Disordered Plot Lesson 8

Name: Tiffany Bishop Program: Secondary Education Course: Edu 460

Lesson Topic/Title: 5. Disordered Plot Line After Earth and Safe Class: Reading Movies
Haven
Lesson Date: 4/11/2017 Lesson Length: 80 minutes Grade/ Age: 11th and 12th
Learning Objective (Targets) :
Objectives
1. Students will identify different disordered plot line types.
2. Students will defend their identification of a type of disordered plot line in writing.
3. Students will defend their identification of a type of disordered plot line by speaking.
4. Students will analyze how the disordered plot is used as a tool to add meaning to the movie/ video.
5. Students will identify a theme (message) that the audience is supposed to obtain from the movie/ video in writing.
6. Students will refer to specific scenes when analyzing the disordered plot of the movie/ video.
Targets
1. Students will answer the following questions :
a. What type of disordered plotline does After Earth follow?
b. How does this plot line type add meaning to After Earth?
c. How does disordered plot affect the theme?
d. What are the key plot points of Safe Haven
e. Which scenes demonstrate a disordered plot line?
Content Standards: CCSS.ELA-LITERACY.RL.11- Content Standards Alignment & Justification:
12.5 This standard asks that students look at specific scenes or
Analyze how an author's choices concerning how to parts of a text and analyze how those specific scenes or
structure specific parts of a text (e.g., the choice of aspects contribute to the work as a whole. In this unit, students
where to begin or end a story, the choice to provide a will be analyzing the tools used to disorder plot lines and how
comedic or tragic resolution) contribute to its overall those tools add meaning to the movie as a whole. They will also
structure and meaning as well as its aesthetic impact. identify the message or theme that the movie has. In this
lesson, students will be analyzing the type of disordered plotline
the movie has and defend that identification using specific
scenes in their short answer questions. They will analyze how
the plotline adds meaning to the film and affects the theme of
the film in their short answer questions.
Assessment: Assessment (Data & Student Feedback):
Pre Formative Students are being graded based off of their answers on the
Summative Student Self short answer handout using the rubric they were given at the
The short answer question worksheet is their graded beginning of the class. We will review the rubric before they
formative. Students will also be filling out a graphic take the assessment and the rubric will be handed back with
organizer for the next movie which will act as a comments next class.
formative. I will collect the Movie Graphic Organizers to look at them
and see which scenes they find the most important. I am also
collecting them so students dont lose them and can use them
on their summative. The graphic organizers act as tools to help
inform my instructional decisions.
Integration of Other Content Areas (If Appropriate):
History/ Social Studies: This movie takes place in the future which means it is important to understand the different
social and cultural expectations. We will address this in our class discussion.

Science: This story takes place in part on a different planet and involves a lot of references to atmospheric properties
among other physics and biologically related concepts. We will address this in our class discussion.

Film: Rather than analyzing written texts, almost all of the texts used in this unit, if not all of the texts used in this unit
will be videos/ movies.
Instructional Strategies to Differentiate Whole Class Instruction:
Learning Style
Verbal/Linguistic: Students will be provided with verbal and written instructions. How they are graded will also be
stated verbally and they have a rubric that they can review for written instruction. Brain Teasers- if we get to them.
Logical/ Mathematical: Students will be using a graphic organizer to record themes from the movie. Brain Teasers- if
we get to them.
Visual/ Spatial: Students are working with videos to learn literary tools instead of written texts. Visual learners will also
be able to see who agrees with them during the Yes/No activity and see who is speaking during class discussion
because the speaker will have the ball. Brain Teasers- if we get to them.
Intrapersonal: Students will be working alone to complete the second part of their graphic organizers. Brain Teasers- if
we get to them.
Interpersonal: Students will be discussing the events of the movie as a full class.
Kinesthetic: Students will be physically moving from one side of the room to the other during the Yes/No activity and
will be passing a ball around the room during class discussion to signify who is talking.
Musical: I will play music between questions to give students think time.
When I gave students the multiple intelligences survey, the highest result was for musical, the second highest for
visual, and the third highest was tied between kinesthetic, intrapersonal, and verbal. No students who were present
scored for interpersonal or logical. I tried to include as many of the styles that students did score on as possible.

Pairing
At the beginning of class, students will each share how their day has been with the whole class. After the regular
welcome, students will continuing to work as a whole class for the yes/no activity and the class discussion circle. Then
they will work in pairs for part one of their graphic organizer, share their answers with the whole class, and work alone to
finish the last part of the graphic organizer.

Choice
Students will be given a choice about what questions or scenes they want to start class discussion by talking about.
Students were also given a choice about which movie they wanted to watch in the last class. I am offering this choice
because I want students to be interested in what they are watching.
Modifications/ Accommodations/ Extensions for Individual Students with Identified Needs:

Students needs
There are two students in the class who have an IEP. Alphabetically, the students are Student o and student g. Student
os IEP requires that notes are provided to the student at the beginning of class, materials are provided at the student's
reading level (fifth grade), the student is provided visual and verbal organizers to complete the assignments, that the
students workload is reduced by 50%, that the student has extra time to complete assignments, and that the student may
use all materials on assessments. Student gs IEP requires that she has extra time to complete assessment, may take
assessments in the special education setting, must be provided with extra clarification when asked, is provided with extra
time for her assessments, is allowed to reassess, and will be given the best grade out of all of the trials on her
assessments.

Accommodations
Student o will be accommodated with a graphic organizer. Both student g and student o will be allowed extra time to
complete the assignments or to work on their assignments in the special education setting. All students will be allowed to
use these notes and the notes that they were provided with for their formatives on their summative examinations next
class (this accommodates student o).

Modifications
For student o, in order for the student to meet the requirements of the standard, the amount of work the student must
perform on the formative cannot change. However, they may be less descriptive about the events in the movie should
they choose to be.
For student g, the student will be allowed to move locations to the special education room, should she desire to go. She
will also be allowed to reassess in the special education room on her formative assessments from last class, should she
desire to.
There is also one student, student c, who has a behavior plan stating that she is not allowed to leave the room during
class. She must be dismissed three minutes before the end of class to go to her next class, however this doesnt apply to
my class because my class is the last period of the day. If she does need to go to the bathroom and it is an emergency,
this means I will have to escort her.
If needed, student o and student g will be provided with more time to complete the graphic organizer during HPT or
during study hall. I am also happy to meet with them and discuss the movie if they feel that they missed parts or werent
as specific as they would have liked to have been.
Extensions
Students who need more of a challenge will be asked to provide more examples of important scenes in the graphic
organizer. They will also be asked to specifically refer to more scenes on their formatives.
Technology Integration (if appropriate): Students will be meeting ISTE standard number 2 a, b, c, and d because they
will be working on google classroom and participating in an online community there. They will be learning how to be part
the online community and how to be safe, positive, respectful, and follow legal and ethical behavior while using the
technology. Students will also begin to understand the permanence of things they do in the digital world.
Materials and Resources for Lesson Plan Development
Safe Haven Movie (Netflix)
Plot Rubric
Note sheet
Lesson plan
Brain Teasers
Theme Graphic Organizer
Student Teaching Survey
Short Answer Questions
Agenda (teaching and learning sequence)
Bell work (teaching and learning sequence)
Writing utensils for students
Stress Ball
Whiteboard markers
My Laptop
Projector
Desks
Whiteboard
Writing utensils
Graphic Organizer (on google classroom)
Teaching and Learning Sequence:
Amount of time for lesson: 80 minutes

Bell Work:
Take out your movie graphic organizer
Grab a handout

Agenda on board
1. Theme Graphic Organizer
1. What were the key themes in Safe Haven?
b. Short Answer Questions
1. What type of disordered plotline does Safe Haven follow?
2. How does this plot line type add meaning to the movie?
3. How does disordered plot affect the theme?
b. Survey
Work Due
Video Permission Slips if they are missing
Short Answer Questions at the end of class

Agenda Outline
12:43- 12:45 Welcome (2 minutes)
Attendance/ Check in with everyone
How is everyone?
Anyone do anything fun over the weekend?
Reminder about Video Permission Slips (5 students)
Some people still have work to finish
Walk through agenda/ introduce targets
a. What were the key themes in Safe Haven?
b. What type of disordered plotline does the movie follow?
c. How does this plot line type add meaning to the movie?
d. How does disordered plot affect the theme?
12:45-1:10 Theme Graphic Organizer (25 minutes)
 What were the key themes in Safe Haven?
Work in pairs/alone for (10 minutes)
Put themes on board
Work in pairs/alone
1:10 -1:45 Short Answer Questions (35 min)
Walk through Sentence Starters.
Answer questions the individually. This is a summative.
a) What type of disordered plotline does the movie follow?
b) How does this plot line type add meaning to the movie?
c) How does disordered plot affect the theme?
1:45- 2:02 Survey (17 minutes)
This is to provide me feedback on how I am doing as a teacher and what I can do to improve my teaching.
****Note- if there is extra time from any of the activities, I will meet with students who are missing assignments and allow
them to make the assignments up. Students who are caught up can work on other work quietly or do some Brain Teasers
that I will provide
2:02 - 2:03 Review todays lesson/ Overview next lesson (1 minute)
Review targets
Next lesson we will start a heros journey plot line unit.
Content Knowledge Notes (if applicable/ instructor discretion):
See Note sheet
See descriptions of Safe Haven
Common Core Teacher Standards (CCTS) Alignment & Justification (Field/ Student Teaching Only)

Standard 9
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects
of his/ her choices and actions on others (students, families, and other professionals in the learning community), and
adapts practice to meet the needs of each learner
9 (h) Understands and knows how to use learner data to analyze practice and differentiate instruction accordingly.
I chose this standard for this lesson because I changed a worksheet (again) to make the questions clearer and better
structured. This is the same worksheet that I changed in an earlier lesson. The students have seen this worksheet for
their formative and and their pre-assessment. I had to break the questions down because the students werent being
specific enough with their answers so students needed more structure to hit all of the key points. I also took the last
question off of the worksheet because it was extra work that the students didnt really need to meet the standard or
complete goals and students were struggling with the question. Furthermore, when I was explaining this assignment, or
test, to students, I aligned exactly which questions went with which scores on the rubric, and I read or rephrased the
sentence starters that I gave to one of my students as a modification.

Standard 1
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
1 (k) Values the input and contribution of families, colleagues, and other professionals in understanding and supporting
each learners development.
I chose this standard because I talked with my mentor about the brain teasers and what other activities I can suggest
for students to do at the end of class if there is extra time.
When I talked with my mentor she said that offering the brain teasers is a good idea and asked if I would be willing to
let students watch movies on their laptop. I told her they would be allowed to do anything that they wanted as long is it
were legal, safe, and quiet while the rest of the students were making up formative assignments. With this in mind, I will
offer movies as an option, should students desire to watch them.

Standard 3
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive
learning environments that allow each learner to reach his/her full potential.
3 ( q) respects learners as individuals with differing personal and family backgrounds and various skills, abilities,
perspectives, talents, and interests.
I chose this standard for this lesson because, if there is extra time in class, I am allowing students the time to
perform activities that interest them after their work is complete. I am also providing students with different activities that
they can perform. Basically, in giving them free time after their work is complete, it is allowing them to do things that they
are interested in or talented at. Once I am done helping students make up formatives, it will also provide me with a
chance to get to know my students and more about them.
Post-Lesson Reflection:
Strengths of the lesson
Several things went really well in this lesson. One thing that worked well is that I taped and labeled all of the
worksheets that students would need to complete their assignments on the board. This meant that when students didnt
know what assignment to take out, I could just point to the handout behind me on either my right or left side. It also meant
that I didnt have to shuffle through papers in order to find the right paper. Another thing that went really well was when I
aligned the questions on the short answer test to the rubric and to the graphic organizers. This helped students find
specifically what they needed for their assessments and better understand exactly how they would be scored. I was also
very surprised by the amount of positive feedback that I received on the surveys that I handed out to my students. I knew
that I had worked hard to do the things on the survey, but I wasnt confident in how well I have actually achieved those
goals.
Areas for growth in the lesson
One of the things I would like to do to improve this lesson is to order the papers that I am going to pass out at the
beginning of the class in a more organized fashion so Im not dropping them everywhere and walking back and forth
across the room ten times, wasting the students time. I found myself getting very frustrated with how long it was taking
me to hand the papers out and with the fact that I kept dropping them because I wanted students to have time to make up
missing assignments. Even though I was getting frustrated, however, I was trying to stay positive and happy.
Evidence of student learning and interpretation of assessment results
All of the students who completed the assessment, except for two students, exceeded the standard. Of the two
students who didnt exceed the standard, one of them could have easily exceeded the standard had they just described,
in general, how the disordered plot type that they chose related to the movie. The second student didnt seem to
understand the type of disordered plot that they chose. I gave this student, as it is in their IEP, the option to take the
assessment in a special education setting, but she opted out. Both of the students who didnt meet the standard are
allowed to reassess once, so I offered them the opportunity. It is their responsibility, however, to reach out to me if they
would like to reassess.
Plans for next steps and/ or reteaching
I plan on moving forward to the next unit without reviewing. The two students who did not meet the standard should
meet with me individually for help before reassessing.
Suggestions for improving future lessons
I would definitely like to order my papers better, or at least put all the papers that I am handing back to one student with
the rest of the papers that I am handing back to that student. This will cut down on the amount of time wasted at the
beginning of class and give us more time to get through all of the activities we need to complete in the class period.