Secondary Principles ED 360/361

Name Katie Gabriel

Lesson Number (Highlight) 1 2 3

Highlight ALL the appropriate statements I wrote the lesson after observing my teacher deliver the lesson I planned the lesson after my mentor teacher gave me the topic, materials, and standards I revised a lesson from my teacher or the Internet I observed my teacher teach this lesson during one class, and I taught it during a consecutive class I taught this lesson independently in my field placement I was videotaped teaching this lesson Subject Grade Unit English 11th Social Injustices Lesson Topic Literature Written due to Social Injustices 50 minutes Length of Lesson

STAGE 1: DESIRED RESULTS Content Standards CS.01.HS.02 Read with developing fluency a variety of texts, such as novels, poetry, drama, essays, research texts, technical manuals, and documents. CS.03.HS.06 Determine the meaning of specialized vocabulary and concepts in oral, visual, and written texts by using a variety of resources, such as context, research, reference materials, and electronic resources. Common Core 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others ideas and expressing their own clearly. What are the many social injustices going on in our country that have occurred Essential Question(s) over many years? What pieces of literature have made an effect on these injustices? Understanding Goal(s) Students will understand what social injustices have occurred throughout Americas history, understand pieces of writing that stand up to these injustices and why they make a difference, and what social injustices are occurring today. Students will Student Learning Read their designated pieces of writing that fight against a social injustice Objective(s) Discuss the piece, who wrote it, what was her/her goal when writing it, when it was written, etc. in small groups Share overall meaning and favorite quotes with other groups Contribute to whole group discussion 1

STAGE 2: ASSESSMENT EVIDENCE Formative Performance Tasks (what the students will do) Students will individually read and take notes on the 2 pieces of writing of Americans speaking out against injustice assigned to them. Students meet with a small group to share what they have taken away from the reading. Each group shares the overall meaning, writer, and favorite quotes from their designated pieces. Students participate in a large group discussion to bring together ideas from the days focus. Formative Observations (what the teacher looks for, listens for, says or does) While students are reading and taking notes, teacher looks at students lists over shoulders, redirecting students as necessary. When students are meeting in small groups, teacher observes and listens to conversations, taking notes on what students focus on and anything they have missed.

Summative

During the large group discussion, the teacher will ask specific questions to focus students on higher level thinking as they connect the pieces of writing to injustices going on today: What are some ways that the people or the government are working to change these injustices? How can writing change peoples opinion? What do you think could be done to solve some of the injustices going on today? At the conclusion of the unit, students will form groups and choose a social injustice to focus and present on. STAGE 3: LEARNING PLAN

Time 3 minutes 10 minutes

Activity Anticipatory Set - Teacher asks students to discuss some of the injustices going on in the world today with the person sitting next to them. Teacher asks students to individually read and take notes on the piece of social injustice writing that has been assigned to them (students will use their iPads for this). Students meet in small groups to share what they took away from the pieces of each piece. They will discuss overall meaning and favorite quotes. Each group presents their pieces of writing. They will educate the class on who wrote it, what the overall meaning is, and a couple of their favorite quotes. Teacher facilitates a large group discussion where students share more injustices they believe to be going on in the world, how they think they could be changes, and how writing plays a part in it all. Teacher questions and probes to encourage students to think critically about the topic. Closure Students will write down a social injustice they would like to learn more about and turn it in as they leave the classroom.

10 minutes 10 minutes 15 minutes

1-2 minutes Homework (if assigned) None

Teacher (include prepara tion needed)

English Literature Books Clipboard for anecdotal note-taking Questions to ask during the large group discussion White board to document large group discussion

Materials Student English Literature Books Writing utensil iPads

Technology Rationale Students will use their iPads to take notes while reading the social injustice pieces of writing and can reference them during the small and large group discussions. They will be asked to put them away if they are not being used as a specific tool for the classroom. Which pieces of writing each student is assigned to (and in highlighted colors to Overhead projector assign them groups later) will be placed on the screen. and screen Learning Styles (VARK) Please indicate how you address each of the components of VARK (Visual, auditory, reading/writing, and kinesthetic). It is not necessary to address all four styles in every lesson, but you should aim for at least three. What is required will be posted on the projector screen throughout the lesson. Visual Students will be using their iPads to take individual notes and will be able to refer back to them as a visual during the small and large group discussions. Students will be talking throughout the lesson during the anticipatory set, the Auditory small group conversation, and the large group discussion The teacher will also talk through each of the directions. Students will read the directions on the screen, read the pieces of writing Reading/Writing assigned to them, and write down their ideas on iPads. Students will use iPads which will require them to use their hands. Physical Kinesthetic movements will occur when moving into groups and back for the large group discussion. Accommodations Please consult the accommodations handout on Moodle so that you suggest acceptable and relevant accommodations. You must provide accommodations for at least two students or groups of students. If you believe there are no students who fit any of the categories you will need to pretend (as its likely they do exist and you have not yet been able to identify them). Students who finish reading early will be encouraged to do more research on the Gifted and Talented topic the author was writing on. There will be a worksheet printed out and direction sent by e-mail for those who Learning Disabilities need a more explained, close-up explanation Those with an Emotional Impairment will be intentionally paired with students Emotional who know them well and will discuss the topic in an appropriate way. Impairments ELL iPads Other 3 Type

Notes (Optional)