Lesson Plan Design English 1-17-12

8/3/2019 Lesson Plan Design English 1-17-12

1/6

Lesson Plan Design

Subject: English Grade: 9-12Lesson Topics: Vocabulary Development, Reading Comprehension, Poetry

AnalysisDate: 1/17/12

1. Introduction: (Identify relevant IEP goals and ContentStandard(s), focus learner, create bridges from past learning,behavior expectations, provide rationale.)

Relevant IEP goals:- After reading a passage at her instructional level,Anonymous will

answer comprehension questions with 90% accuracy

Content Standard(s):

Grades 9-10

7. Analyze various accounts of a subject told in different mediums (e.g., apersons life story in both print and multimedia), determining which detailsare emphasized in each account.

Grades 11-12:

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recordedor live production of a play or recorded novel or poetry), evaluating how each

version interprets the source text. (Include at least one play by Shakespeareand one play by an American dramatist.).

(Work: Daniel by Laura Crist)

Focus learner:The students in this class all have moderate to severe cases of emotional

disturbance as their primary disability. The majority of secondary disabilitiesinclude: I.D. and autism. This 9-12 grade group is also two tiered in the sensethat some are more highly functioning than others. Some studentsdemonstrate above average ability, while others have intellectual disability.

Create bridges from past learning:Students learned about collectivism versus individualism in their first

semester. Students will be provided with an example of how nationalism(the new semesters humanities theme), builds on some level ofcollectivebeliefs. Students will then be asked to provide some examples of their own.

Behavior expectations:


2/6

Students are expected to listen quietly when I am giving directions.They should raise their hand if they have questions, need help, or would liketo contribute to a conversation. I will place my hand behind my ear and usethe cue word class should I want a choral response. I answer questionsafter I give directions or when I invite students to ask questions. Questions

are most encouraged during guided practice. If students demonstratesufficient understanding, the students are then expected to work quietly andindependently.

Rationale:

2. Learner Outcome(s)/Objective(s): (What will students learn fromthis lesson? How will you measure mastery of the outcome?Include objective and subjective data to show outcomes)

Given a humanities theme, visual organizer, a poem, a thesaurus, anda pyramid comprehension strategy, students will summarize a poem with

80% accuracy and utilize at least three new words from the thesaurus asmeasured by staff observation and student work sample.

3. Pre-assessment Activity: (Determine students abilities to achievethe Learner Outcome and prescribe instruction accordingly.Consider: linguistic background, academic language abilities,content knowledge, cultural and health considerations, interestsandaspirations, physical development, social development, emotionaldevelopment.)

After building on students schemata, students will be asked to giveexamples of collective beliefs found in America that shape us as a nation. Ifstudents struggle with the concept, specific examples will be given (i.e. theflag, pledge, capitalism, independence, freedoms, etc.).

4. Differentiation, Adaptation & Accommodation Strategies: (Basedon the IEP goals, pre-assessments, modify Learning Activitiesbased on learner characteristics to meet the needs of all studentsincluding ELL, special needs students, highly achieving studentsand low achieving students)

Visual Pictures of collective beliefs will be placed/drawn on the boardas they are identified and/or discussed. Once all ideas have been shared, theword and definition ofnationalism will be placed on the board in the middleof the ideas to complete a concept map.

5. Resources: (Identify materials needed for this lesson accountingfor varying degrees of skill level)


3/6

White Board

Pictures of common American beliefs/values

Definition of Nationalism

Poems Daniel by Laura Crist and Homelandby Lois E. Olena

Pen and Pencils

Example Handout of Pyramid strategy for a short story or poem Alpha Smart

Computer

Rationale:The visual aids will be beneficial for visual learners in understanding theconcept of nationalism. An Alpha Smart and computer will be offered forstudents that have difficulties handwriting.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model,Demonstrate, Check for Understanding)

Attention Grabber:We all at some point have been called to say the pledge of allegiance.

As we say the pledge with our hands over our hearts, we agree to be loyal toour nation and the ideals expressed within the pledge written in 1892.

In the 1920s, a very different pledge was introduced on a continenthalf way across the world. In the presence of a blood banner, with theirhands placed straight out into the air at head level, nationalist agreed to domy duty in love and loyalty to the Fhrer and our flag."

What nation am I? (Choral shout out)

Answer: Germany.

Rationale: Students are often more invested in a language arts activity if itis tied to a humanities/history theme.

Connect to schemata:This quarter we are going to be studying nationalism primarily in the

specific context of the events that occurred during WWII. One of the mosthorrific events that occurred in the last 100 years is the Holocaust (theexecution of Jews) lead by Hitler and his German Nationalist followers, theNazi party.

Model and Demonstrate:

For today, were going to read a poem that captures the emotion andviews of the people that fell victim to the German Nationalists pledge. Afterthe poem, youll be asked to write a description of the poem using a pyramidof words, which I will demonstrate for you.

Distribute and read the poem Daniel by Laura Crist.


4/6

After the poem is read, demonstrate for students how to complete thepyramid strategy.

Characters name in 1 word

Describe character in 2 words

Setting in 3 words

Problem (conflict) in 4 words

An event in 5 words

Another event in 6 words

And another event in 7 words

Solution to the problem in 8 words

DanielTiny, Child

Rock, sunrise, Gas chamberMother, son, separated, death

Explained new events, dog, rockDeep, blue eyes, saw perfect sunrises

Mother watches Daniel stripped for gas chamber

Check for Understanding:Ask students if there are any questions and assess understanding by

having the students think of a solution to the problem in 8 words or less andhave students share their ideas.(Mother grabs Daniel and tells him to run.)7. Learning Activities: Guided Practice/ Collaborative Practice(Check for understanding and provide feedback and re-teaching)

Guided Practice:Assess understanding by having the students think of a solution to the

problem in 8 words or less and guide students as they share their ideas.Also, direct them to identify what three words they might look up in thethesaurus.

Explain:This accommodates students that come from African American

backgrounds that prefer the interpersonal learning and discussion.

8. Independent Practice: (Provide practice that supports thelearning outcome. Note: Independent activities are assigned


5/6

assuming that students understand the concept well enough towork on their own.)

Distribute the poem Homelandby Lois Olena and handout of pyramidstrategy. Have students read and complete the pyramid strategyindividually. Remind students to use the thesaurus for the last line of the

pyramid in writing down at least three new words.

Rationale:The activity is being tiered for students to also incorporate vocabulary

building by using the thesaurus.

9. Assessment and Evaluation: (Describe how you will assess and/orevaluate the students learning. Describe differentiatingassessment strategies you will use for ELL, special needs students,highly achieving students and low achieving students. Link the

assessment to the stated Student Outcomes.)

Given a humanities theme, a visual organizer, a poem, athesaurus and a pyramid comprehension strategy, students will summarize apoem with 80% accuracy and utilize at least three new words from thethesaurus as measured by staff observation and student work sample.

Students that are struggling will have one-on-one assistance withthe teacher selecting the words for the student to look up.

Rationale:Some students can be overwhelmed easily by new strategies and the

amount of choice. Hurdle Help will be used by pulling back some of the self-directed choice.

10. Closure: (Describe how students will reflect on what they havelearned.)

Students will close by sharing their solutions and new words with theclass. Should students finish early, they can illustrate their pyramid or workon missing assignments.

Rationale:

11. Lesson Reflection/Assessment: (Collect student learning data todetermine: What went well? What needs to be changed?Were learning outcomes met? What activities will you add, change,modify in the future? What can be done to follow up on the learningfrom this lesson? Who needs additional help? Who needsenrichment or higher level work?)


6/6

A survey will be given on the handout to determine if the students:Enjoyed this comprehension activity, Yes, No, ExplainFound it difficult, Yes, No, ExplainFound it too easy, Yes, No, ExplainI will also assess the student work samples according to the objective given.

Lesson Plan Design English 1-17-12

Documents

Transcript of Lesson Plan Design English 1-17-12