Lesson Plan #3: Sorry, Wrong Number

This is yet another active and scaffolded lesson that can occur at any point in the text. It is Lesson #3 in the series, different from and independent of Lessons #1 and #2.

Requiring no advance preparation or extra materials, this lesson plan offers a moment-by-moment description of the teacher’s role. Lesson is flexible enough to take a single period or be stretched out over many days, and is designed to work with either one portion of the text or as an analysis of the text as a whole.

The author’s background is in performance and literature, so all of his lesson plans have an engaging theatrical element. Student interaction with the text increases exponentially each time this style of lesson is used! Please look for more lessons in this series.

A full synopsis of the text is included for reference.

This particular lesson highlights the following Common Core Anchor Standards:

• CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
• CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.