Strategy Lesson 1

Lesson Plan: English Language Arts
Name: Christina Yeji Lee Grade: 7

Unit: Satire Time Allotted: 50-min class
nd
Lesson Topic: Political Satire in Short Stories (2 lesson in unit)
Type of Lesson: Developmental
NCTE/IRA Standards:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of the human
experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
12. Students use spoken, written, and visual language to accomplish their known purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
Maryland College and Career-Ready Standards:

RL1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RL2 – 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.
RL6 – Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.
W1 – Write arguments to support claims with clear reasons and relevant evidence.
L3 – Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L5 – Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings
Context for Learning:

The purpose of this lesson is to introduce how satirical short stories are used to make an effective
social commentary. Students will also learn how to use active reading strategies by analyzing the
short story “Harrison Bergeron” by Kurt Vonnegut, Jr. This is the second lesson in the satire unit,
so students already know the definition of satire, how it is presented, and what to look out for.
Also at this stage, some students may already know effective reading strategies; however, it is
expected that most students are not consciously using them. This lesson helps students become
more aware of their thinking process, understand what their reading focus should be, and how to
ask good questions. Laptops will not be necessary for this lesson. Desks in the classroom are
arranged in rows; students may move their desks for group work later in the class. This format
will encourage students to pay attention and work individually for the first part of the lesson;
during the second part of the lesson, students will be able to position themselves to be physically
closer to their group mates. Students can work on the floor or in the hallway as long as the
teacher allows it.
Objectives (observable and measurable):

Students will be able to read the short story “Harrison Bergeron” by Kurt Vonnegut, Jr. and
identify the text’s main ideas.
Students will be able to work collaboratively in a group to come to a consensus about the short
story’s main ideas using a “So What” T-Chart.
Materials:
Printouts of “Harrison Bergeron” by Kurt Vonnegut, Jr. for each student
(http://www.tnellen.com/westside/harrison.pdf)
Poster paper and markers for T-Chart
T-Chart example to be projected onto screen
Projector to show students short story and t-chart example on the board
Proactive Behavior Management:

A poster of classroom rules will be up on a wall. Before starting discussion I will remind students
that they must raise hands to give input. Distractions will be asked to be put away (cell phones,
ect). Talkative students will be separated from each other and placed near me to prevent
distractions. During discussion, I will first take volunteers to answer questions. Students will be
cued to raise their hand when I raise my own hand after asking a question. Students will be
picked randomly to answer questions to ensure that each student gets a chance to speak and also
to keep them in focus about the ongoing discussion. I will pass out papers to the front of the row
so students can pass them back.
Provisions for Student Grouping:

Groups will be made of four to five students in close proximity of each other. Students will
already be seated according to the assigned seating chart. The seating chart and group will be
based on heterogeneous grouping (based on skill) and how well students work with each other as
well as keeping talkative or distracting students away from each other.
Procedures
Warm-Up/Opening (5 minutes):
As students enter, they will pick up a copy of the short story. Once the bell rings, students are
settled into their seats. On the projector, I will have the warm-up activity: “What is equality?
What kind of equality should we care about? Please write down your thought.” Students will
work individually and write in their English journal.
Motivator/Bridge (5 minutes):
After a few minutes, I will ask students to put down their pencils. I will ask the question “do you
think the world will be better if everyone was equal in every way?” I will have about two to three
students answer my question. I will introduce the short story, explain that it is a political satire,
and briefly review the previous lesson on the definition of satire by asking review questions to
the class. I will inform the students of the objectives for the day; we will be reading a satirical
short story and creating a “So What” T-Chart in groups to understand the main idea. I will have
them get a highlighter and pen ready to take notes on their printed copy as they follow along with
me as I read out loud.
Read Aloud, Discussion, and Guided Practice (15 minutes):

I will begin reading the story aloud to the class. Students will make notes on the side of the story
as I read; there are no set rules to how they make these notes, but in a general rule of thumb,
students will highlight quotes that they believe are important, make question marks on points
they don’t understand, or star next to what they found interesting or humorous. After reading, we
will have a brief discussion on what the students thought about the story and what they believe
the main ideas are. Next, I will show the students an example of a “So What” T-Chart. I will
explain that in groups, each student will pick a quotation that they believe is important. After
they pick their quotations, they will write a corresponding “so what” question; these questions
ask why and how this quote is important, are open-ended, and gets readers to think more deeply.
Group Work (20 minutes):

After I explain the group work, the directions will also be on the screen, students will be placed
in groups and the students will move their desks to be closer to their group mates. One student
from the group will go and pick up a poster paper and a marker. One student will be chosen to be
the recorder. Each student will choose one quotation that they believe is important and write it on
the left side of the T-Chart. Students will write their names next to their chosen quotations so that
I can credit them properly. After each student picks a quotation, they will brainstorm as a group
two to three appropriate “so what” question for each quote. I will walk around the classroom
helping groups and will call out time to pace students.
Summary / Closure (5 minutes):

About five minutes before the bell rings, I will ask students to wrap up their work and return the
markers and turn in the poster paper to the front of the class. I will remind them once again to
write each student’s names next to their contributed quote and question so they will get credit for
their work. I will inform students that we will continue this lesson the next day by exploring each
group’s “so what” questions and having a class discussion on the satirical message the author is
trying to portray. I will also pass out and explain their homework for the night.
Generalization/Extension Activity:
It is highly doubtful that the students will complete their work before the time is up. However, if
they are, they can have an early start to their homework.
Review/Reinforcement (Homework):
Students will re-read the short story at home and write a one page reflection on the question
''How and why did this satire change or did not change your thoughts on equality?''
Assessment:
Formative assessment
I will observe which students are and are not participating or struggling to answer my review
questions at the beginning of class.
I will observe students getting ready for group work, taking note of who is taking longer to settle
down and why. If two students are over-talkative, their seats will be moved the next class. If
some students are not on task, I will ask them of their progress and put them back on track.
Summative assessment
Students will be graded on their contributed ''so what'' questions on the T-Chart. They will be
graded on whether they understood the main idea of the text by picking an appropriate quotation
and creating meaningful questions.
Students will also be assessed through their homework reflection due the next day. They will be
graded on their level of understanding of the satire and it’s main ideas.
Adaptations:
The classroom has a total of 24 students with mixed-level students. The classroom consists of
60% females and 40% males. About 40% of the students are Caucasian, 30% are African
America, 20% Asian or Middle Eastern, and the remaining 10% are Hispanic. None of the
students have a physical or learning disability. There are 5 ELL students in the classroom. All
students will be placed in heterogeneous groups, and ELL students will be placed evenly across
the groups. All groups will have an even balance of higher-level, middle-level, and lower-level
students. Some students are shy and some students are talkative, so I would take their personality
into consideration when grouping students; I wouldn’t want to group a very shy student with a
loud, aggressive student, and I wouldn’t want two talkative students in the same group. I would
walk around the classroom while students work in groups to offer help if necessary. Homework
will be passed out by paper, but will also be offered through email or the class website. Students
can either write out their homework by hand or by typing and printing. ELL students could come
in before or after school or during lunch prior to the due date, or reach me via email, to ask
questions or ask me to review it before they turn their work in.
Reflection:
I chose to read the short story out-loud so that the students, ELL students especially, could hear
the sentence flow and pronunciation. I would use popcorn reading in future classes to get
students to read out loud as well. I’m worried that 20 minutes of group work will not be enough
time for each student to write down their “so what” questions. If at least half of the class is not
finished, then I will use the first ten minutes of the next day’s class to continue with the T-Chart
so that the students will not feel too rushed.
I remember reading “Harrison Bergeron” when I was in middle school as well, and it had always
resonated with me because the character was only a few years older than I was at the time, and
because of how creepy the world was without it being blatant. Hopefully, my students will also
enjoy this story and will have a meaningful discussion for the third class. I will also have to think
of effective class discussion strategies that will include my ELL students or shy students. For the
rest of this unit, I would prepare a writing assignment where students write their own satire.

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Lesson Plan: English Language Arts

Name: Christina Yeji Lee Grade: 7

Maryland College and Career-Ready Standards:

Context for Learning:

Objectives (observable and measurable):

Proactive Behavior Management:

Provisions for Student Grouping:

Read Aloud, Discussion, and Guided Practice (15 minutes):

Group Work (20 minutes):

Summary / Closure (5 minutes):

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