This lesson plan format outlines strategies and assessments for a secondary language arts lesson on introducing the novel Watership Down. The lesson will have students brainstorm words related to survival and read chapter 1 of the novel. Differentiation strategies include tiered assignments, flexible grouping, and modifying skills levels or materials. Assessment tools include rubrics, checklists, peer assessment, and tests.

1. Howard County Teaching Strategies
Secondary ___ Scaffolded Questioning
Language Arts ___ Independent Reading
Lesson Plan ___ Interpretation of Primary
Format
Unit: Recurring Patterns in Literature Sources
Lesson Title: Introduction to Watership ___ Interpretation of Graphics
Down
(maps, graphs, cartoons,
Essential Objective(s):
tables,…)
___ Concept Attainment
___ Grouping Strategies
Materials:
___ Think-Pair-Share
___ Roundtable
Anticipatory Set/Context Setting: ___ Jigsaw
Students will be asked to brainstorm ___ Pairs Check/Review
words associated with SURVIVAL.
Using the website, www.wordle.net. ___ Indep/Group Project
ideas will be added to a colorful
list/web that can be shown in front of ___ Integration of Technology
the class using the LCD projector.
___ Audio
Students can even be invited up to the
front of the class to type ideas into the
___ Formal Writing
brainstorming web.
___ Informal Writing
___ Modeling/Demonstration
___Small/Large Group
___ Reading (Pre, During, Post)
___ Simulation/Act-it-Out
___ Video Clips
___ Cross-Curricular Connections
___ Other___________________

2. Development/Procedures: Differentiation/Strategies
___ Tiered assignments
___ Flexible grouping
___ Learning centers
___ Curriculum compacting
___ Varying questions
___ Independent Projects
Learning Modalities
___ Visual
___ Auditory
___ Tactile/Kinesthetic
Modifications
___ Adapting the skill level
___ Adapt the number of items
___ Adapt materials
___ Provide learning strategy
___ Provide audio/video/digital
access
___ Increase personal assistance
Transition:
IEP Goals/Accommodations
(Based on Student IEP/504 )
_____________________________________
___________
Development/Procedures:
Reading Strategies
1. Tell students that they are going to Text
read a story about survival

3. ___Literary ___Informational
Before
___ Purpose
___Prior knowledge
___ Preview ___Voc./Concepts
___ Predict
During
___ Chunking
___ Self-monitoring through
clarifying questions and
notations on text
___ Reread
___ Metacognitive conversation
After
___ Summarize or paraphrase
___ Write BCRs in answer to
reading questions
___ Use rubrics
General Reading Processes
___Decoding
___Vocabulary
___Fluency
___Comprehension
___ Reading Apprenticeship®
___ Other

4. Transition: ASSESSMENT
___ Collect and Grade
Summary/Closure:
___ Check for Completion
___ In-Class Check
___ Rubric
___ Checklist
___ Peer/Self Assessment
___ Journal/Learning Log
___ Portfolio
___ Constructed Response
___ Quiz
Homework/Enrichment:
___ Test
___ Presentation
___ Performance Assessment
___ Informal Assessment
___ Exit Slip
___ Other