Lesson 68: “Raymond’s Run” by Toni Cade Bambara
Name: _Amanda Ross___________________ Date: _2/5/2013_______Age/Grade Level: 8th _
# of Students: _20_ # of IEP Students: __ # of GSSP Students: ____ # of LEP Students:____
Subject: _English _______________ Major Content: _Junior High________ Lesson Length: _53 min.
Unit Title: _Reading and Writing (Con)Texts Lesson Number and Title: short stories
Context:


Students tend to struggle with basic grammar, punctuation, and spelling, causing difficulty for evaluators to
understand student writing.
Students who do actively write tend to not answer “Why?” or have an established purpose for their writing.
Objectives:
1.
2.
Students will be able to 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.
Students will be able to 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.
Connections:
8.RL.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.
8.RL.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.
8.RL.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
8.L.4
8.L.5
Assessment Plan:
Objective/Assessment Plan Organizer
Objective Number
Type of
Assessment
1
Summative
2
Formative
Ross
Sherman Jr./Sr. High School
2012-2013 School Year
Description of
Assessment
Ticket-Out-theDoor/In-class
discussion
Ticket-Out-the-Door
Depth of
Knowledge Level
2
3
Adaptations
and/or
Accommodations
-Peer
tutor/Collaborative
Teacher
-Peer
tutor/Collaborative
Teacher
Resources, media, and technology:
1.
Textbooks
Procedure
1
Time
5-10
minutes
Description
First start students with their daily Bell Ringer:
“”
Then, I will discuss the bell ringer.
As students come into the room, I will ask them to grab their textbooks.
2
20-25
minutes
Next, students will finish reading “Raymond’s Run,” pages 547-554.
3
15-17
minutes
Finally, when students are finished reading, they will answer questions 2, 3, 5, and 7.




What do you think is the most important conflict in this story?
Squeaky and Gretchen almost get into a fight before the race. Why, then, do they
smile at each other after the race?
Find Squeaky’s allusions (references to literature, history, sports, and so on), and
explain what they reveal about Squeaky’s interests and education.
Is it ever necessary to fight or use threats to defend someone? Explain.
These will be due at the end of the class period.
Ross
Sherman Jr./Sr. High School
2012-2013 School Year