Pelletier 1
BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
General Information
Teacher: Joshua C. Pelletier
Subject: English
Number of Students: 12-31
Mentor: Judy Caldwell
Grade: Middle Prep (8)
Lesson Number: 2
Date: 10/22/2014
Time Allowed: 60 minutes
Lesson in Sequence: N/A
Unit Title: 21st Century Career
Topic: Making Predictions Using Evidence
Subjects Integrated: Language Arts
Readiness and Background Knowledge:
We have gone into great detail teaching students how to make inferences. Now, Id like to take them from
the present and into the future. Inferences now become predictions. Students have also just finished
writing a letter to themselves from the future. This lesson should refine their skill by forcing them to
make predictions based on evidence.
Goal/s:
I can make predictions based on evidence.
I can write a summary of a short film using detailed description.
Standards:
CCSS.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.RL.8.3 Analyze how particular lines of dialogue or incidents in the story or drama propel the
action, reveal aspects of a character, or provoke a decision.
CCSS.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
(b.) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
Objective/s:
Given the bell ringer prompt, the student will demonstrate the ability to make rough predictions about the
near and distant future (and ranking the accuracy of their prediction) by answering the prompts in their
writing journals at 100% completion (accuracy at this point is irrelevant)
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Given direct instruction and the short film Lamb to the Slaughter, the student will demonstrate the
ability to make predictions based on evidence by writing their predictions and evidence down on the
guided Cornell Notes worksheet at 100% accuracy (the prediction is supported by relevant evidence).
Given the short film Lamb to the Slaughter, the student will demonstrate the ability to write a short
summary about the film using details by writing in the summary section of their guided Cornell Notes
worksheet at 100% accuracy.
Teacher Learning Objectives:
The teacher will use technology to engage students and to enhance student learning.
The teacher will actively weave use multi-media to guide student learning.
Resources and Materials:
Standard classroom materials (board, markers, computer, projector)
PowerPoint on making Predictions
Lamb to the Slaughter by Alfred Hitchcock
Aided Cornell Notes
Instructional Model, Procedures, and Strategies:
Attention signal (2)
I will stand by the door and welcome students inside, asking them to sit down and begin the bell ringer.
Once all of the students have entered the classroom, I will reinforce what I have asked them to do.
Bell Ringer (5)
Students will respond to the following prompts:
In your research journals, make a general prediction about each of the following questions. Next to your
prediction rank how accurate you think your prediction is from 1-5 (1 not very accurate, 5 very
accurate). Make sure to write in COMPLETE SENTENCES.
What time will your parents/the bus pick you up today?
Where will you go to high school?
Where will you go to college?
What will your career be?
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Opening and Advanced Organizer (53)
Instructional Steps:
1. Introduction/Anticipatory Set (5):
I will introduce the topic by prompting the class with questions:
Who knows how they are going to get home today? Who knows where they want to go to high school?
What about college? (allow students to answer these questions/be sure to ask them how they know)
What tense are the bell ringer questions in? (future tense). These questions are in the future tense,
which means that when you answer them, you are making a prediction. So yes, while it is very likely
that your bus will pick you up and leave school at 4:05, you cant know it for sure. You can only base
it on evidence.
So today we are going to go over how to 1. Make predictions based on evidence 2. Write a summary
using details.
2. Direct Instruction (10):
First of all, what is the definition of prediction?
Prediction (n) A statement about what will happen or might happen in the future (Merriam Webster)
Predictions can never be 100% correct or incorrect. They can be strong or weak, based on the
evidence that a person provides for their prediction. So what is your evidence for what time your parents
are going to pick you up? Exactly, it would be that it happens every single day you come to school. There
may be one day when your parent is late because of traffic or because they were pulled over for speeding.
But overall, your prediction is almost always right on.
But as we saw earlier, the further away in time you try to predict, the harder it is to make a strong
prediction. (DRAW A TIMELINE) For instance, its pretty difficult for an 8th grader to make a strong
prediction on where they will go to college. Why? There are so many question marks. Going back to the
evidence component, you dont have enough evidence to really strongly support a prediction.
3. Modeling (7):
Who has ever watched the weather by with their parents? Typically there are certain patterns in the
weather that make it easy for a weatherman or weatherwoman to predict what will happen. Lets try to
see if we can do it too (pull up interactive predictor map on weather channel).
4. Practice (30):
So now were going to watch a short film by Alfred Hitchcock. Its kind of scary and macabre which is
perfect because Halloween is coming up! What I want to do is make predictions about what is going to
happen as the plot unfolds. So I want you to be act like future detectives if you will. Pay attention to clues
that the actors are giving as to what will happen. Well stop along the way so you can make predictions.
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Show film and stop at 6:20 (what is she going to do?), 10:20 (how is she going to cover it up?), 21:23
(will she be found out?).
Lesson Closure:
For homework, Id like you to summarize the video using the details youve notices. Then I want you to
make a final prediction about whether a not the wife will be discovered as the murderer. MAKE SURE
TO USE EVIDENCE FROM THE MOVIE TO SUPPORT YOUR CLAIM.
Feedback and Evaluation:
Once I receive their Cornell notes sheet, I will formatively evaluate whether students used evidence to
support their predictions. No prediction is wrong, remember. But a prediction must be supported by
evidence.
Accommodations and Modifications:
Reflection:
