Concordia University Nebraska Education Department Lesson Plan Format
Concordia University Nebraska Education Department Lesson Plan Format
Concordia University Nebraska Education Department Lesson Plan Format
Genre
Setting
● CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
● CCSS.ELA-LITERACY.W.11-12.9
Direct Instruction:
I want to make sure that the class is super clear on the purpose of each handout, and the
simplest way to ensure understanding is to explain them myself-- no fancy learning strategy
necessary! This is also the simplest and clearest way to explain the definitions “genre” and
“setting” since they are pretty straightforward. I also want to make sure they have things
written down properly in their notes, so I will tell them what to write.
Collaborative Learning:
This will be helpful because high schoolers are eager to show that they are capable of
accomplishing goals! They will work together to research different aspects of “The Kite
Runner”’s setting, and this will be beneficial because students like Scott (exceptional) and Liz
(hard worker) will be able to help out Sarah, who has a difficult time reading and may benefit
from peer support. Since they still can each do their own research, however, they are still
able to challenge themselves as they desire. Additionally, since a representative from each
pair will be writing something on the board, students are able to learn from each other.
Occasional discussion questions for speaking, a journal prompt for individual reflection,
partner work with devices & writing on whiteboard
Key Vocabulary:
● Genre
● Setting
● Historical Fiction
● Afghanistan
Concordia University Nebraska Education Department Lesson Plan Format
Materials: Technology:
● Pen/Pencil
● Powerpoint Presentation
Faith/Values Integration:
● None of the students are very familiar with the culture that the book depicts
● Sarah has a reading disability (seated next to Scott, who is an advanced reader)
● Bryan is seated close to the door so that he doesn’t have to move as far due to his
broken leg
Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Concordia University Nebraska Education Department Lesson Plan Format
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
Partner research:
The class is divided into three groups based on where they are sitting. The first group must look up political
structure, the second group must research cultural customs, and the third group must investigate religion of
Afghanistan during the time the book takes place. These topics are structured but also leave room for students to
piggyback off of their topics and find things that interest them, since they get to choose which pieces of
information to put on the whiteboard for everyone to see.
There are visual aids, definitions for note taking, research activities, and periodic pauses for discussion.
I will always make sure to read slides out loud for Sarah, who struggles with reading. Since the unit is on reading,
I will be working with her one on to one to make sure she is staying on track. As she is 3 levels below everyone
else and since she does have an IEP, I will make whatever accommodations are given for her and get her in touch
with a reading tutor. I will also provide her with
D) Closure: (2 min)
a. I will put up a slide about what is due for next class and handout
their data sheets.
E) Reading Together (10 min, or whatever time is left)
a. With the rest of class time, we will begin reading the book. I will determine in
the moment whether they will read quietly to themselves or whether they will
all follow along as I read.
Concordia University Nebraska Education Department Lesson Plan Format
Give evidence that the lesson was successful for students meeting the learning
objective(s).
If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Clearly state each change you would Explain why and how you would change
make. it.