Exploring Family of Liars

Overview

This 55-minute English Language Arts class for 10th graders focuses on the novel Family of Liars by E. Lockhart, aligned with Common Core State Standards (CCSS) for Reading Literature and Speaking and Listening. The lesson develops critical reading, textual analysis, and collaborative discussion skills with a small group of 5 students.

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Learning Objectives

• RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.9-10.2: Determine a theme or central idea of a text and analyze its development over the course of the text.
• RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot.
• SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions, integrating multiple perspectives on the text.
• W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas clearly and accurately through the effective selection, organization, and analysis of content.

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Materials

• Copies of Family of Liars (selected excerpts provided beforehand)
• Chart paper or whiteboard
• Markers
• Student notebooks/journals
• Sticky notes for annotation

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Lesson Breakdown

1. Introduction & Lesson Objective (5 minutes)

• Activity: Begin by briefly introducing Family of Liars and its setting within the modern mystery genre.
• Teacher Prompt: "Today, we will explore how characters’ secrets and lies influence their relationships and the plot. We'll look closely at language, character development, and themes."
• Goal Clarification: Highlight connection to CCSS RL.9-10.1 and RL.9-10.3.

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2. Guided Close Reading (15 minutes)

• Activity: Distribute a short selected excerpt from Family of Liars focused on a pivotal family interaction (about 2-3 pages).
• Strategy:
  • Students read silently, annotating passages that reveal character motivations or suggest underlying secrets (using sticky notes).
  • Teacher models annotating one paragraph aloud, emphasizing inference and textual evidence (CCSS RL.9-10.1).
• Checkpoint: Students share one annotation each with the group. Discuss evidence and inferences connected to character and theme development.

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3. Character & Theme Analysis Discussion (15 minutes)

• Activity: Facilitate a roundtable discussion using guiding questions such as:
  • "How does the author develop the character of the protagonist through their lies or truths?"
  • "What themes about family and trust emerge from the excerpt?"
  • "How do the characters’ interactions drive the plot forward?"
• Discussion Norms: Encourage respect, active listening, and building on peers’ ideas (CCSS SL.9-10.1).
• Teacher Role: Prompt deeper analysis by asking for specific textual examples, avoiding yes/no answers.

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4. Collaborative Graphic Organizer Creation (10 minutes)

• Activity: On chart paper or whiteboard, create a visual web or character map linking characters, their lies, motivations, and resulting conflicts/themes.
• Purpose: Helps synthesize character relationships and thematic elements (CCSS RL.9-10.2).
• Student Role: Each student contributes one connection or insight to the map.
• Teacher Prompt: "How do these connections help us predict what might happen next? What does this reveal about family dynamics?"

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5. Writing Reflection (7 minutes)

• Activity: Students independently write a brief paragraph responding to the prompt:
  • "Using evidence from today’s excerpt, explain how the main character’s decisions affect their family. Be sure to support your ideas with specific examples."
• Standards: Reinforces W.9-10.2 and ensures clarity and evidence-based analysis.
• Teacher Support: Circulate to provide feedback on use of evidence and organization.

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6. Closing & Homework Assignment (3 minutes)

• Review: Recap key insights on character complexity and thematic development.
• Homework: Students will read the next chapter/section, annotating with a focus on how lies escalate conflict, preparing for the next class discussion.
• Reminder: Bring annotations and be ready to discuss new developments.

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Assessment & Differentiation

• Formative: Participation in discussion, annotations, and graphic organizer contributions.
• Summative: Paragraph writing demonstrates mastery of evidence-based analysis and written expression.
• Differentiation:
  • Provide printed annotation guides or sentence starters for students needing support.
  • Allow more advanced students to prepare questions for peer-led discussion next session.

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Reflection for Teacher Use

• Did all students engage with textual evidence and cite examples explicitly?
• Was the discussion balanced, with evidence of active listening and deeper analysis?
• How effectively did the graphic organizer facilitate comprehension of character relationships and themes?
• Use insights for adapting instruction, varying excerpts difficulty or discussion focus.

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This lesson plan offers a well-rounded, standards-aligned approach fostering critical thinking within a small group setting while leveraging interaction and writing to deepen text comprehension.