Ci 403 Lesson Plan 3
Ci 403 Lesson Plan 3
Ci 403 Lesson Plan 3
To explore what we carry with us, synthesizing narrative strategies from mentor texts and creating personal narratives with thematic
elements that reflect individual growth experiences
Students will be encountering and examining texts in multiple ways in order to aid them in interpretation and analysis. They will be
listening to the songs, as well as reading the lyrics as a poem. In groups, they will be discussing the themes and annotating the poems.
These texts allow students to analyze narratives and supplemental texts relating to the overall mentor text. They will also practice their
annotation skills. Understanding thematic elements and interpreting perspective will give students the skills to create their own
narratives using said elements and perspective.
List the title, author, and write a short description of the text(s) used in this lesson.
Ballad of the Green Berets by Staff Sgt. Barry Sadler- Written by a Green Beret Staff Sargent in the Vietnam War, Ballad of the
Green Berets is one of the few positive war songs. The song praises and honors the troops, particularly the special forces called the
Green Berets. It describes their valiant deeds in battle and promoting a legacy in the armed forces.
Goodnight Saigon by Billy Joel- This song describes horrors and struggles of Vietnam war veterans. It is composed from actual
experiences of soldiers stationed in Vietnam. It is more negative and explicit than the Ballad of the Green Berets as it draws in
imagery from the war front and fighting on the front lines.
Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework:
I begin my lesson with a quick write to give the students an opportunity to perform low stakes writing each day. It
is allows the students to be reflective of their work and their progress, as well as make connections to the work
they will do (Burke 121). This lesson incorporates various media types including text and songs. This will cater to
various types of learners, which is highly effective and makes connections to the students interests and
everyday life (Burke 50-51). The annotations will then be explanatory in nature.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.
IPTS Standard 2 - Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of content area
knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher
creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and
evidence-based practice.
IPTS Standard 4 - Learning Environment The competent teacher structures a safe and healthy learning environment that facilitates
cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and personal goal-setting.
Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
Students will be encountering and examining texts in multiple ways in order to aid them in interpretation and analysis. They will be
listening to the songs, as well as reading the lyrics as a poem. In groups, they will be discussing the themes and annotating the poems.
These texts allow students to analyze narratives and supplemental texts relating to the overall mentor text. They will also practice their
annotation skills. Understanding thematic elements and interpreting perspective will give students the skills to create their own
narratives using said elements and perspective.
Materials/ Instructional Resources: YouTube clips for audio: https://www.youtube.com/watch?v=m5WJJVSE_BE
https://www.youtube.com/watch?v=Qjzjhl-QztE, Print outs of songs: Ballad of the Green Berets by Robin Moore and Staff Sgt. Barry
Sadler and Goodnight Saigon by Billy Joel, Annotation worksheet, song biographies, quick write prompt, paper, a computer, and
writing utensils
Related Assessment:
Annotation Sheets
Group Discussions
Objective 2:
Students will be able to annotate the lyrics for imagery,
syntax, word choice, and rhyme scheme.
Related Assessment:
Annotation Sheets
Group Discussions
Objective 3:
Related Assessment:
Group Discussions
Explain the Assessments Alignment with the Objective:
Group Discussions- The students will discuss the songs and
the lyrics in depth with their groups as they annotate and
analyze them. They will also compare the lyrics to one another,
as well as the artists who wrote them. This will allow me to
informally assess their understanding of perspective and
credibility, as I will listen to their conversations as they take
place.
Lesson Considerations
Pre-Assessment:
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can
unfamiliar.
Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
Students may have parents or grandparents that fought in the Vietnam War and may be sensitive to some of the
issues. They may also have strong opinions about some of the topics covered in the book. Some students, such
as our Congolese student, may have no knowledge of the war at all.
Misconceptions:
Students might assume that the songs are representative of everyones beliefs towards the war. They may have
misconceptions about the degree of the tragedy as it is toned down in the songs.
Vocabulary:
Analyze
Argue
Describe
Evaluate
Explain
Interpret
Justify
Synthesize
Green Berets
Saigon
SOCOM
Delta Force
Silver Wings
Parris Island
Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:
For the student with autism, I will speak with the Special Education teacher and discuss the students IEP or 504 plan in
order to create appropriate lesson accommodations that best fit the childs needs.
Accommodations for students who are not proficient uses of Standard English:
Lyrics to the songs will be translated into French for our ELL. During discussions and annotations, they will be paired with
strong readers, so that they can ask their peers questions and work together on analysis.
Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
Because this will be a new topic for students, I have chosen to do a lot of small group work, as well as whole class. This
will allow the students to work off of each other and will allow me to present them with a base knowledge. This will allow
them to grow in their learning, so that later, they will be able to do the readings on their own. For the student with autism, I
will speak with the Special education instructor about the IEP. For the ELL, I will pair this student with strong readers to
support their learning.
Time
23. We will come together as a class and share and discuss their findings.
24. I will put a brief biography of the artists on the board with a little background for the song.
25. Students will then compare and contrast the poems, discussing opinion of the war, point of view, and
author bias/credibility.
Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.
I will be walking around the entire time the groups are working to speak with them about their annotations and analysis, as
well as general thoughts on the songs. I will also be grading their annotation sheets which will provide them with written
feedback on this topic as well.
Closure
1. We will come together as a class and share and discuss their findings. The students will turn in their
annotation sheets and lyric sheets.
Extension
Students will be able to research the war on the classroom computers.
Resources and References (use APA or MLA listing the information from the conceptual framework above as
well as from any other categories where cited a source):
Burke, Jim. The English Teacher's Companion: A Completely New Guide to Classroom, Curriculum, and the
Profession. Fourth ed. Portsmouth: Heinemann, 2013. Print.
Joel, Billy. "Goodnight, Saigon." The Nylon Curtain. Columbia, 1982. Web.
Sadler, Staff Sgt. Barry. "The Ballad of the Green Berets." The Ballad of the Green Berets. RCA, 1966. Web.
"Goodnight Saigon"
We met as soul mates
On Parris Island
We left as inmates
From an asylum
And we were sharp
As sharp as knives
And we were so gung ho
To lay down our lives
We came in spastic
Like tameless horses
We left in plastic
As numbered corpses
And we learned fast
To travel light
Our arms were heavy
But our bellies were tight
We had no home front
We had no soft soap
They sent us Playboy
They gave us Bob Hope
We dug in deep
And shot on sight
And prayed to Jesus Christ
With all of our might
We had no cameras
To shoot the landscape
Donc, tout ce que je veux dire est que je ne l'aime pas non plus, mais Dyin 'homme que je ne vais pas crawl est
Name: _________
Date:__________
Pages I read today: _____
Annotations
A summary of what I read:
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k
A prediction or inference:
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