Sample Lesson Plan

ENG 20-2 April 14
Stage 1: Desired Results
General 3.2.3 Form generalizations and conclusions

Outcome(s) 2.1.1 Discern and analyze context
1.2.1 Consider new perspectives
1.1.1 Form tentative understandings, interpretations
and positions
Specific  a. form generalizations and synthesize new ideas by integrating

Outcome(s) new information with prior knowledge
 a. explain the text creator's purpose, and assess the suitability of
the text to the target audience in terms of the text creator's
purpose [for example, assess the suitability of a feature film
targeted to a young adult audience in terms of appropriateness of
content
 b. recognize and assess the strengths and limitations of various
perspectives on a theme, issue or topic, and identify aspects for
further consideration when exploring and responding to texts
 c. analyze and evaluate how various topics and themes, text
forms, text types and text creators influence own and others'
understandings, attitudes and aspirations
 b. assess the potential of understandings, interpretations and
positions on ideas and issues communicated by literature and
other texts by connecting own and others' explorations, and by
exploring additional aspects of these texts
Learning Students will:

Objectives  Use their understanding of Sara Teasdale’s poem to inform their
analysis of Ray Bradbury’s story “There Will Come Soft Rains”
Essential Student Understanding(s):

Question(s):
 What role does historical context play in understanding literature?

 What is the relationship between man and nature?
 Does man depend on nature? Why and how?

Stage 2: Assessment Evidence
Formative Class Discussion Summative
Assessmen Context Assessment
t Booklets
Stage 3: Learning Experience
Before Print off poetic devices and context Resources to Bring: 

Lesson: booklets
Time: Content/Description Notes/Materials
~ min Introduction: There Will Come Soft Rains 

 Give students time to finish up their poetry analysis
booklets and make sure students have their theme topics
sheets ready
 If they haven’t already, go over the theme portion of the
poetry analysis booklet as a class
 Re-read poem and have students come up with some
theme topics and write them on the board
 Is the poem addressing this theme in a positive or
negative way? How can you tell?
 Allow students to finish the theme section on their own
~ min Body: Reading Soft Rains

Revisit the cold war and review what they remember from when
we last talked about it
What were people afraid of?
How did it affect culture and the work of authors such as
Bradbury?
When talking about atomic bombs show them this video and
have them write down how they think an atomic might affect a
city based on how it affected these soldiers
Inform students that you’ll ask each of them to share their
answer and have a small class discussion after the video. (Their
answers can be bullet points just so long as they have something
to share)
https://www.youtube.com/watch?v=dLSaFerdWQE
Listen to the following reading of There Will Come Soft Rains and
have students follow along with their own copies
Pause when elements of the story indicated in the Question Guide
come up and allow students to fill in their answers and discuss
1. What does the house automatically do for its inhabitants? (List

at least 3)
2. When and where is this story set?
3. What do the robot mice do?
4. Why do you think the city is a pile of rubble with a radioactive

glow?
5. What silhouettes are charred in the side of the house?
6. How and why does the house secure itself from the outside
world?
7. Who are “the Gods” of the house?
8. Why do you think the dog is covered in sores?
9. What happens to the dog?
10. How does the house usually entertain the adults and children?
11. What poem does the house read to its “inhabitants” in the
evening?
12. How does the house “die”? How does it “fight back”?
Take time to talk about the paintings being burned and how that
might represent the frivolity of human culture in relation to
natural forces
~ Conclusion: FInishing their booklet 

min  Students will work for the remainder of the class on their
context booklets. The same exercise regarding theme
from the poetry booklet is included but they should be
able to do it on their own for the short story.
 How does your lesson incorporate formative assessment? How will you know if
they’ve accomplished the lesson’s objectives?
 The most concrete example of formative assessment I have is the written bullet
point response to the YouTube video about what an atomic bomb feels like. The
reason behind this formative assessment is to not only ensure that students are
paying attention to the video, but so they can better understand how truly
devastating these weapons were. This understanding will help them better visualize
the setting and mood described in “There Will Come Soft Rains”. Predicting and
visualizing the destruction caused by war and nuclear weapons also ties into the
story’s theme of the relationship between earth and humans thus addressing the
student understanding of why and how mankind depends on nature.
 What do you want me to watch for while I’m observing?
 The last 20-2 class we had was March 31 so this lesson requires a lot of review. I
often struggle with knowing how to make reviews at the beginning of the lesson
both effective and concise while accounting for late students and the attention spans
of the students who are burdened with early morning groggy/grumpiness. If there
are strategies for exciting warm up activities or ways in which I can better prime my
students for learning I’d love to hear them.
Reflection: The poem ended up taking up the bulk of the lesson which meant the short story
was rushed. I’m not sure if the kids got it so we’ll have to start next class with a review.

Sample Lesson Plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sample Lesson Plan

Uploaded by

Copyright:

Available Formats

ENG 20-2 April 14

Stage 1: Desired Results

General 3.2.3 Form generalizations and conclusions

Specific  a. form generalizations and synthesize new ideas by integrating

Learning Students will:

Essential Student Understanding(s):

 What role does historical context play in understanding literature?

Stage 3: Learning Experience

Before Print off poetic devices and context Resources to Bring: 

Time: Content/Description Notes/Materials

~ min Introduction: There Will Come Soft Rains 

~ min Body: Reading Soft Rains

1. What does the house automatically do for its inhabitants? (List

3. What do the robot mice do?

4. Why do you think the city is a pile of rubble with a radioactive

5. What silhouettes are charred in the side of the house?

7. Who are “the Gods” of the house?

8. Why do you think the dog is covered in sores?

9. What happens to the dog?

~ Conclusion: FInishing their booklet 

You might also like