Halifax County Schools Lesson Plan Format
Secondary School
Teacher Name
Lesson Title
Curriculum Area
Grade Level
School-based Initiatives
Curriculum Standard(s)
from Common Core & Essential
Standards
Technology Objective(s):
from Common Core & Essential
Standards
Essential Question(s):
What question should students be able
to answer at the end of the lesson?
Learning Target(s): The What-What
students are to know or be able to do.
Students need to be able to articulate
the learning target themselves & to
others.
Higher Order Thinking (Revised
Bloom’s & DOK) Connection/Extension
Lesson Summary: Describe the
strategies and the activities you will
use to teach new information to
students.
Academic/Content Vocabulary
Multiple Intelligence Alignment
 Verbal/Linguistic
 Musical/Rhythmic
 Visual/Spatial
 Bodily/Kinesthetic
 Intrapersonal
 Interpersonal
 Naturalist
 Existential
Date(s):
7th Grade ELA Teachers
October 13-17, 2014
No Gumption By Russell Baker (Literature Book) (Week 8)
English/Language Arts
7th
AVID________ WICR___x_______ Schoolnet ______x____ ClassScape_____x_____
7.RL.1, 7.RL.2, 7.RL.6 summarizing, point of view
Skills: Inferences, cite textual evidence, central idea, theme
Do Now: Informational text, Language mini-lesson
7.TT.1.1: Use appropriate technology tools and other resources to access information.
Resources: Smartboards, Educational Websites, Nooks, Laptops
Explain how this story resembles the aspects of an autobiography.
I can determine a central idea or theme.
I can analyze the development that summarizes key details and ideas.
I can critique an autobiographical piece of text.
Teacher- created questions at higher end of RBT.
Lesson Text: No Gumption
Strategies: Chunking, annotation, CLVG, Venn Diagrams, RUNNERS, Writing, various
graphic organizers, various RICA strategies, Cornell Note-taking
gumption, paupers, autobiography, crucial, aptitude, crux
Verbal/linguistic
Visual/Spatial
Musical/rhythmic
Bodily kinesthetic
Interpersonal
Intrapersonal
Existential
Circle multiple intelligence
incorporated in lesson plan
Differentiation: How will you
differentiate instruction to meet the
needs of all students?
Students will view a clip of the great depression to establish the historical time period.
-CLVG: The Great Depression – create a timeline of historical events from 1920-1929
-Compose an opening line to an autobiographical essay about your life. Record on a
sentence strip.
-Error Analysis
-Vocabulary Chart(use vocabulary words and create a verb, adjective, and adverb of
each noun with a similar meaning)
Closure: What type of formative
assessment will be used to determine
level of mastery by all students?
Lesson Reflection: What went well?
What would you do differently?
Resources and Materials
What resources and materials are
needed to teach this lesson?
Re-teaching and Enrichment Activities
How would you extend students’
understanding of the lesson concepts
through another activity or lesson?
Modifications
Are there any students for whom you
need to make modifications?
-Critical viewing – judging by the clothing worn in the illustration, when does the story
take place?
-1st Read – analyze title. What does it mean?
-2nd Read – Story map/Story trail
Flexible Grouping activities
Critical thinking questions: (5Ws)
 What did Buddy want to do first?
 What was the name of the magazine he sold?
 Who was his first customer?
 Where did he sell magazines?
 What did he finally decide to do?
 What character traits does Baker Reveal about himself?
 What is worrying Russell’s mother?
 Does Russell have the same goals for himself as his mother does?
Individual teachers will reflect upon what worked well and areas needing improvement
based upon student mastery.
http://www.pbs.org/wgbh/americanexperience/features/general-article/dustbowlgreat-depression/
Differentiated Choice Board (see below)
Follow IEPs
504s
PEPs
Adapted from North Carolina Teacher Academy
Answer the 3 thinking questions
from the selection
Construct a venn diagram
between a biography and an
autobiography
In an essay, compare what you
learned about Russell Baker to
yourself or another person like
him
Complete Vocabulary Builderwrite sentences correctly using
the given pair of words
On pages 426-427, complete the
Reading m/c questions 1-15
Create a script that uses the
dialogue between the man from
the publishing company, Russell,
and his mother
Cite examples of Baker’s use of
exaggeration
Design a new magazine cover for
Russell using 21st century
symbols, words, illustrations,
etc.
Explain in a 20 word GIST a
description of your life “growing
up”