Lesson Plan Instructor: Erin Mueller Topic: The Slave Across the Street Subject: English Check box

if part of a larger unit: X Where does the lesson fit in: Begin __ Middle __ End: X Duration of Lesson: 60 minutes Grade 12th grade Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher: X volunteer _____ Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity) Lesson Objective/s: Students will be able to analyze choices in authors style and develop/strengthen their writing State Standard/s: CC 11-12 reading 3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama. CC 11-12 Writing 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant purpose and audience ELD Standard/s: N/A Formative Assessment/s: Checking for Understanding, Monitoring student progress Summative Assessment/s: To provide multiple means of expression, students will be given a choice of assessments. They have the option of writing/typing a chapter of their memoir, creating a podcast or video, etc. Anything that is not finished in class will be assigned as homework.

In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners?

This is a senior (12th grade) English Literature classroom. There are a total of 25 students, 13 girls and 12 boys. This school is located in rural Illinois, and there is not a wide range of diversity. This class has three specific students that need adaptation. Micha has EBD and lashes out at his peers, gets in trouble with the law, and has missed many classes. Lizzy has a learning disability that affects her reading comprehension and accessing her memory of what she read; this causes her to have low self-esteem. Susan is legally blind. Susan reads with Braille and receives special education supports. There is speech to text technology and text to speech technology in the back of the room that she can use as needed. All lessons are adapted to fit the needs of these students based off of their IEPs. The area that feeds into this district has a low socio-economic status and has major problems with drug abuse. A few students in the class have parents who are drug-addicted. A few students have parents who do not value education and pull them out to go hunting or help out on the farm. Several students are expected to have jobs outside of school. Only a few students have plans to pursue education, Lizzy and Susan are just a few of them. About half of the students come from traditional family structures of married parents, and the others live in homes with divorced parents.

IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus.

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Small Group / Individualized Instruction (< 5 students) Student(s) IEP Goal/Objective (standards based)

Micha

Lizzy

Susan

Micha needs to be able to do the following activities on a daily basis in order to be successful in the classroom: Engage in classroom discussion and activities with peers, participate in any group projects, complete class activities and take notes on the material. His IEP also includes the following accommodations/modifications: access to a mental health professional/counselor, extended time for exams and writing activities. Lizzy needs to be able to do the following activities on a daily basis in order to be successful in the classroom: Engage in classroom discussion and activities with peers, participate in any group projects, complete class activities and take notes on the material. Her IEP also includes the following: extended time for exams and writing activities, extra scaffolding for reading (guided questions that she can refer to on an exam). Susan needs to be able to do the following activities on a daily basis in order to be successful in the classroom: Engage in classroom discussion and activities with peers, participate in any group projects, voice her opinion or any concerns she may have and offer suggestions of how to modify activities for her (as needed). His IEP also includes the following: technology accommodations as an alternative to writing, ability to exchange written assignments for oral assignments, and access to a special education instructor for further supports.

LESSON PLAN & PROCEDURES

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Lesson Ele- Identify Formative Assessment as it occurs in the lesson ments

Time

What are the What is other students do- adult doing? ing?

Check Materials for Understanding

Lesson Introduction (connect & build background knowledge)

1. Think-Pair-Share Activity: The warm-up question will be 10 displayed on the board when the students walk in: Based min. on The Slave Across the Street, what are the key elements of a memoir? 2. Students will record their answers, and afterwards, share their answers with a partner. 3. The teacher will conduct a class discussion about how Theresa Flores constructs her own memoir in The Slave Across the Street a. What answers do you guys have for the question What are the key elements of the memoir? What information does the author choose to include or exclude in the text? How does she determine what stories or events to include in her memoir? How is writing a memoir different than writing a diary? b. (As discussion continues, I will ask Lizzy a question I know she can answerwhen I am standing in front of her, a predetermined signal; I will ask Micha to respond to a peers response to help build discussion)

The students will be participating in the class discussion and the writing activities.

The other teach-As the teachers The follower will be assist- ask questions ing materiing Micha on throughout the als will be staying on task, entire lesson, utilized for Lizzy with they will use the entire reading com- student answers lesson: prehension, and to gauge their Chalkboard, Susan with level of under- marker, pahearing the ma- standing. There per, computterial. He or she will also be mo- ers, assisted will also exments where thelistening deplain their mod- teachers will vice (talk to ifications to the ask for ques- text and vice memoir tions or feed- versa), proprojects. When back from the jector, audio they begin work students to recording on the memoir, again gauge device, The the teacher will their level of Slave assist them with understanding Across the technology of what they are the and creating supposed to be Street, and their memoir. doing. the project handouts

Lesson Body

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Direct Instruction

1. The teacher will then hand out the My Memoir handout, 10 which gives the directions for the activity that the students min. will be completing: a 3-4 page chapter of their own personal memoir. The chapter should focus on one significant event in the students life that shows how they became who they are today. (The teacher will read the directions aloud, wait approximately 7 seconds for students, particularly Lizzy and Susan, to absorb the information, then ask for questions of clarification) a. Micha will receive a modified packet which informs him that he can discuss events that occurred to him in high school if he does not want to discuss his traumatic past. He also has the option of doing a podcast/video/or artistic collage. b. Lizzy will receive a modified packet that informs her that her page requirement is 2.5-3 pages and that she can create a video of herself or a video montage for her memoir. The video should be about 3 minutes long. c. Susan will receive an electronic copy of the assignment directions that can be read to her using text to speech technology. She may create a podcast at least 3 minutes long for her memoir. She also has the option of coming up with her own mode of expression and getting it approved by the teacher.

The students See above will be asking any questions about the assignments that they have.

See above

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Guided Practice

1. The teacher will then do a modeling activity to help stu10 dents further understand how they should go about writing min. their chapter. Projecting her computer on the board, the teacher will begin writing her own chapter, vocalizing what she is doing as she is doing it. The teacher will demonstrate her prewriting process and converting the timeline of the event into the story by writing, and reading aloud the first paragraph to show students how they should get started. The teacher will then have students critique the first paragraph, stating what they like or do not like and seeing how it follows the elements of the memoir. The teacher can then field questions from the students about their own memoirs. a. Susan will be given an electronic copy of the paragraph that can be read using text to speech technology.

The students will then observe the teachers modeling of the memoir writing and critique/ praise the teachers first paragraph.

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Independent Practice

1. The students will then write the first paragraph of their sto- 15 ry, following the model of the teachers if they choose. min. a. Lizzy and Susan will begin brainstorming the timeline of events for their memoir and write the first 45 seconds of their script. 2. They will then be paired with another student as an initial check of their memoir, giving them constructive suggestions and praise. The following discussion questions are listed on the handout to help facilitate their discussion: a. What do you like about the opening paragraph? Where could they improve their story? b. Is the information engaging? c. Is there a distinct voice of the author? d. Does the author give any indication to the event in the chapter or is the reader left in surprise? (Susan is working with the coordinating teacher, dictating her memoir for use in her podcast; Micha is paired with the partner he has been working with all montha student who understands the material and with whom Micha has built a report). 3. The students will be given the rest of the period to work on their chapter. The students who require technology to work on their memoir will be provided to them. 4. The teacher will be going around the classroom answering any questions students may have and checking to make sure that the students are incorporating the key elements of the memoir into their chapter.

The students will participate in the writing activity and then do a peer editing of the first segment. The students will be allowed to work with their partner, in any part of the room, as long as they are not disruptive.

Extended Practice

1. Students will be given the rest of the period to work on 10 their chapter. The students who require technology to work min. on their memoir will be provided with them. 2. The teacher will be going around the classroom answering any questions students may have and checking to make sure that the students are incorporating the key elements of the memoir.

The students will create their memoir and asking for additional help if needed.

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Lesson Closing

1. In the last 5 minutes of class time, the teacher will conduct 5 min. a class discussion, asking what problems or issues the students are encountering when creating their chapter/podcast/video. Either the other students or the teacher can then give advice to those students about their writing.

The students will share their struggles in writing their memoir and offer advice to other students going through their own issues.

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All All students will participate in classroom activities and discussions and create one chapter of their memoires. Some Some students will write out their chapter while others utilize other ways to create the story. Few Micha will use either a podcast/video/artistic collage, Lizzy will create a video montage using the camera in the back of the room, and Susan will create a podcast.

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