Jordan Rich
Reading, Writing, and Sounder
Length: 1 day (60 - 90 minute class)
http://alex.state.al.us/lesson_view.php?id=16999
Stage 1 – Desired Results
1
Established Goals (Include ACOS standards in this section):
TC2(6-8)
TC2(6-8)
TC2(6-8)
ELA2013(6)
ELA2013(6)
ELA2013(6)
ELA2013(6)
ELA2013(7)
ELA2013(7)
ELA2013(7)
ELA2013(7)
ELA2013(8)
ELA2013(8)
ELA2013(8)
ELA2013(8)
5. Use basic features of word processing, spreadsheets, databases, and
presentation software.
6. Select specific digital tools for completing curriculum-related tasks.
12. Use digital tools to communicate and collaborate at all levels from
interpersonal to global.
2. Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments. [RL.6.2]
3. Describe how a particular story's or drama's plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves
toward a resolution. [RL.6.3]
27. Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate. [W.6.7]
35. Include multimedia components (e.g., graphics, images, music, sound)
and visual displays in presentations to clarify information. [SL.6.5]
2. Determine a theme or central idea of a text and analyze its development
over the course of the text; provide an objective summary of the text.
[RL.7.2]
3. Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot). [RL.7.3]
27. Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation. [W.7.8]
34. Include multimedia components and visual displays in presentations to
clarify claims and findings and emphasize salient points. [SL.7.5]
2. Determine a theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters, setting,
and plot; provide an objective summary of the text. [RL.8.2]
3. Analyze how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.
[RL.8.3]
27. Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation. [W.8.8]
34. Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest. [SL.8.5]
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
Jordan Rich
Reading, Writing, and Sounder
Length: 1 day (60 - 90 minute class)
http://alex.state.al.us/lesson_view.php?id=16999
Understandings (Students will understand that …):
 Students will understand the concepts of journaling and the use of graphic organizers.
 Students will understand thematic ideas and underlying meanings that are found within the novel.
 Students will understand how to apply concepts of critical thinking and literary analysis.
 Students will understand different concepts of interpretation through video conferencing.
 Students will understand how to apply their own understandings through effective oral
communication.
 Students will understand concepts of character analysis.
Essential Knowledge (Students will know …):
 Students will know the events that take place within the novel.
 Students will know how to relate actions and themes in order to create in depth understanding.
 Students will know the main concepts and meanings of vocabulary within the novel.
 Students will know the chief perceptions that are applied by the author.
Essential Skills (Students will be able to …):
 Implement literary analysis
 Issue critical thinking
 Work well with other students
 Relate character situations to real life circumstances
 Perform character analysis
 Exhibit oral communication skills
 Develop main topics that will be discussed in the video conference
 Debate and challenge collaborating students on their opinions (vice versa)
 Develop a well written persuasive essay
 Apply writing skills
Essential Question(s):
 What are the main thematic elements in this book?
 What is the plot?
 How does point “A” relate to point “B” within this novel?
 How does this book relate to us as American citizens today?
 How does Black History play its part in the story?
 Why do you think the author chose to develop such a story?
 If you were a character in Sounder, how would you defend the father’s actions? Why?
Stage 2 – Assessment Evidence
Performance Task(s):
1. READING JOURNAL
 Students will be required to keep a journal while reading the novel.
 As students read the novel, they should make notations in their reading journals. I will encourage
students to note their reactions to the story, questions raised by the story, and observations of the
elements of story as they appear.
 They will be required to at least note two main points (if not more) for each chapter of the book.
 These topics will be discussed in class and used to motivate critical thinking.

2. GROUP WORK DISCUSSIONS
Students will be put into groups (one chapter per group) to discuss the material recorded within each journal.
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
2
Jordan Rich
Reading, Writing, and Sounder
Length: 1 day (60 - 90 minute class)
http://alex.state.al.us/lesson_view.php?id=16999



3
They are to discuss and develop questions that concern their specific chapter.
3. VIDEO CONFERENCE
Students will be asked to participate in a group video chat with a collaborating class.
They will verbally compare and contrast their developed questions with the other class.
Other Evidence:
 A Comprehension Quiz will be assigned so ensure the students read the novel and understand the
basic meanings before covering any in depth topics.
 The outside assignment (Persuasive letter) will be used as a summative assessment for this lesson.
Stage 3 – Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
 Copies of Sounder
 Computer Access
 Projection/Smart Board
 Paper
 Pencil
Bell ringer (if one is used):
 Students will be given about five minutes to complete short response writing prompt.
 The student must respond to the following prompt:
“If you were a member of the small town in which Sounder is set in, what would you think
about the father’s present situation? In one complete paragraph, name three different ways
you would defend the father’s actions and why.”
Review of relevant, previously learned information:
 Students will have already completed the novel prior to this learning activity and taken a
comprehension quiz.
 Background information will have already been discussed in prior classes but will be used in the
present activity.
 Specific topics that have been discussed previously in class will be brought forth once again for this
group activity.
 We will also review the aspects of persuasive writing.
PREPERATION: I will make arrangements for a video chat or meeting with a collaborating class.
Introductory Activity:
 Students will first complete the presented bell ringer.
 I will issue a quick class discussion concerning previously learned and relevant information.
Body of the lesson:
 Students will then move into eight groups (one group per chapter) and have about twenty minutes to
discuss their personal findings and also develop a few questions concerning their certain chapter.
(Questions should be those which provoke thought, generate discussion, and require critical
thinking.)

I will arrange a video conference with a collaborating school. (If this technology is not available, I will
have two classes to meet together in a single location large enough for both.)

I will pair each of the eight groups to compare and contrast the previously developed questions.
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
4
Jordan Rich
Reading, Writing, and Sounder
Length: 1 day (60 - 90 minute class)
http://alex.state.al.us/lesson_view.php?id=16999

Students should introduce themselves to each other, discuss any amount of questions from each
group, and compare and contrast their findings.

After the video conference comes to a close, I will hold our on (brief) class discussion and be sure to
point out the main topics of interest.
 As the class reaches the end, I will then assign the out of class assignment and be sure everyone
understands.
Preview of the next lesson:
 I will show the video presentation of this book the following day.
Related out of class assignment:
 Students must take the short response that was written for their class bell ringer and develop this
into a well written 1-2 page persuasive letter to the editor of your local newspaper.
 Students will attempt to persuade the editor of the newspaper in a certain manner concerning the
father’s actions. They must attempt to defend his actions and tell why he should be defended.
 This assignment will be due exactly one week from the date it is assigned.
Description of co-teaching strategy used in this lesson. If co-teaching was part of this lesson,
describe: co-teaching model used, how and why this particular strategy was employed, role (lead
teacher/secondary teacher), and details of the implementation of the co-teaching model.
1. One way co-teaching could be used in this lesson would be through the concept of team teaching.
Two teachers could take on an equal role of teaching the lesson, dividing the students into groups,
and issuing the class and virtual discussions. By using the knowledge of two teachers, students can
grasp a better understanding of the importance of the lesson. The teachers can alternate times of
teaching and discussion among the class. By using this strategy, each teacher is using the same
techniques in order to reach the learning outcome.
2. Another way co-teaching would be successful is through parallel teaching. This strategy requires the
teachers to instruct half of the class. Each teacher will teach the lesson and begin discussions among
the students in the same way and accomplish the same goals. (This concept allows for a more one on
one discussion rather than with an entire class.) Instead of setting up the virtual conference, the
teachers could actually facilitate their own discussion between the divided students. This action
would save time while achieving the same outcomes.
REFLECTION:
I feel like this lesson plan could be extremely successful in my classroom. This entire lesson requires the
use of prior knowledge and organization and attempts to take the students deeper into the meanings of
the novel. Assigning the journal entries at the beginning of this study allows the students to take on
responsibility in their education and gives them many options as to how to achieve success with this
assignment. The journal can be seen to function as a graphic organizer, which is a strong strategy to use
when teaching novels. By moving the students into groups to discuss a certain chapter forces the
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
5
Jordan Rich
Reading, Writing, and Sounder
Length: 1 day (60 - 90 minute class)
http://alex.state.al.us/lesson_view.php?id=16999
students to focus on the underlying themes and ideas. I feel like critical thinking would be issued in this
setting because the students not only discuss the chapters, but are to create well-developed questions
concerning the main topics. The insertion of the video conference with a collaborating class puts the
cherry on top. By issuing this video chat, students can openly discuss their thoughts, but also take pieces
of information and ideas from other readers as well. I think this activity would expand their minds to
think outside of the box and teach them to search beyond the simple words of the novel. Overall, I think
this lesson requires much effort but allows the students to have a great understanding. I like the idea of
inserting the persuasive letter because the students are forced to come out of their own worlds and into
the shoes of a character. I also think the idea of allowing the students to watch the film will help many of
my readers gain a greater understanding by picture and sound. Both formative and summative
assessments are used in this lesson to ensure student participation and comprehension.
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004