(3H)Sample LessonPlan.docx
- 1. 1 A.S.S.U.R.E. Model Instructional Plan ANALYZE LEARNERS Demographics Staff: One teacher, no in class aides (aides available/resource room access if needed) Number of Students: 10 students: 6 males/4 females Age Range: 14-16 years old Learner Profile: 40% of class IEP, 40% average ability, 20% advanced ability (2017 MAP Scores) -at risk, low socio-economic population Prior Knowledge Identification of Prerequisite Skills Needed for Lesson: ● Knowledge of Literary Elements (Short Stories) 1. Literary Elements were introduced and rehearsed in prior lessons 2. Pre-asses recall of plot by POST IT! Activity (Question of Inquiry) “What is a plot as it pertains to a short story?” ● Knowledge of Google Slides 1. Used on numerous occasions in previous lessons to create organizers 2. Will assess progress individually while working independently Learning Styles Average Class Lexile: 1100L (SRI Scores) (preference surveys administered in first grading period) - Visual: 40% - Auditory: 10% - Kinesthetic: 50% STATE OBJECTIVES STANDARDS State Standards: Ohio English-Language Arts Standards Ohio English-Language Arts: Reading Standards for Literature Grade Level: 9-10 Key Ideas and Details 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 RL.9-10.2.b: Analyze literary text development: Provide an objective summary of the text that includes the theme and relevant story elements.
- 2. 2 OBJECTIVES LessonObjective(s): (ABCD) 1. Given the chart of 11 literary elements (condition), students (audience) will identify the elements in a plot and illustrate them by providing examples from the story, Pit and the Pendulum, and writing them in their journals (behavior). The student will list the five elements required to make a plot map and provide appropriate examples from the text that illustrate them at 100% accuracy (degree). 2. Given the Plot Map rubric (condition), students (audience) will apply plot notes and create a plot map for the Pit and the Pendulum, on Google Slides (behavior). The student’s Plot Map must score at least 15/20 points, which is a proficient rating on the rubric (degree). SELECT METHODS, MEDIA, AND MATERIALS METHODS: Pedagogical Strategy (or strategies): ● Interactive Instruction (Discuss Objectives/POST IT discussion/Rubric) auditory ● Project-based (Creating a Plot Map on Google Slides) visual ● Active Learning (using computer program to create map) kinesthetic MEDIA AND MATERIALS: Instructional Media and Materials: ● Teacher’s Power Point for Lesson (will be shared with class on Google Chrome) (attached) ● The Pit and the Pendulum by Edgar Allan Poe- story in student folder ● POST IT notes/Pencil or pen- found in student center ● Plot Map Rubric (attached) ● Student Journals/Folders- in student center boxes and drawers ● Google Chromebooks – reserved 10 from computer lab UTILIZE MEDIA, MATERIALS, AND METHODS PREVIEW: Power Point (prepare for discussion) PREPARE MATERIALS: 12 Plot Map Rubrics/Google Chromebooks (on/working) PREPARE ENVIRONMENT: Two students per table, facing front towards Smart Board/Lights on/Two Chromebooks per table
- 3. 3 PREPARE LEARNERS: Students get journals and folders and have a seat/Have each student get a POST IT note and writing utensil/ Handout Plot Map Rubric/Go over posted objectives PROVIDE EXPERIENCES: *see instructional plan REQUIRE LEARNER PARTICIPATION INSTRUCTIONAL PLAN Length: 3 Class Periods (39 mins each) Sequence of instructional procedures/activities/events: Presentation of New Information or Modeling: (Day 1) The Powerpoint for Literary Elements will be in front of the class on the Smart Board. Students will already have supplies at each table and will be facing forward. Lesson objectives will be reviewed *see slide #1. We will begin with slide #2 “Plot: Lesson Opener Q&A”. Students will be recall prior knowledge about the literary element, plot, and answer the following question on their POST IT notes: “What is a plot as it pertains to a short story?” Students will write down answers along with their names and post their POST IT responses on the Smart Board under the question. Once everyone has posted, I will read answers aloud, omitting names. This will spark a discussion and I can evaluate through this discussion and from POST ITs how much review is need before moving forward. (learner participation- interpersonal) -I will lead facilitate discussion by using student responses to ask questions such as: A. Could a story function without a plot? Why/Why not? B. What do you think helps us to identify plot in the story? Guided Practice: (Day 1) The Powerpoint for Plot will be in front of the class on the Smart Board. Students will already have supplies at each table and will be facing forward. We will move on to slide #3 “Plot”. We will review plot. We will move onto slide #4 “Literary Elements”. We will briefly review terms. At this time I ask students to choose the five elements that would be used to make up a plot map and write them in their journals. I will go over the directions for the independent practice and provide and example *see slide #6. (learner participation- visual) Independent Student Practice: (Day 1-2)
- 4. 4 Students will illustrate the elements found in a plot map by using examples from the story, the Pit and the Pendulum, and write them in their journals. They will do this at their tables and may help their table partner when appropriate. I will be walking around the room observing independent practice, checking for understanding. Before students can move onto assessment, they must have the required information to construct the Plot Map listed. (learner participation- cognitive/interpersonal) Culminating or Closing Procedure/Activity/Event (Day 2-3) Directions for the Plot Map will be reviewed *see slide #7. Students will use Slides on their Chromebooks to create a Plot Map. The rubric will be reviewed for accuracy *see slide # 8. They will use the information in their journals to assist them in creating it. All Plot Maps should include the five elements found in a plot map with appropriate examples from the story. The rubric will provide grading requirements. A 75% score is required for a proficient rating. Students will title their assignment, “Plot Map”, and share it with the teacher via Google Email: slusk@accaaces.com. (learner participation- kinesthetic/spatial/visual/cognitive) Differentiated Instruction: No ELL students, no students with hearing or physical disabilities, and/or gifted/accelerated learners. -Students with learning disabilities will receive all accommodations listed in their IEPs. Extended time, distribution of templates, scribing, and reduction of assignment are among the accommodations that may be used for this lesson. -Learning Styles and Preferences were incorporated and Bloom’s Taxonomy was used to stimulate higher order thinking Use of Technology: Teacher will facilitate lesson with the use of a Smart Board with projector. The students will use Google Chromebooks for access to Google Slides and their Google Accounts. Student Assessment/Rubrics: The Plot Map is a formative assessment and will be assessed by rubric. Those students who do not meet the goal of 75% formative accuracy will receive RTI.
- 5. 5 EVALUATE AND REVISE Student Performance: Plot Map Rubric/Students must reach a 75% proficiency rating Media Effectiveness: Was the Power Point visually stimulating and understandable? Were students able to use computers and access Google Slides with ease? What problems occurred during the lesson or independent practice? What was the overall response to the presentation and use of Google Slides? Instructor Performance: *Hand out “Rate My Teacher” survey: students will rate teacher in four categories Rating 1= poor 2= needs some improvement 3= proficient Questions 1. The teacher effectively communicated the content to the class. 1 2 3 2. The Plot Map was a fair way to assess my knowledge of the content. 1 2 3 3. The technology was easy to figure out and access. 1 2 3 4. The teacher created a lesson that was interesting and meaningful. 1 2 3 Comments or Suggestions for Future Lessons: (especially if 1s or 2s were circled)