more examples
of how Gatsby
and Troy fit the
archetype for a
tragic hero.
I will form a
students’
memories
regarding the
definition of
theme, as well
as the different
themes in the
novel (see
information
posted on the
wiki re: themes
– those are the
themes I
discussed with
my students)
3. I will have
students spend
five minutes
quietly
reviewing the
information
they have for
themes (my
students have it
on a notecatcher).
4. After the five
minutes, I will
have students
discuss the
different
themes with
their table
groups.
5. I will model
connecting at
least two
actions of
characters with
a theme (or
We Do
 SQP2RS
(Survey,
Question, Predict, Read,
Respond, Summarize)
 Heads Down (Butts Up)
 Carousel
 Concentric Circles
 Gallery Walk
 Jigsaw
 Round Table Round Robin
 Interactive writing
 Brainstorming
 Reciprocal teaching
 Socratic Seminar
1. I will allow the
students to
work in groups
for ten minutes
to come up with
four more
events to put on
their timelines.
2. I will call the
class back
together and
conduct a whiparound to make
sure that all
students have
similar events
on their
timelines.
3. I will require, if a
student does
not have an
event, that they
write it on their
their final task
for the day is to
write an
editorial on one
of the
characters in
Fences – to
explain their
strengths and
weaknesses, to
comment on
their behavior,
to make a
prediction for
their actions for
the rest of the
play.
1. Students will
work in groups
to read the
information and
track it on their
sheets
2. Students will
explain the
definition of
“editorial” to
each other.
NO STUDENTS – ACT
small group
based on
student need.
7. I will allow
students the
time, and then
call the group
back together,
asking for one
student
volunteer from
each group to
come up and
write their
information on
the example tchart on the
board.
8. As the students
write the
information, I
will ensure that
all other
students write
the information
on their t-charts
they do not
already have.
9. Following this
activity, I will
direct the
students to use
their
comparison
chart to plan
their SCR to the
question, “How
are Troy
Maxson and Jay
Gatsby both
two) from the
theme list,
making a chart
on the board so
I model for the
students how to
organize their
thinking and
connections.
6. I will direct
students to
work for 10
minutes with
their table
groups to find at
least two more
examples of
characters
demonstrating
the themes of
the play – they
must find
separate
examples (at
least two
different
themes, not the
same theme I
found and their
examples
cannot be the
same theme).
7. After students
have worked
together, I will
bring the class
back together
and conduct a
whip-around to
make sure each
You Do
 Small Skills Group Pull Outs
 Journaling Individual or
Interactive
 Selective underlining
 2-Column Notes/ Cornell
Notes
 Jigsaw
 Gallery Walk
 Role Plays
 Group Summaries
 Double Entry Journals
 Socratic Seminar
Closure
 Review Content and Language
Objectives
 Summarize
 Response Boards
 Individual reflection journal
 Cloze activity
 Outcome Statements
Differentiation for struggling or
advanced learners:
Resources:
timeline.
1. Students will
continue to
write
information on
their tracking
sheets as I
continue to
model reading
and thinking
aloud for them
(this is when we
continue
reading after
the we-do).
Students will write an
exit ticket listing the
events they catalogued,
as well as one prediction
for what will happen
next.
tragic heroes?”
1. Students will
individually
write an
editorial about a
character of
their own
choosing,
including all of
the elements
listed above, as
their exit ticket
for the day.
NO STUDENTS – ACT
Students will each write
an editorial about a
character of their own
choosing, including all
of the elements listed
above, as their exit
ticket for the day.
NO STUDENTS – ACT
NO STUDENTS – ACT
NO STUDENTS – ACT
** My current plan is to collect all of the written responses at the end of the week rather than day-by-day.
Students will compose
individual responses to
the question, “How are
Troy Maxson and Jay
Gatsby both tragic
heroes?”
group
completed the
task, and to
ensure that
students can
check their
answers (they
will have to list
the examples
they do not
already have).
8. After all
students have
written down
the examples of
theme, I will
direct them to
write the exit
ticket for the
day.
Students will write an
SCR in which they
connect the evidence
from the text with an
explanation of the
themes.