Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: _______August 7, 2013____________________ Day: 1 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
I am learning the origins of storytelling.
I am learning how to identify archetypes.
I am learning how ancient myths are still influencing literature and culture today.
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Opening- Teacher Centered (20%)
Lesson Essential Question:
Why does man tell stories?
How are archetypes used in both historical and literary texts?
How can the study of historical texts and philosophical thinking help gain insight and better
understanding of both historical and contemporary events?
Concepts: (Vocabulary – tier 2 and tier 3)
Theme
Symbol
Characterization
Epic
Myth
Archetype
Activate: (pre-assessment, prior knowledge, engage and motivate)
Journal: What kinds of stories do you like and why?
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Share journal responses and discuss the basic elements of a story.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Teacher gives notes on mythology and provides definitions for unit specific terms.
Work Session Student Centered (60%)
Word map, Frayer,
Marzano 5
Check for understanding-the teacher always progress monitors and uses observations to
identify questions/concerns.
Instruction: Teacher calls on students to read aloud “The Emergence of Mankind” in
Myths to Live By by Joseph Campbell. Teacher stops and checks for understanding,
clarifies difficult passages, and answers questions as needed.
Check for Understanding
Instruction: Students individually paraphrase three specific passages from the chapter.
Check for Understanding
Teacher progress monitors and works with struggling students.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Closing Student Centered
(20%)
Application/Adjust:
Increase or decrease number of passages.
Tiered Assignments
Independent
Formative Assessment/Summarize:
Students pair up and share their paraphrases and ask each other for
clarification. A couple of volunteers can share with the entire class.
Ticket-out the door
Important Thing
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/8/13___________ Day: 2 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
I am learning the origins of storytelling.
I am learning how to identify archetypes.
I am learning how ancient myths are still influencing literature and culture today.
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Lesson Essential Question:
Why does man tell stories?
How are archetypes used in both historical and literary texts?
How can the study of historical texts and philosophical thinking help gain insight and better
understanding of both historical and contemporary events?
Opening- Teacher Centered (20%)
Concepts: (Vocabulary – tier 2 and tier 3)
Theme
Symbol
Characterization
Epic
Myth
Archetype
Rite Universal Icons
Activate: (pre-assessment, prior knowledge, engage and motivate)
Journal: If someone were to write your life story, what key moments would have
to be included? Or, Have you ever done anything heroic?
Initial Instruction:
Have students to describe the character Robin Hood.
Show film clip of Robin Hood
Have students explain where the story of Robin Hood originated.
Work Session Student Centered (60%)
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Teacher provides historical background of the character Robin Hood and provides
examples of this archetype found in modern society.
Check for understanding Students give additional examples of Robin Hood.
Instruction:
The teacher takes turns with students reading passages aloud from “The Importance of
Rites” from Joseph Campbell’s Myths to Live By.
Check for Understanding
Instruction: Class notes on universal icons.
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Check for Understanding
Application/Adjust:
Tiered Assignments
Independent
Also give notes on “Racial Memory” and go more in-depth with the passages from
Campbell.
Closing Student Centered
(20%)
Formative Assessment/Summarize:
In lit circles, students will list as many universal icons they can think of from
One piece of literature read in a previous English class. Volunteers share some
examples with the whole class.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Work Session Student Centered (60%)
Opening- Teacher Centered (20%)
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/9/13____________ Day: 3 / ______
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how language evolved.
tiered assignments,
I am learning how Germanic movements influenced the English language.
benchmark,
I can explain how the language of today is different from the language during
observations, portfolios.
the Anglo-Saxons.
I know the qualities of an epic hero.
I know how the role of the epic hero been influenced by the time period.
Lesson Essential Question:
How does language evolve?
How did Germanic movements influence the English language?
How is the language of today different from the language during the Anglo-Saxons?
What are the qualities of an epic hero?
How has the role of the epic hero been influenced by the time period?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Kenning
Marzano 5
Caesura
Epic hero
Anglo-Saxon
Pagan
Christian
Activate: (pre-assessment, prior knowledge, engage and motivate)
Pre-test of unit terminology.
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Give students a page of text in Old English and in small groups have them
identify words, accents, or grammar that is the same as modern English. Then
have them identify any differences.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
To acquire background knowledge and establish context for the unit the teacher gives
notes on the time period and the foundation for the myth of Beowulf.
Check for understanding
The teacher distributes a timeline and map and asks the students to identify the region
for the setting of Beowulf.
Instruction:
The teacher and the students take turns reading aloud excerpts from the myth Beowulf.
Check for Understanding-The teacher progress monitors and asks questions to check for
understanding.
Instruction: Students have a guided reading graphic organizer to complete while reading
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
aloud.
Check for Understanding
Application/Adjust:
Tiered Assignments
Independent
Utilize audio recording of the text.
Closing Student Centered
(20%)
Formative Assessment/Summarize:
TOTD: Why were heroes important during this time period?
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/12/13_______________ Day: 4 / ______
Opening- Teacher Centered (20%)
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how language evolves
tiered assignments,
I am learning how Germanic movements influenced the English language.
benchmark,
I can explain how the language of today is different from the language during
observations, portfolios.
the Anglo-Saxons.
I know the qualities of an epic hero.
I know how the role of the epic hero been influenced by the time period.
I can explain how the theme of good vs evil is utilized in the story Beowulf.
Lesson Essential Question:
How does language evolve?
How did Germanic movements influence the English language?
How is the language of today different from the language during the Anglo-Saxons?
What are the qualities of an epic hero?
How has the role of the epic hero been influenced by the time period?
How is the theme of good vs evil presented in the story Beowulf?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Kenning
Marzano 5
Caesura
Epic hero
Anglo-Saxon
Pagan
Christian
Theme
Activate: (pre-assessment, prior knowledge, engage and motivate)
Journal: Who do you consider to be heroic? Or
In lit circles have students define a different literary element and provide at least three
examples from the text.
Initial Instruction:
Ask students to list the five most heroic occupations and ask if anyone is
intending to pursue one of these occupations and why.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
The teacher and the students take turns reading aloud excerpts from the myth Beowulf.
Work Session Student
Centered (60%)
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Check for Understanding- The teacher progress monitors and asks questions to check for
understanding.
Instruction: Students have a guided reading graphic organizer to complete as we read
aloud.
Check for Understanding as needed.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Application/Adjust:
Tiered Assignments
Independent
Audio recording.
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Complete the handout “The Epic, Yesterday and Today.”
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/13/13________________ Day: 5 / ______
Opening- Teacher Centered (20%)
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how language evolves
tiered assignments,
I am learning how Germanic movements influenced the English language.
benchmark,
I can explain how the language of today is different from the language during
observations, portfolios.
the Anglo-Saxons.
I know the qualities of an epic hero.
I know how the role of the epic hero been influenced by the time period.
I can explain how the theme of good vs evil is utilized in the story Beowulf.
Lesson Essential Question:
How does language evolve?
How did Germanic movements influence the English language?
How is the language of today different from the language during the Anglo-Saxons?
What are the qualities of an epic hero?
How has the role of the epic hero been influenced by the time period?
How is the theme of good vs evil presented in the story Beowulf?
What Anglo-Saxons values are represented by Beowulf?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Kenning
Marzano 5
Caesura
Epic hero
Anglo-Saxon
Pagan
Christian
Theme
Activate: (pre-assessment, prior knowledge, engage and motivate)
Students are given a chart to fill in examples of good vs evil and light vs dark in a movie or
television show of their choosing.
Initial Instruction:
In lit circles they share their responses and then add examples from Beowulf. The
teacher adds any missing examples and talks about the significance of each and ties the
themes to the symbols.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Work Session Student
Centered (60%)
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
(random, heterogeneous, interest, needs-based)
The teacher and the students take turns reading aloud excerpts from the myth Beowulf.
Check for Understanding- The teacher progress monitors and asks questions to check for
understanding.
Instruction: Students have a guided reading graphic organizer to complete as we read
aloud.
Teacher distributes sample of current professional resumes to students. In their lit
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
circles, students choose a resume template and then draft a resume for Beowulf to win
the job of hero for either their high school or their town. Students must include specific
heroic traits, as well as specific examples from the text to prove they have understood
the text and its nuances.
Application/Adjust:
Tiered Assignments
Independent
Additional examples of resumes.
Compare and contrast different translations of the story and examine any
discrepancies in meaning due to word choice, structure, etc.
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Quiz: literary elements, lesson terminology, Beowulf.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Type final draft of resume
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/14/13_________________ Day: 6 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
I am learning to improve fluidity in my writing.
I am learning how to improve my weak areas of writing.
I know how to write a personal narrative.
Opening- Teacher Centered (20%)
Lesson Essential Question:
How do I improve fluidity in my writing?
What is my weakest area of writing, and how can I improve this area?
How do I write a personal narrative about a hero?
Concepts: (Vocabulary – tier 2 and tier 3)
Fluidity
Narrative
Transitions
Active verbs
Activate: (pre-assessment, prior knowledge, engage and motivate)
Brainstorm the types of mistakes you typically make in writing. Determine your three
weakest areas of writing.
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Create a master list of weak areas for the class and note which areas are
problematic for most students. Plan min-lessons based on student responses to
serve as Bell Ringers for each remaining day of the unit.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Discuss narrative writing and give instructions for a personal narrative about “My Hero.”
Check for understanding- Review hit list of mistakes in writing.
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Instruction: Place examples of “bad” sentences and paragraphs on the board using the
projector. First, have students make corrections on their printed copy.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Check for Understanding-In lit circles have students share their corrections and make
any additions or changes based on their conversations.
Instruction: Teacher provides list of transitions, action verbs, commonly misspelled
words, etc. and discuss strategies to incorporate improvements into writing.
Check for Understanding-Students are asked to identify one target area to focus on in
their personal narrative.
Application/Adjust:
Length of the assignment and number of target areas can be tweaked.
Tiered Assignments
Independent
Closing Student Centered (20%)
Formative Assessment/Summarize:
TOTD: What is your target area? Name two strategies you will use to help
improve your target area.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Multiple drafts and revisions of the personal narrative
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Opening- Teacher Centered (20%)
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/15/13_______ Day: 7 / ______
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how the study of a variety of historical literary and informative
tiered assignments,
texts helps us understand the development of civilization.
benchmark,
I am learning how the study of historical beliefs helps us better understand the
observations, portfolios.
evolution of the English language.
I know how the interpretation of primary source documents helps to better
understand culture.
Lesson Essential Question:
How does the study of a variety of historical literary and informative texts help us understand the
development of civilization?
How does the study of historical beliefs help us better understand the evolution of the English language?
How can the interpretation of primary source documents help to understand culture?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Frame story
Marzano 5
Characterization
Historical significance
Primary source documents
Activate: (pre-assessment, prior knowledge, engage and motivate)
Journal: How do laws reflect society? And/or How does society create laws to ensure the
best possible society?
Initial Instruction:
Share journal responses and clarify the role of government and the influence on
culture.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Work Session Student Centered (60%)
(random, heterogeneous, interest, needs-based)
Background notes on the Magna Carta.
Check for understanding-Each lit circle will be given one section of the Magna Cart. In
addition to reading and paraphrasing as a group, the students will reflect on how much
society has changed since the writing of this document. Students will complete a graphic
organizer and share one key point with the rest of the class.
Instruction: The teacher introduces the Medieval Time period and gives background notes
on Chaucer and the reasons behind his writing of The Canterbury Tales.
Check for Understanding-students read an excerpt about a medieval knight and complete
the worksheet “The Essence of Chivalry.”
Instruction: The teacher distributes a timeline and the breakdown of the class structures
of the time. Students will consider how Chaucer’s writing reflects or refutes the “rules”
of the Magna Carta.
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Closing Student Centered
(20%)
Application/Adjust:
Use translations of the Magna Carta written in modern English.
Tiered Assignments
Independent
Formative Assessment/Summarize:
Ticket-out the door
Important Thing
3-2-1
Graphic organizer “Medieval Class Structure”
Graphic organizer comparing the class structure of the middles ages to today.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Revise personal narrative
Teacher Reflection
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Opening- Teacher Centered (20%)
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/16/13____________ Day: 8 / ______
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how literature serves as a window to the past.
tiered assignments,
I can identify how class distinctions are represented in literature.
benchmark,
I can explain how an author uses satire to improve characterization and critique
observations, portfolios.
both the government and the clergy of the time period.
Lesson Essential Question:
How does literature serve as a window to the past?
How are class distinctions represented in literature?
How does an author use satire to improve characterization and critique both the government and the
clergy of the time period?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Frame story
Marzano 5
Medieval
Iambic pentameter
Figurative language
Connotation
Denotation
Feudalism
Martyr
Crusades
Chivalry
Activate: (pre-assessment, prior knowledge, engage and motivate)
Students read the poem “The English Language” which shows differences in meaning and
pronunciation of words based on context (ex. “wind”) and the difficulty of pronunciation
for non-English speakers trying to learn English.
Initial Instruction:
Listen to a recording of the first part of “The General Prologue” to Chaucer’s
The Canterbury Tales while looking at a printed copy. Asks students to identify
how the Middle English is different from the Old English we studied with
Beowulf.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Work Session Student
Centered (60%)
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
(random, heterogeneous, interest, needs-based)
Discuss characterization and how authors create plausible/realistic characters who
represent specific classes in medieval society.
Discuss the definition of a fame story and give a few examples evident in modern culture.
Check for understanding-ask students to provide additional examples of frame stories
found in current movies, literature, or television shows.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Instruction: The teacher and students take turns reading “The General Prologue” looking
at characterization, class structure, narration, etc.
Check for Understanding-students will create a character list as we read and list details
for each character (class, physical appearance, occupation, personality, etc.).
Instruction: Teacher assists students by helping them break down complex sentences to
identify the main idea of each description.
Closing Student Centered
(20%)
Check for Understanding-teacher calls on students to summarize passages and/or share
their descriptions before moving on to each new character.
Application/Adjust:
Use audio recording.
Teacher generated character list with some information already filled in for
students.
Formative Assessment/Summarize:
Students place each character in a graphic organizer according to the medieval
class structure, noting an “ideal” representation for each class.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning log
Teacher Reflection
Tiered Assignments
Independent
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Opening- Teacher Centered (20%)
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/19/13_____________ Day: 9 / ______
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how literature serves as a window to the past.
tiered assignments,
I can identify how class distinctions are represented in literature.
benchmark,
I can explain how an author uses satire to improve characterization and critique
observations, portfolios.
both the government and the clergy of the time period.
Lesson Essential Question:
How does literature serve as a window to the past?
How are class distinctions represented in literature?
How does an author use satire to improve characterization and critique both the government and the
clergy of the time period?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Frame story
Marzano 5
Medieval
Iambic pentameter
Figurative language
Connotation
Denotation
Feudalism
Martyr
Crusades
Chivalry
Activate: (pre-assessment, prior knowledge, engage and motivate)
Teacher asks for volunteers to summarize a description of each character read
yesterday.
Initial Instruction:
Remind students about filling out graphic organizer as we read. Answer any
questions students may have.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Work Session Student Centered
(60%)
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
(random, heterogeneous, interest, needs-based)
Instruction: The teacher and students take turns reading “The General Prologue” looking
at characterization, class structure, narration, etc.
Check for Understanding-students will create a character list as we read and list details
for each character (class, physical appearance, occupation, personality, etc.).
Instruction: Teacher assists students by helping them break down complex sentences to
identify the main idea of each description.
Check for Understanding-teacher calls on students to summarize passages and/or share
their descriptions before moving on to each new character.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Closing Student Centered
(20%)
Application/Adjust:
Use audio recording.
Teacher generated character list with some information already filled in for
students.
Formative Assessment/Summarize:
Complete worksheet “Name that Pilgrim”-fragmented descriptions are given and
students identify who is being described by using their character logs.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Tiered Assignments
Independent
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Opening- Teacher Centered (20%)
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/20/13__________ Day: 10 / ______
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how literature serves as a window to the past.
tiered assignments,
I can identify how class distinctions are represented in literature.
benchmark,
I can explain how an author uses satire to improve characterization and critique
observations, portfolios.
both the government and the clergy of the time period.
Lesson Essential Question:
How does literature serve as a window to the past?
How are class distinctions represented in literature?
How does an author use satire to improve characterization and critique both the government and the
clergy of the time period?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Frame story
Marzano 5
Medieval
Iambic pentameter
Figurative language
Connotation
Denotation
Feudalism
Martyr
Crusades
Chivalry
Activate: (pre-assessment, prior knowledge, engage and motivate)
Teacher asks for volunteers to summarize a description of each character read
yesterday.
Initial Instruction:
Remind students about filling out graphic organizer as we read. Answer any
questions students may have.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Work Session Student Centered
(60%)
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
(random, heterogeneous, interest, needs-based)
Instruction: The teacher and students take turns reading “The General Prologue” looking
at characterization, class structure, narration, etc.
Check for Understanding-students will create a character list as we read and list details
for each character (class, physical appearance, occupation, personality, etc.).
Instruction: Teacher assists students by helping them break down complex sentences to
identify the main idea of each description.
Teacher assigns “Prologue and Tale Project”-students mimic Chaucer by creating their own
original prologue and tale which teaches a moral lesson. They must write in iambic
pentameter, use a character who represents a specific class in society, and use
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
descriptions which show physical features, occupations, etc.
Closing Student Centered
(20%)
Check for Understanding-teacher calls on students to summarize passages and/or share
their descriptions before moving on to each new character.
Application/Adjust:
Use audio recording.
Teacher generated character list with some information already filled in for
students.
Tiered Assignments
Independent
Formative Assessment/Summarize:
Worksheet: “Chaucer’s Genius for Description”
Ticket-out the door
Important Thing
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Prologue and Tale Project
Learning Log
Teacher Reflection
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/21/13________________ Day: 11 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
I can describe how and why stories teach moral lessons.
I can identify how and why moral lessons in literature reflect historical events
of a specific time period.
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Opening- Teacher Centered (20%)
Lesson Essential Question:
How can stories teach moral lessons?
How do moral lessons in literature reflect historical events of a specific time period?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Moral
Marzano 5
Situational irony
Verbal irony
Exemplum
Personification
Anecdote
Hypocrisy
Activate: (pre-assessment, prior knowledge, engage and motivate)
Think, pair, share-name a television show or movie which teaches a moral lesson.
Initial Instruction:
The teacher define exemplum, personification, and anecdote, while providing
current examples of each.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
In lit circles, students read and discuss “The Pardoner’s Tale.”
Check for understanding-students complete the guided reading sheet “Analyzing the
Tale.”
Work Session Student Centered (60%)
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Instruction: Students then read and discuss “The Wife of Bath’s Tale” and complete a
second guided reading sheet for this tale.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Check for Understanding-the teacher moves from group to group answering questions and
prompting discussions as needed.
Application/Adjust:
Read these tales aloud as a class.
Independently read the tales for homework.
Write summaries of each tale.
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
TOTD: Using one of the tales, explain how it is ironic that the narrator tells this
particular story.
Ticket-out the door
Important Thing
3-2-1
------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Prologue and Tale Project
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/22/13___ Day: 12 / ______
Opening- Teacher Centered (20%)
Learning Targets: (I can…; I am learning…; I know how to….)
I am learning to improve my writing, especially fluidity, through multiple
revisions.
Lesson Essential Question:
How do multiple revisions allow for growth as a writer?
Concepts: (Vocabulary – tier 2 and tier 3)
Analyze
Synthesize
Writing process
Activate: (pre-assessment, prior knowledge, engage and motivate)
Students are given a survey about their writing.
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
The teacher returns the personal narrative “my Hero” with only one page being
“marked” with corrections. The teacher explains proofreading marks and answers
questions about student errors.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Students look first at corrections made to their target area of improvement by referring
to the “Hit List” the class generated and the samples for improvement distributed
previously by the teacher. Using a color pen, students continue to mark the rest of the
paper making corrections for their initial target area of improvement, applying
corrections to the rest of the paper.
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Check for understanding-the teacher moves around the room answering questions and
making suggestions.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Instruction: students then choose a second target area and a different color pen to begin
marking those corrections.
Check for Understanding-the teacher begins one-on-one conferences with students to
discuss their strengths and weaknesses individually and distribute handouts as needed for
specific target areas.
Application/Adjust:
In addition, the teacher distributes grammar guides for errors in conventions for
struggling students and spends more time as needed conferencing.
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Proofreading and revising
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Another round of revisions
Prologue and Tale Project
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/23/13__________ Day: 13 / ______
Opening- Teacher Centered (20%)
Learning Targets: (I can…; I am learning…; I know how to….)
I am learning to improve my writing, especially fluidity, through multiple
revisions.
Lesson Essential Question:
How do multiple revisions allow for growth as a writer?
Concepts: (Vocabulary – tier 2 and tier 3)
Analyze
Synthesize
Writing process
Activate: (pre-assessment, prior knowledge, engage and motivate)
Teacher returns writing survey and asks students to compare the survey results to their
marked copies.
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Teacher reviews ways to improve fluidity and offers more strategies.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Looking at a new draft of their papers, students look first at corrections made to their
target area of improvement by referring to the “Hit List” the class generated and the
samples for improvement distributed previously by the teacher. Using a color pen,
students continue to mark the rest of the paper making corrections for their initial
target area of improvement, applying corrections to the rest of the paper.
Check for understanding-the teacher moves around the room answering questions and
making suggestions.
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Instruction: students then choose a second target area and a different color pen to begin
marking those corrections. Students who have completed this task my choose a third
target area.
Check for Understanding-the teacher continues one-on-one conferences with students to
discuss their strengths and weaknesses individually and distribute handouts as needed for
specific target areas.
Instruction: Students who have completed their revisions may type and print a final draft.
Next, students will work on the Prologue and Tale Project. They may work with a partner
to brainstorm, offer suggestions, proofread, revise, etc.
Application/Adjust:
In addition, the teacher distributes grammar guides for errors in conventions for
struggling students and spends more time as needed conferencing.
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Multiple drafts of personal narrative
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Work Session Student Centered
(60%)
Opening- Teacher Centered (20%)
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/26/13________________ Day: 14 / ______
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how writers synthesize all the elements of fiction in storytelling
tiered assignments,
and teach a moral lesson.
benchmark,
I can identify how stories teach moral lessons and reflect societal expectations
observations, portfolios.
of the time period.
Lesson Essential Question:
How do writers synthesize all the elements of fiction in storytelling and teach a moral lesson?
How do stories which teach moral lessons reflect societal expectations of the time period?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Moral
Marzano 5
Synthesize
Societal Expectations
Activate: (pre-assessment, prior knowledge, engage and motivate)
The teacher randomly chooses one student to summarize each of the tales read. The
teacher randomly chooses two more students to explain the moral lessons taught in each
tale. The teacher then chooses two more students to explain the irony or symbolism in
each tale.
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
The teacher distributes a guided listening sheet and reminds students of the
objectives for the Prologue and Tale Project.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Students present their Prologue and Tale Projects to the rest of the class.
Check for understanding-students complete the guided listening sheet for each
presentation, paying close attention to each moral lesson. The teacher asks questions to
check for understanding, calling on volunteers to summarize as needed.
Application/Adjust:
Students may pre-record their presentations and/or use power point to assist
them.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
TOTD: Which story had the best moral lesson? Or Which story did you find the
most interesting? Why?
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Opening- Teacher Centered (20%)
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/27/13______________ Day: 15 / ______
Possible Assessment
Learning Targets: (I can…; I am learning…; I know how to….)
tools: logs, journals,
I am learning how writers synthesize all the elements of fiction in storytelling
tiered assignments,
and teach a moral lesson.
benchmark,
I can identify how stories teach moral lessons and reflect societal expectations
observations, portfolios.
of the time period.
Lesson Essential Question:
How do writers synthesize all the elements of fiction in storytelling and teach a moral lesson?
How do stories which teach moral lessons reflect societal expectations of the time period?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Moral
Marzano 5
Synthesize
Societal Expectations
Activate: (pre-assessment, prior knowledge, engage and motivate)
The teacher asks for volunteers to share what he/she has learned from this project. Or
The teacher asks for a volunteer to explain what he/she would change about the
assignment to make it more meaningful.
Initial Instruction:
The teacher answers questions about the guided listening sheet.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Work Session Student Centered
(60%)
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
(random, heterogeneous, interest, needs-based)
Students present their Prologue and Tale Projects to the rest of the class.
Check for understanding-students complete the guided listening sheet for each
presentation, paying close attention to each moral lesson. The teacher asks questions to
check for understanding, calling on volunteers to summarize as needed.
After all presentations are completed, students will work in their lit circles to create a
four line description of each narrator from their individual tales.
Application/Adjust:
Students may pre-record their presentations and/or use power point to assist
them.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Using the Elmo, each lit circle share their “mini” General Prologue
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/28/13____________ Day: 16 / ______
Opening- Teacher Centered (20%)
Learning Targets: (I can…; I am learning…; I know how to….)
I can name the different types of myths that exist.
I am learning how myths have impacted culture today.
Lesson Essential Question:
What types of myths exist?
What impacts do myths have in popular culture today?
Concepts: (Vocabulary – tier 2 and tier 3)
Myth
Archaic
Activate: (pre-assessment, prior knowledge, engage and motivate)
Play a recording of Iron Maiden’s song “Rime of the Ancient Mariner”
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Teacher explains the inspiration for the song and ask students to paraphrase the
lyrics.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
The teacher provides background notes on Samuel Taylor Coleridge and the work Lyrical
Ballads which he co-wrote with William Wordsworth.
Instruction: The teacher and the students take turns reading the first section of the
poem “Rime of the Ancient Mariner” aloud and discuss the use of archaic language, poetic
structures, and symbolism.
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Check for Understanding-the teacher asks students to explain how the poem is based on
ancient myths each day based on the passages read.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Instruction: Next, the class views one part of the PBS Documentary The Power of Myth
where the author Joseph Campbell is interviewed by Bill Moyers and George Lucas.
Check for Understanding-the teacher asks students to take notes as they view the
documentary, especially how myths of the past still are influencing modern culture.
Each student will research one type of myth and write a two page explanation of how that
myth is represented in modern culture today in a piece of literature, art, movie, or
television program.
Application/Adjust:
Tiered Assignments
Independent
Closing Student Centered
(20%)
Create a guided viewing sheet to assist students when viewing the documentary
or proved a transcript condensing the key points made in the film.
Formative Assessment/Summarize:
The part of the film I found most interesting was _______________ because I
had never considered _____________________.
Informative paper on the influence of myths in today’s culture.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/28/13________ Day: 17 / ______
Opening- Teacher Centered (20%)
Learning Targets: (I can…; I am learning…; I know how to….)
I can name the different types of myths that exist.
I am learning how myths have impacted culture today.
Lesson Essential Question:
What types of myths exist?
What impacts do myths have in popular culture today?
Concepts: (Vocabulary – tier 2 and tier 3)
Myth
Archaic
Activate: (pre-assessment, prior knowledge, engage and motivate)
Teacher asks for volunteers to summarize yesterday’s reading of “Rime of the Ancient
Mariner”
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Teacher gives reminders about the language and using the glossed text on the
sides of the poem to aid in comprehension. The teacher asks/answers questions
concerning the use of archaic language.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Instruction: The teacher and the students take turns reading sections II and III of the
poem “Rime of the Ancient Mariner” aloud and discuss the use of archaic language, poetic
structures, and symbolism.
Check for Understanding-the teacher asks students to explain how the poem is based on
ancient myths each day based on the passages read.
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Instruction: Next, the class views the next part of the PBS Documentary The Power of
Myth where the author Joseph Campbell is interviewed by Bill Moyers and George Lucas.
Check for Understanding-the teacher asks students to take notes as they view the
documentary, especially how myths of the past still are influencing modern culture.
Each student will research one type of myth and write a two page explanation of how that
myth is represented in modern culture today in a piece of literature, art, movie, or
television program.
Application/Adjust:
Create a guided viewing sheet to assist students when viewing the documentary
or proved a transcript condensing the key points made in the film.
Tiered Assignments
Independent
Closing Student Centered (20%)
Informative paper on the influence of myths in today’s culture.
Ticket-out the door
Important Thing
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
-----------------Journal
Learning log
Expand learning targets
Formative Assessment/Summarize:
Learning Log
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 8/29/13___________________ Day: 18 / ______
Opening- Teacher Centered (20%)
Learning Targets: (I can…; I am learning…; I know how to….)
I can name the different types of myths that exist.
I am learning how myths have impacted culture today.
Lesson Essential Question:
What types of myths exist?
What impacts do myths have in popular culture today?
Concepts: (Vocabulary – tier 2 and tier 3)
Myth
Archaic
Activate: (pre-assessment, prior knowledge, engage and motivate)
Teacher asks for volunteers to summarize yesterday’s reading of “Rime of the Ancient
Mariner”
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Teacher gives reminders about the language and using the glossed text on the
sides of the poem to aid in comprehension. The teacher asks/answers questions
concerning the use of archaic language.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Instruction: The teacher and the students take turns reading sections IV and V of the
poem “Rime of the Ancient Mariner” aloud and discuss the use of archaic language, poetic
structures, and symbolism.
Check for Understanding-the teacher asks students to explain how the poem is based on
ancient myths each day based on the passages read.
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Instruction: Next, the class views the next part of the PBS Documentary The Power of
Myth where the author Joseph Campbell is interviewed by Bill Moyers and George Lucas.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Check for Understanding-the teacher asks students to take notes as they view the
documentary, especially how myths of the past still are influencing modern culture.
Each student will research one type of myth and write a two page explanation of how that
myth is represented in modern culture today in a piece of literature, art, movie, or
television program.
Application/Adjust:
Create a guided viewing sheet to assist students when viewing the documentary
or proved a transcript condensing the key points made in the film.
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Informative paper on the influence of myths in today’s culture.
------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 9/2/13_________ Day: 19 / ______
Opening- Teacher Centered (20%)
Learning Targets: (I can…; I am learning…; I know how to….)
I can name the different types of myths that exist.
I am learning how myths have impacted culture today.
Lesson Essential Question:
What types of myths exist?
What impacts do myths have in popular culture today?
Concepts: (Vocabulary – tier 2 and tier 3)
Myth
Archaic
Activate: (pre-assessment, prior knowledge, engage and motivate)
Teacher asks for volunteers to summarize yesterday’s reading of “Rime of the Ancient
Mariner”
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Teacher gives reminders about the language and using the glossed text on the
sides of the poem to aid in comprehension. The teacher asks/answers questions
concerning the use of archaic language.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Instruction: The teacher and the students take turns reading sections VI and VII of the
poem “Rime of the Ancient Mariner” aloud and discuss the use of archaic language, poetic
structures, and symbolism.
Check for Understanding-the teacher asks students to explain how the poem is based on
ancient myths each day based on the passages read.
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Instruction: Next, the class views the last part of the PBS Documentary The Power of
Myth where the author Joseph Campbell is interviewed by Bill Moyers and George Lucas.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Check for Understanding-the teacher asks students to take notes as they view the
documentary, especially how myths of the past still are influencing modern culture.
Each student will research one type of myth and write a two page explanation of how that
myth is represented in modern culture today in a piece of literature, art, movie, or
television program.
Application/Adjust:
Create a guided viewing sheet to assist students when viewing the documentary
or proved a transcript condensing the key points made in the film.
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Informative paper on the influence of myths in today’s culture.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: 9/3/13_____________ Day: 20 / ______
Opening- Teacher Centered (20%)
Learning Targets: (I can…; I am learning…; I know how to….)
I can name the different types of myths that exist.
I am learning how myths have impacted culture today.
Lesson Essential Question:
What types of myths exist?
What impacts do myths have in popular culture today?
Concepts: (Vocabulary – tier 2 and tier 3)
Myth
Archaic
Activate: (pre-assessment, prior knowledge, engage and motivate)
Journal: What is your favorite movie or short story? Why? Does it relate to at type of
myth?
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Students share their journals and help each other make connections to the types
of myths studied where appropriate. The teacher clarifies as needed.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
(random, heterogeneous, interest, needs-based)
The teacher shows a series of film clips from Star Wars, Lord of the Rings, Harry Potter,
and O Brother Where Art Thou.
Check for understanding-students will use a graphic organizer labeled with the types of
myths and place the film clips into the appropriate category.
Next, students are instructed to share their findings with a partner and make corrections
as needed.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Instruction: The teacher conferences with students one-on-one to discuss their papers on
the influences of myths on modern culture. While the teacher conferences, students may
work independently or with a partner to revise their papers.
Application/Adjust:
The teacher provides portions of the graphic organizer already completed.
Tiered Assignments
Independent
Closing Student Centered
(20%)
Formative Assessment/Summarize:
Informative paper on the influences of myth on modern culture.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Man and Myth: Origins of Storytelling
Date: ______September 4, 2013___________ Day: 21 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
I can name the different types of myths that exist.
I am learning how myths have impacted culture today.
Opening- Teacher Centered (20%)
Lesson Essential Question:
What types of myths exist?
What impacts do myths have in popular culture today?
Concepts: (Vocabulary – tier 2 and tier 3)
Myth
Archaic
Activate: (pre-assessment, prior knowledge, engage and motivate)
Word map, Frayer,
Marzano 5
Anticipation guide,
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Teacher gives directions for today’s unit test and answers any last minute
questions.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
(random, heterogeneous, interest, needs-based)
Work Session Student Centered (60%)
Possible Assessment
tools: logs, journals,
tiered assignments,
benchmark,
observations, portfolios.
Unit Test
Application/Adjust:
As needed based on previous progress monitoring and individual needs.
Performance tasks,
Differentiation,
Presentation/guest
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
Tiered Assignments
Independent
Closing Student Centered (20%)
Formative Assessment/Summarize:
Informative paper
Unit test
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Teacher Reflection
Ticket-out the door
Important Thing
3-2-1
-----------------Journal
Learning log
Expand learning targets