Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Signature Assignment
National University
Followup Lesson Plan
December 13, 2018
Subject: English 4AP
Grade: 12
Goal: Students will be able to identify relevant pieces from text to support arguments given in
prompts.
Objective: Students will identify three quotes from the text to support their claims for the
prompt they have chosen for their final essay. Students will also continue working on
collaborating with their peers by working together to find supporting evidence for the claims
they are making in their final essays.
Standards:
CCSS.ELALITERACY.RI.1112.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELALITERACY.RI.1112.2
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
Guiding Questions:
Why is it important to provide evidence for arguments in their writing?
What is the most important aspect of finding evidence?
How do you ensure your evidence truly supports your argument?
Materials and Tools:
Each student will use a Google Chromebook provided by the school.
Projector (to display examples for students)
Assigned text (Frankenstein) – each student will have a printed copy of the chapters of
focus (this allows students to freely annotate and highlight key points in the text)
Activity Plan:
Activity: Students will get into groups of three (each student in every group will have the same
prompt) and find two quotes from the text and analyze these quotes. Collaboration will enhance
each analysis.
Introduction: (10 min)
Assign designated areas to the different prompts and instruct students to go to the area of
the prompt they chose.
After students are separated by prompt, instruct students to get into groups of two or three
within their groups according to chosen prompts.
Students will then direct their attention to the projector screen. The teacher will have a
quote already chosen from the chapter for the students to analyze as a class.
Students will contribute their own ideas and thoughts on the given quote. They will be
able to use this piece of evidence for their own essay if it applies.
New Material Presentation:
How to input intext citations (MLA format) in their essays:
Write an example of how NOT to cite citations into essays when using MLA format.
Write a simple example of an acceptable way of citing quotes in MLA format.
Discuss with students the importance of citing quotations correctly. Plagiarism, even if done
accidentally, can still result in a failing grade. Students should copy down the examples in
their notes for future references.
Activity: (2530 min)
In their groups, students will split up the chapters by page number to avoid any
duplication of the quotes they choose. Each student in the group will find two quotes
relevant to the essay prompt to analyze to support their arguments.
Students will input their findings on a Google document that is shared with everyone in
the group as well as the teacher.
Students will then use the remainder of the period to help each other on their final essays.
Students are able to write down their findings on paper in class, but should transfer their
work onto the Google document for the other members of the group.
Assessment and Evaluation:
Students will need to submit or share all of their pieces of evidence with the teacher.
The teacher will add comments or edits in a different color text for the remainder of the
period on the google document.
Classroom Management:
Assessment: The evaluation process initially takes place during class time. As students are
typing their content on the Chromebooks, the teacher will be able to assess each groups progress.
The use of the Google document makes it possible to check for understanding and offer any
assistance or guidance. This guidance will ensure that their final essays are supported
sufficiently. The teacher will also walk around during class time while students are working to
monitor their progress. Students should be identifying and analyzing one quote in ten to twelve
minutes.
Instruction: Based off of past assignments, this group of students has worked exceptionally well
when given the opportunity to collaborate with one another. Providing the technological tools
provides the students with the convenience of completing the task in a timely manner, giving
them the chance to receive feedback at their earliest convenience. Collaboration allows for
students to put all their ideas and thought together to compose the best possible quality work.
UDL is implemented in this plan when giving students the option of writing down their quotes
on a piece of paper in class (if this works better for them) and transferring their work to the
document at a later time.
Management: Students should follow classroom rules and procedures. Everyone should respect
the ideas and thoughts of others. In the event that an issue arises, the teacher should follow
through with the appropriate consequences (administration involvement, independent work, etc.).
In addition to using google documents, the teacher will also create a google classroom to monitor
the activity of the students. This would help the teacher ensure that there is no offtask activity,
which addresses the issue of anyone browsing the web on YouTube, Facebook, etc.
UDL Implementation:
Multiple Means of Representation: Students will discuss their findings in groups.
The chapters from the text will be available in print outs or the actual book.
Students will be able to handwrite their findings as well as type them out on the
Chromebooks.
Multiple Means of Expression: Students will be given the chance to read their final essay aloud
to the class for extra credit points.
Multiple Means of Engagement: To ensure students remain engaged in the assignment, they will
all be engaging in the class discussion. This high amount of participation will not only keep
everyone engaged, but also help others stimulate ideas to support their essays. The engagement
aspect roots from the collaboration amongst each other.
Feedback:
I think your lesson plan is really thought out. My recommendation is to add an informal
assessment to check for understanding in your lesson plan. This could be just the teacher walking
around and observing conversation to check for understanding. You also mentioned using
google docs which is a great resource. I would also recommend using google classroom. It is a
free website you can make for your class making announcements, post assignments, grade, etc.
As a teacher this also helps with classroom management. You can see all of the google docs on
your screen and monitor the progress they are making.
One thing that you did well, that I overlooked, was adding time frames to the activities. These
are of course always flexible, but it’s best to have an idea how long they should last. I did think
the management section could be a little more detailed. It’s incorporated as part of the
assessment section. And while assessments are a form of management, I’d be curious to know
how you would handle groups that are off task as opposed to those who misbehave. Sometimes
giving students Chromebooks opens a floodgate of students wasting time on Youtube. I’ve never
found a great way to manage that short of having control of the LAN. From your UDL, I love the
idea of reading the final essay for extra credit. This is partially because listening to those essays
will help the students who are audial learners and need some extra support. Hearing a student
who wrote a good essay would do that. That's partially how my piano teacher inspired me. I did
think it could use some additions for UDL engagement. That's mostly because getting students
engaged is where learning starts.
Your learning map is thorough and in depth. I did not see a section for reflection. Although it
may not be the most important component of the learning map, I do think it is a crucial one. I
believe that without reflecting on our teaching practice, we lessen our opportunities for growing
as educators. Additionally, I did not see a section on either TK12 learners or about the teacher, in
this case you. Although it may not seem important, I believe that these are important aspects as
well. Having background knowledge about the teacher is important in that an outsider will be
able to understand better what kind of educator would be successful in teaching a particular
lesson or unit. The person viewing your learning map may be hesitant or more ready to take on
the challenge of teaching their own students your learning plan based on the teacher sections and
the TK12 sections. I think that your learning map will be more wellrounded if you find ways to
incorporate both of these within your work
Reflection:
The feedback that my peers gave me was very helpful. I took what they said for the most
part and added what they suggested I should. Each classmate that commented on my lesson plan
made it a point to point out specific elements that would make my lesson plan stronger. With
that, I added the elements and specified certain details to strengthen my plan. Their inputs were
also very positive. They pointed out elements that they enjoyed, which helped my assurance that
I was doing this correctly.