Long Lesson Plan Template

Lesson Design TemplateTeacher Candidate Jordan MagrathMentor Teacher Luke SalmeUniversity Coordinator Kirsten KoetjeSchool Olympia High SchoolGrade 9Subject To Kill a Mockingbird Gateway ActivityDate 3/3/131. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of the course you are documenting?Freshman English (General Classroom)1.2 – What is the length of the course?55 minutes daily (except Wednesday)1.3 – What is the class schedule?2 nd Period: 8:50-9:45 (M, T, Th, F)9:40-10:25 (W)1.4 – Total number of students 30 Male 19 Female 111.5 – Number of students with limited English proficiency 11.6 – Number of students identified as gifted and talented 01.7 – Number of students with Individualized Education Plans (IEPs) 21.8 – Number of students with 504 plans 11.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart. 1.10 – Describe the range of abilities in the classroom.This is a general education class, but Olympia High School has an open-door policy for Advancement Placement (AP) courses. Therefore, any student that wants to be in an AP course can join. The rest of the students are placed in the general class, unless there are special circumstances.1.11 – Describe the range of socio-economic backgrounds of the students.For the most part, Olympia High School is upper-middle class. They have a lot of support from home and the community, with most students staying in school, passing standardized tests, and doing well on extra exams (A.P. and SATs). However, like all places, this isn’t generalizable to the entire student population, and there are still some students that fall below the poverty line. School materials are made available for everyone. Anyone that is struggling can specialized classes (AVID, Brain Camp) to help offset the disadvantage.1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.The class is predominantly white (about 84%) with the exception of a few races (. However, since the class hinges a lot on discussion and personal experiences, there are plenty of opportunities to include texts and background information from different cultural outlooks. There are four students with Latino backgrounds, and they share different cultural views on thematic aspects such as family, work, and so on.1.13 – What prior knowledge, skills, and academic background do students bring to the lesson?

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(Consider previous learning experiences, assessment data, etc.)The scope and sequence from middle school to high school is very poor. Therefore, teachers don’t know exactly what is taught and brought to the classroom from previous academic experiences. Some problems include lack of emphasis, lack of common terminology, and so forth. In the future, school collaboration is wanted, but as of this moment, it isn’t present.1.14 – What do you know about the students’ conversational and academic English? How do you know?Students are well versed orally. Students are generally better at speaking than writing, making writing one of the key focuses in the class. Since a large part of the class is based on discussion, students get practice speaking effectively and tying it in with English/Language Arts themes.1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.Yes. Previously, they’ve grouped based on MAP reading scores and/or test scores. Usually, students will be placed in reading pods, and all groups will be heterogeneous based on aforementioned criteria. This helps students become more comfortable and learn important group skills.1.16 – What additional needs might students have?n/a1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.The district doesn’t really have strict curriculum requirements. They biggest restriction involves materials because departments must share resources (textbooks, novels, and etc.). Therefore, the district outlines typically which novels are taught to which grades, and this is made available on their website. Within the department, teachers fill out an agenda to make sure they’ll have enough books for each student.1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?For this lesson, the biggest classroom management issue is respect. Students will have to respect the teacher (while they’re discussing the lesson) and respect each other when they’re discussing their particular writing.1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.Lee, H. (1960). To kill a mockingbird. New York: First Warner Books.2. Lesson Plan Explanation – Why are you teaching this lesson?2.1 – Upon what assessment data or previous lessons are you building?This is a new unit introducing the novel To Kill a Mockingbird (by Harper Lee) and perspective (as both a literary tool and theme).2.2 – What requisite skills do students need in order to access the lesson and participate fully?Students don’t need any prior information. However, in order to succeed in classroom discussion, they must be aware of proper discussion rules (respect each other, respect yourself).2.3 – How does the content build on what the students already know and are able to do?Students may have prior information about To Kill a Mockingbird but many of them will have it introduced for the first time today. Also, students may have prior information on perspective (and perspective), but it’s not known to what extent yet.2.4 – How does this lesson fit in the curriculum?This novel follows their previous unit about The Odyssey. There may be some connections to previous materials, but since the genre and thematic elements are different, it’ll stand alone. For this particular

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lesson, it serves as a “gateway activity” to get students interested in the novel and the upcoming writing unit.2.5 – How does this lesson build on previous lessons or previous learning?Students may be building on previous themes (those relating to other perspectives, racism, sexism, crime, poverty, and so forth). To Kill a Mockingbird is a more controversial unit, but the possible outcomes warrant the controversy. As for learning in general, this unit (not this particular lesson) will be coupled with persuasive writing. Students may have knowledge of rhetoric and persuasive writing; however, other students will need the material scaffolded.2.6 – How will the learning in this lesson be further developed in subsequent lessons?The entire novel and unit is based around the themes in the novel. Therefore, subsequent lessons will be about various character and overarching themes. With the writing aspect (persuasion), future lessons will introduce Aristotle’s rhetorical triangle (ethos, pathos, logos) and focus on crafting an argumentative essay with claims and evidence.3. Learning Targets – What are the objectives for the lesson?3.1 – What is the title of your lesson?Spend a Day in my Shoes (To Kill a Mockingbird)3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”Essential Questions: Do you really understand a person until you climb into their skin?What is the importance of seeing other perspectives?3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.Writing EALR 3: The student writes clearly and effectivelyReading EALR 2: The student understands the meaning of what is read3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.Writing 3.1: Develops ideas and organizes writingWriting 3.2: Use appropriate styleReading 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be measurable. Use action verbs. They need to be aligned with the GLEs/performance expectations and EALRs/standards. Students will define perspective and discuss the importance of perspective in writing and To Kill a Mockingbird

Students will explore the role of perspective in the stories others tell

Students will imagine themselves in someone else’s shoes and write a multi-paragraph creative freewrite from that perspective (point-of-view is used interchangeably).3.6 – Rephrase your learning targets using student-friendly language.Students will put themselves in someone else’s shoes metaphorically and write from that person’s perspective3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to EALRs/Standards).Given a significant quote in To Kill a Mockingbird and a pair of “shoes” (diagrams), the students will

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creatively write one page from the other person’s perspective in order to demonstrate their writing skills and cultural competency simultaneously. 3.8 – What do you as the teacher know about this particular concept/topic etc.?Perspective is an important component of To Kill a Mockingbird because it connects well with all the characters and the different perspectives they bring to the story. It is easy to judge characters from the outside, but if students can look at things from their perspective (their cultural background, previous knowledge, social constructs, norms, and etc.) they may discover something about themselves.3.9 – Where did you find this information? (List specific resources, using APA style.)Gardner, T. (2013). Spend a day in my shoes: exploring the role of perspective in narrative. National

Council of Teachers of English (NCTE). Retrieved from www.readwritethink.org/classroom-resources/lesson-plans/spend-shoes-exploring-role-265.html

Lee, H. (1960). To kill a mockingbird. New York: First Warner Books.3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)Students will need to be able to read, write, and speak effectively. They’ll be connecting a quote (reading) with a fun activity (writing). Lastly, they’ll be discussing (speaking) their freewrites and what it means to walk in someone else’s shoes.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?Point-of-view: Interchangeable with perspectivePerspective: Subjective evaluation of relative significance; a point-of-viewMetaphor: Using something non-literal to compare two thingsAudience: Who you are writing forCultural Competency: How aware someone is to cultural differencesPrejudice: Judging someone (subconsciously or not) without previous knowledgeRacism: Prejudice towards one or more races3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?Most of their understandings will be evident in their freewrite and subsequent discussion. They’ll understand perspective, metaphor, and the writing process through aspects of writing and speaking.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?Creative writing is less formal compared to other genres. Students will still need to use correct grammar, conventions, and etc., but it is more lenient given the style. Informal writing, such as the assigned freewrite, is an avenue for creative practice. This is meant to help students respond to a creative task and introduce the students to both the content and themes in a fun way.3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?Written: Students will be writing a freewrite where they will demonstrate their understandingOral: Students will be speaking in a discussion, talking about what it means to take someone else’s perspective. Students will connect this with rhetoric (counterarguments) later in the unit.4. Lesson Assessment – How will students demonstrate their learning?Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?Students will be given in-class time to do their freewrites. As they are working on their multi-paragraph responses, the teacher will go around and scaffold, question, and give informal verbal feedback. Also,

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students will have the opportunity to share their creative writing in front of the class. The incentive will be increased participation points going towards their participation grade.4.2 – How will students demonstrate their understanding?They will demonstrate their understanding through freewrites and subsequent discussion. They will be graded formally on the writing (based on completion and ideas) and formally on discussion through participation points.

Later in the unit, they will be doing reflections about their own cultural competency.4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.Repetition and reiteration will help engrain themes pertaining to perspective, perspective and metaphor. Through positive reinforcement and leading questions, students will get a better grasp of the concepts.Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?It’ll help show students’ imagination, creativity, and thematic baseline for the future. Their freewrites will broaden their horizons on cultural competency and cultural understanding, which is a huge part of To Kill a Mockingbird.4.5 – How might you modify your assessment(s) for the students with whom you are working?Depending on how the discussion is going, it may need to be modified. There’s a potential for it to get out-of-control when students share their writing because it is going to be humorous. Also, some students may not be able to finish their freewrites in class. Therefore, it’ll be homework to finish.

Also, discussion may be modified if a class can’t handle (or isn’t comfortable with) a larger discussion. In this case, they can start with smaller discussion groups and expand later.4.6 – How will students be able to reflect upon and self-assess their learning?Students will use this knowledge later in the course when they do their reflection. Part of the overarching unit goals revolve around reflecting on one’s own cultural competency. During this reflection, they’ll have the ability to use this activity as evidence.4.7 – To what extent are your assessments aligned with your objectives?A big goal of To Kill a Mockingbird is to increase reading literacy/comprehension and students’ writing process. Therefore, the students will be expected to comprehend what they’re reading and show this mainly through discussion. Also, they’ll be expected to write with clear and effective organization about a specific topic. The unit goals are more formal writing (persuasion), but creative freewrites still have valuable outcomes, including literacy, creative thinking, and conventions.4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Consider the following questions:

Formative Assessment In what ways will you monitor student learning during the lesson and how might

this guide your instruction? What specific actions do you expect to observe? How will you record what you see and hear? What feedback will you provide? How will your feedback support students in meeting the learning targets?

Summative Assessment

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What evidence of student learning will you collect? What criteria will you use to judge whether or not your students are meeting

the learning targets? What are your evaluative criteria (or rubric) and how do they measure student

proficiency for your learning targets?

Description of formative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

Students will discuss what it means to take another perspective

Classroom discourse and discussion

If students can look at things from another perspective

Informal verbal feedback. Positive reinforcement and supplemental suggestions

Description of summative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

Students will write a multi-paragraph creative freewrite putting themselves in someone else’s shoes

Creative freewrite If students can write from someone else’s perspective

Written feedback. Positive reinforcement.

4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified. Students will be expected to use all three tenants of English/Language Arts: reading, writing, and speaking. They will be synthesizing previous knowledge with discussion to get an introduction to what is ahead in To Kill a Mockingbird thematically.4.9 – Academic Language – How is the understanding of academic language being assessed?Students will be using literary devices later in the unit when they get introduced to their particular writing genre (in this case: persuasive writing). Persepctive, metaphor, audience, and so on are all effective persuasive techniques. Students will demonstrate their knowledge with these writings.5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.1 – What co-teaching strategy will be used during this lesson? (if applicable, check appropriate method)One Teach, One Observe (lead) One Teach, One Drift (lead) Station Teaching One Teach, One Observe (observe) One Teach, One Drift (drift) Supplemental Teaching Parallel Teaching Team Teaching Alternative TeachingIf not applicable, is this lesson during your solo time in the classroom? Yes x No5.2 – What learning activities do you have planned for the students? (This describes what the students do.)Learning activities include reading, writing, and discussing their quotes. First, they’ll be discussing a direct quote (below) from To Kill a Mockingbird. Then, they’ll be handed a diagram of shoes (various different shoes with various social connotations) and instructed to do a creative freewrite about walking a day in that hypothetical person’s shoes. Then, they’ll discuss the implications of perspective, prejudice, and cultural competency.5.3 – What instructional strategies will you use? (This describes what the teacher does.)

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The teacher will be facilitating directions and discussions. They will also be walking around (drifting) to help scaffold students that need help. Also, they’ll be giving positive reinforcement and suggestions on a case-by-case basis.5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?Students will be given in-class time to finish their freewrites. It is an informal writing project; therefore, students won’t need it to be typed. However, students must put sufficient thought into their writing (this keeps from students barely writing anything). During discussion, they will have a verbal opportunity to talk about the importance of perspective and social themes.5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be explicitly outlined.

For example, an ITIP lesson sequence would include the following sequence: Objective & Purpose Anticipatory Set Input/Activity Modeling Check

for Understanding Guided Practice Independent Practice For a constructivist lesson: Objective & Purpose Explore/Experiment Hypothesize/Explain

Report/Assess

Sufficient detail is needed to see intention of the learning experiences. Consider the following questions: How will you communicate the learning targets to the students? How will you communicate your expectations to the students? How will you connect to your students’ previous experiences? How will you link the lesson to their lives as students? What are the key teacher questions or prompts? What are the procedural directions for students to follow? How will you explicitly teach/model or demonstrate the skill/strategy/concept? How will you adapt the instructional procedures to meet the needs of the

students whom you are teaching? What learning activities make up the lesson? What kind of examples/samples will you provide for your students? How will students know where the work is going and what is expected of them? What opportunities will you provide for students to practice this new

skill/strategy? What questions might you pose to push student thinking and check for

understanding? What feedback do you plan to provide? How might you correct student misunderstandings? What kind of opportunities will you provide students to apply this new learning

and demonstrate mastery? How might students evaluate their work and its implications?

It should be clear that the learning experiences are aligned with the learning targets and assessment tasks. The sequence of lesson steps should reflect: Multiple approaches to learning that are responsive to the description of

students provided in the Context for Learning.

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Research and principles of effective practice. A transformative multicultural perspective. Attempts to stimulate problem solving and critical thinking.

Complete the following table: Provide an estimate of time. List the sequence of the various learning experiences in the lesson. Articulate a purpose for your selection of each significant learning activity. Focus

on the choice of instructional strategies and on why significant learning experiences are chosen for student engagement. Your purpose statements can help identify evidence of effectiveness in your teaching.

Time Learning experiences Purpose5 min

25 min

25 min

Introduce learning objectives.Introduce and discuss quote:“You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it” (p. 36).

What does this mean to you?For me: it means walking around in someone’s shoes.

Introduce “perspective” and assignment - pass out “shoes” (diagrams attached). Provide own example (attached)

Allow students to creatively freewrite based on shoes, urging them to “walk in someone else’s shoes.” Students should creatively create a character based on their shoes

Allow students the opportunity to share their freewrites. Also, reveal who is actually in each shoe. Lead discussion about perspective and the implications of walking in someone’s shoes.

Leading questions:-What does it mean to walk in someone’s shoes?-What would you guess is the story behind these shoes? Why do you think that?-What cultural implications do shoes have?-What cultural implications come from assuming something?-How does this relate to what you’ve learned before?-What would people think of your shoes? Is it fair for them to assume? Why or why not?-How does this relate To Kill a Mockingbird

To get students to understand what walking in someone else’s shoes means. Also, it introduces lesson task.

To get students to think critically and creatively, while using the writing function

To get students thinking critically about cultural awareness and competency (a major theme in the novel)

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5.6 – Closure – How will the key points of the lesson be articulated? The teacher will reiterate the importance of perspective and cultural competency. Also, the teacher will establish the importance of looking at things from another perspective.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?-How can you use perspective when writing? Does it have any rhetorical significance?-How does perspective relate to cultural competency?5.8 – Closure – How will students rethink and revise their understanding and work?Students will reflect on their own cultural awareness throughout the unit. Hopefully, they will become more cultural aware and able to see things from multiple perspectives. This includes in To Kill a Mockingbird and when constructing persuasive papers (since counterarguments and rebuttals are important aspects).5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson? Students can utilize online educational materials to further their comprehension of the text. The class will be on a rigid reading schedule (some occurring in the class), but they’ll be expected to use additional resources when necessary.5.10 – Materials – What materials will students need for this lesson?Students will primarily need their texts. However, an Internet connection (and computer) is suggested because some later aspects will use the Internet. If students don’t have access, accommodations will be made.

For this particular lesson, students won’t need anything except a pencil and paper because “shoes” will be provided. They’ll just be writing and discussing.5.11 – Grouping of students for learning – How will student learning groups be formed? Students will be put in groups to talk about their writings. In this particular lesson, there is no reason students can’t make small groups first, and then generalize to the larger group. It can be dealt with on a case-by-case basis.5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?Due to racial and gender themes throughout To Kill a Mockingbird, there is always the potential for emotional concerns. However, part of the rationale behind the lesson is facing these issues head-on. Students won’t be forced to discuss anything they don’t want to in order to ensure them feeling comfortable.5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be part of the planFamily involvement is always recommended. Parents will be notified if a problem arises or if their child isn’t performing at expectations. Also, students will be given the opportunity to do subsequent materials if they don’t feel comfortable with To Kill a Mockingbird.6. Analysis of Student Work – What was the positive impact of your teaching?Choose three samples of student work representing the full range of student performance. To the extent possible, at least one of these must be from an English language learner and one from a student who represents a particular teaching challenge related to your expectations for this lesson. The third is a sample of your choice.

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6.1 – What kind(s) of feedback did you give the students?

6.2 – How did your feedback encourage students to monitor their own progress and identify support needed to achieve the learning targets?

6.3 – For each work sample, discuss what it illustrates about the students’ developing skills and understandings of the academic content as well as growth in academic language. Consider the following questions: To what extent did each student learn what you had intended them to learn? Did he/she meet the learning targets? How? Why? Cite specific evidence from

the sample collected. What do these samples tell you about each of the students in relationship to the

EALR/Standard of focus for this lesson? In what areas did each of the students have difficultly? Why? Were the adaptations/accommodations to the lesson appropriate for each of

the students? How? Why? Was the assessment appropriate for these students? How? Why? Are there aspects of the student’s learning that you observed that are not well

represented in the samples? Explain.

7. Retrospective Reflection – What did you learn about your teaching and student learning during this lesson?

7.1 – Was the lesson taught as planned? If not, what changes were made to the lesson and why?

7.2 – To what extent did the whole class or group learn what you intended them to learn? Cite specific examples and/or evidence. This could include student work, mentor teacher observation notes, video, etc.

7.3 – What did you learn about your students as learners?

7.4 – What other forms of feedback could you have used? Why?

7.5 – What will be your next steps instructionally? Why?

7.6 – Do you have data to supports these next steps? Explain.

7.7 – The next time that you teach this material to a similar group of students, what changes, if any, might you make in planning, instruction and assessment?

7.8 – How would the changes improve the learning of students with different needs and characteristics?

7.9 – What have you learned about yourself as a teacher?

7.10 – What goals do you have for yourself as you plan future lessons?

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1: Taylor Swift; 2: Ken Griffey, Jr.; 3: Mark Zuckerberg

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4: Curt Cobain; 5: Katniss Everdeen; 6: Justin Bieber

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7: Macklemore; 8: Holocaust; 9: Dalai Lama; 10: Bane (“The Dark Knight Rises”)

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11: Pete Carroll; 12: President Obama; 13: Batman

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14: Nazi Guard; 15: LeBron James

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