KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: October 4th, 2018 School: Madison Central High School

Grade / Age: 10th grade, 15-16 years old Subject & Topic: English 10, “A Lamb to the Slaughter”

# of Students: ______21________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: Dahl vs. Hitchcock Representation

_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial,
socioeconomic diversity in class.

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the computer lab or chromebooks are made accessible for the whole
classroom. While there are no students with special needs accommodations, each student is leveled as low-
performing. Out of 21 sophomores, 11 girls and 10 boys, every student is at around an eighth or ninth grade
reading level. To accommodate this, students are arranged by achievement level in groups of 3 and work
frequently with those in their group. Other accommodations are extended time to work, all instructions are
written and said allowed, and visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard.

a. Previous lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.

Students will:
• Explain how a character changes over the course of a text
• Explain how a character’s conflicts and motives advance the plot of the text

b. Current lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape
with the Fall of Icarus).
 Students will:
• Identify what is stressed or is missing from the representation of a subject or key scene in two
different mediums.
• Explain how and why an artist/author chooses to represent a subject or scene.
• Break down why an artist/author emphasized ideas for effect.

c. Next lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

Students will:
• Identify a character’s motives
• Break down text in order to provide evidence that explicitly uses details to support key ideas.

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.

The lesson will continue the students’ work in their short story unit. So far, they have:
• gone over the three different types of irony (situational, verbal, and dramatic)
• made predictions about the story
• read and responded to the story

This lesson will start with the students filling out a plot diagram of the story. The students will work with their
groups for five minutes to fill out the plot diagram. The students will use this diagram to refresh their memory
of the story and have a guide to compare and contrast the video to later.

Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

My formative assessments will be:

• Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
• Scaffolding with targeted questions while students are working
• Movie Comparison organizer
o Students will watch the Alfred Hitchcock’s Presents version of “Lamb to the Slaughter”
Exit-Slip:
• Students will receive an index card where they will answer the following questions:
o How did Hitchcock use irony in the video?
o Which version do you prefer and why?
o How did viewing the murder affect your viewing of Mrs. Maloney’s crime?

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
• Projector to show the video
 • Computer to prepare and control the video
• Hardcopies of Movie Comparison organizer
• Hardcopies of Plot diagrams
• Hardcopies of “Lamb to the Slaughter”
• Index cards for exit slip
Link for Movie Comparison organizer:
https://docs.google.com/document/d/1mD770VG8iDsJqYbj6ZkkzM08JOv1ZKVvGR0uTL2Utao/edit?usp=sharing
Link for plot diagrams: http://www.readwritethink.org/files/resources/lesson_images/lesson800/IdentifyPlot.pdf
Link for video: https://youtu.be/K1sBQZfDh0I
Movie Comparison organizer modeled on one from Ashley Snow.

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
• I will begin by greeting the students at the door and in the I’m incorporating many different
classroom. types of learning into my lesson.
• I will need to have the objectives and instructions written on • Auditory/Visual: When I and
the board before the students come in the door. the students are going over
the notes.
2.) Lesson Objectives: My overall lesson objective is that the students • Collaborative/Interpersonal:
will be able to understand the different perspectives of the two students routinely check
versions of the story. back in with their peers
throughout the lesson to
3.) Relevance: The relevance of the topic is that today the students collaborate and
will have just finished reading “Lamb of the Slaughter.” The video will communicate.
give them more perspective into the story before they make their • Intrapersonal: students also
final judgement about Mary Maloney. have time to think at their
own pace and collect their
4.) Practice/Feedback: thoughts.
• Beginning Activity:
o Students will fill out a plot diagram about the story. While I do not have any students
They will be able to use hardcopies story and the with IEP’s, there are
people in their group for help. After six minutes, I will accommodations incorporated into
walk around to check their diagrams. We will go over my lesson and classroom that can
the diagrams as a class before moving on. support all students, such as:
Activity: • Modeling
o We will watch the video together. I will tell the • Prompting and Cueing
students they can fill out the organizer as they watch • Small Groups
but will have time after to work on it as well if they • Reader
want to focus on the video first. • Paraphrasing
o After they are finished, we will go over the sheet. I
will explain to the students that the reason we
watched this video is to see how the same story can
be portrayed in many different perspectives. This is
important to understand as in the next lesson, they
will have to form an opinion on the story and need to
be able to prove their perspective.
• Exit Slip:
o As students pass their papers up, I will hand them a
post-it-note where they will answer the exit slip
 questions. They will post these to the back of the
door as they leave.

Lesson Time: Approximately 55 minutes.

6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)

How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)