HBGSD LESSON PLAN TEMPLATE
HARRISBURG SCHOOL DISTRICT
DANIELSON FRAMEWORK LESSON PLAN TEMPLATE
Student Teacher: Ms. Abigail M. Brumback
Date: Day 3 (Pre-reading)
Subject/Grade:
AP English / 12  Revealing the Invisible
Title of the Lesson: Making predictions about Invisible
Man
Topic or Big Idea:
Dissection of an important selection from Invisible Man
Making predictions
Lesson Essential Question:
How does close reading of quote selections inform
my inferences about an upcoming reading of a
novel?
Unit Essential Question:
Vocabulary:
Unit Title: Revealing the Invisible
Close reading
How can I identify reasons why groups in society
are considered “invisible” and make them
“visible”?
Introductory/Acquisition Lesson
Extending Thinking Lesson
x
x
Assessment Lesson
**The delivery of your lesson is always contingent upon the content you intended to deliver. Sometimes you may address all of the elements in the
template and sometimes you may not. This template is a guide to ensure you are addressing the essential elements of a lesson plan to ensure students
will be able to demonstrate enduring understanding.**
Focus Students’
Attention
Common Core
Focus
Language
Objective
(Classes with
ESL Co-teacher)
Statement of Objective – What should students know and do as a result of the lesson? (Component
1C)
Students will:
- close read important quotations from Invisible Man
- Make inferences about up coming selection
- Cite textual evidence to support inference
- Apply close reading of quote to “invisible” group
Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are
these outcomes essential for future learning?) (Components 1A,1C)
CC.1.5.11–12.G
Demonstrate command of the conventions of standard English when speaking based on Grades 11–12
level and content.
CC.1.4.11–12.H
Write with a sharp, distinct focus identifying topic, task, and audience.
CC.1.3.11–12.F
Evaluate how words and phrases shape meaning and tone in texts.
Statement of Language Objective: How will the student demonstrate understanding using the four
domains of reading, writing, speaking, and/or listening? (Components 1B, 1C)
1
HBGSD LESSON PLAN TEMPLATE
Anticipatory Set Do Now / Warm-up - How will you engage students in learning? How will you connect the lesson to
their prior knowledge? (Component 1E)
/Activating
Strategy
Do Now – Find assigned group. Assigned groups will be projected on the SmartBoard
(These will be the groups that the students work with for the rest of the unit)
Identify yourselves by numbers. Students 1, 2, 3, and 4
Introductory /
Short Lecture/
and/or
Developmental
Activities
Once students are sitting in their group hand them the quote that will be used for teacher
directed instruction. (Quote from teacher example)
Teacher Directed Activities: (Teaching of the new concept)
How will you aid students in constructing meaning of new concepts? How will you introduce/model
new skills or procedures? What instructional strategy(ies) will you introduce, re-introduce or utilize to
ensure comprehension? (Component 1E)
Place the close reading chart on the front Smartboard. – Print a copy and have a visual on
board for the students
Students will have the sheet with the quote that teacher will be using to model a close
reading of a longer quote.
“First Read: Get the Gist.” Read the quote out loud to students while they follow along. Then
go back through the quote again verbally telling students exactly what is happening. Look for
the main idea. What jumps out at me? What questions do I have based on the quote?
Summarize the quote.
“Second Read: Dig a Little Further.” Answer the following questions in front of the students
while speaking through exactly what the teacher is doing. What text structures and text
features were used? What is the author’s purpose? How does the author feel about the
subject? Why did the author choose these particular phrases?
“Third Read: Put it All Together.” What inferences can we make? How does this relate to
other texts you’ve read (movies, movements, arts)? How does this relate to your life?
While the teacher is speaking students will be taking notes on the sheet and following along
with what is being answered. Teacher should be annotating for the students to visually see
how/what is being done.
Guided Practice
Once the class instruction is complete, hand out envelopes to the students with the quote
they will be using for their group.
Teacher-Monitored Activities:
What will students do together to use new concepts or skills? How will you assist students in this
process? (Component 1E)
Students will complete the same questions as the teacher modeled in the previous activity.
Supply the students with the graphic organizers that help support them working through the
quote. The graphic organizer is divided in to the same three sections with the questions that
are asked of each quote.
Direct the students to read the quote in their groups and then re read the quote.
Students will then complete the graphic organizer with their members.
Teacher will be around to support the students if they have questions about directions,
definitions of words, or miscellaneous requests.
Have students be prepared to jig saw in to new groups
2
HBGSD LESSON PLAN TEMPLATE
Independent
Practice Activities, Refinement, and Extension: What opportunities will students have to use the
new skills and concepts in a meaningful way? How will students expand and solidify their
Practice or
understanding of the concept and apply it to a real-world situation? How will students demonstrate
Activities
their mastery of the essential learning outcomes? (Components 1E, 1F)
Students will have new groups with one person from each other group that was made. So
instead of there being group 1, 2, 3, 4, students will now be composed of groups made up of
1, 2, 3, 4. They will share their quote with the their new groups. Read the quote out loud and
choose one question from each of the three “read through” to share with the new group.
All students in the group will complete this task.
Have students write their predictions about Invisible Man on their graphic organizers. Then,
bring students to larger class discussion and have them reveal their predictions with the
entire class. – They will identify how the quote informed their inference.
Ticket out  Have students write a response to the following. Apply your quote to one of
the social groups we defined as a class yesterday as “invisible” you may choose anything
other than the “minority race” selection.
HOMEWORK: Read Prologue and Chapter 1 (pages 3-34)
Assessment/
Closure
What does
success on this
lesson’s outcomes
look like?
(Component 1F)
Formative Assessment: How
will you & your students know if
they have successfully met the
outcomes? What specific criteria
will be met in a successful
product/process?
Closure Activities: How
will you assist students in
reflecting upon what they
learned today and are
preparing for tomorrow’s
lesson? What homework
will be assigned to help
students practice, prepare,
or elaborate on a concept
or skill taught?
Daily Do Now, graphic
organizer completion, small
group participation,
discussion participation
Jig saw of quotes, final
questionnaire, ticket out
Summative Assessment: How will
you ensure that all students have
mastered the identified learning
indicators? How will you assess
their learning daily? How will you
assess their learning at the end of a
unit?
Resources/Mate What texts, digital resources, & materials will be used in this lesson? (Component 1D)
rials:
Invisible Man quotes, graphic organizer
Access for All:
How will you ensure that all students have access to and are able to engage appropriately in this
lesson? Consider all aspects of student diversity – ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
Individual, small group, whole group, written expectation, verbal expectation, opportunities
for re-teaching, opportunities for discovery as well as direct instruction.
Differentiation:
What curriculum modifications and/or classroom accommodations will you make for Students with
learning differences in your class? Be as specific as possible. (Component 1B, 1D)
See above.
Reflection:
3
HBGSD LESSON PLAN TEMPLATE
Teacher Example
“I am an invisible man. No, I am not a spook like those who haunted Edgar Allen Poe; nor am I one of your Hollywoodmovie extoplasms. I am a man of substance, of flesh and bone, fiber and liquids—and I might even be said to possess a
mind. I am invisible, understand, simply because people refuse to see me. Like the bodiless heads you see sometimes in
circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass. When they approach me
they see only my surroundings, themselves, or figments of their imagination—indeed, everything and anything except
me.”
4
HBGSD LESSON PLAN TEMPLATE
Student Quotes
“For, like almost everyone else in our country, I started out with my share of optimism. I believed in hard work and
progress and action, but now, after first being 'for' society and then 'against' it, I assign myself no rank or any limit, and
such an attitude is very much against the trend of the times. But my world has become one of infinite possibilities. What
a phrase - still it's a good phrase and a good view of life, and a man shouldn't accept any other; that much I've learned
underground. Until some gang succeeds in putting the world in a strait jacket, its definition is possibility.”
“Whence all this passion towards conformity anyway? Diversity is the word. Let man keep his many parts and you will
have no tyrant states. Why, if they follow this conformity business, they'll end up by forcing me, an invisible man, to
become white, which is not a color but the lack of one. Must I strive towards colorlessness? But seriously and without
snobbery, think of what the world would lose if that should happen. America is woven of many strands. I would
recognize them and let it so remain.”
“Come out of the fog, young man. And remember you don't have to be a complete fool in order to succeed. Play the
game, but don't believe in it--that much you owe yourself. Even if it lands you in a strait jacket or a padded cell. Play the
game, but play it your own way--part of the time at least. Play the game, but raise the ante, my boy. Learn how it
operates, learn how you operate--I wish I had time to tell you only a fragment.”
“We create the race by creating ourselves and then to our great astonishment we will have created something far more
important: We will have created a culture. Why waste time creating a conscience for something that doesn't exist? For,
you see, blood and skin do not think!”
5
HBGSD LESSON PLAN TEMPLATE
“It's you young folks what's going to make the changes, y'all's the ones. You got to lead and you got to fight and move us
all on up a little higher. And I tell you something else, it's the ones from the South that's got to do it, them what knows
the fire and ain't forgot how it burns. Up here too many forgits. They finds a place for themselves and forgits the ones on
the bottom. Oh, heap of them talks about doing things, but they done really forgot. No, it's you young ones what has to
remember and take the lead.”
“These white folk have newspapers, magazines, radios, spokesmen to get their ideas across. If they want to tell the
world a lie, they can tell it so well that it becomes the truth; and if I tell them that you’re lying, they’ll tell the world even
if you prove you’re telling the truth. Because it’s the kind of lie they want to hear …”
“My hole is warm and full of light. Yes, full of light. I doubt if there is a brighter spot in all New York than this hole of
mine, and I do not exclude Broadway. Or the Empire State Building on a photographer's dream night. But that is taking
advantage of you. Those two spots are among the darkest of our whole civilization...which might sound like a hoax, or a
contradiction, but that (by contradiction, I mean) is how the world moves: Not like an arrow, but a boomerang.”
6