Lesson Plan Template

Name: Blain Masterson Grade Level: 12th grade ELA

Target Content/Lesson Topic: NF Narratives Date: 3/28/2021

Planning
Essential Question How does the author convey historical information while maintaining a narrative voice quite different than a
What is the essential question that this typical historical author may use?
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards R.11-12.1 Cite relevant textual evidence that strongly supports analysis of what the text says
Identify relevant grade level standards explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop
and Learning Outcomes from the State questions for deeper understanding and for further exploration. (RI&RL)
Content Learning Standards, Common R.11-12.2 Objectively and accurately summarize a complex text to determine two or more themes or central ideas
Core Standards, and school learning and analyze their development, including how they emerge and are shaped and refined by specific details. (RI&RL)
outcomes.
R.11-12.3 In literary texts, analyze the impact of the author's choices. (RL) In informational texts, analyze a complex
set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
Learning Targets/Objectives Students will be able to question, analyze and connect themes and elements of the reading segment and
What should the students know or be identify rhetorical strategies used to convey information during the “post it” activity and discussion.
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be The lesson will begin with a whole class discussion of the period’s activity and structure. I will begin by
divided into groups, if applicable introducing the activity and expectations during the readings and discussion. Once I have given directions, I
(homogeneous, heterogenous, random / will model the activity and then release my students to work on their own before we conclude with whole
based on ability, interest, social class discussion.
purposes, etc.)
Co-Teaching Strategy This activity is contingent on individual reading and comprehension. That being said, students will work by
How did you collaborate with your co- themselves until the group discussion where we will move the desks into whole class position.
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 teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
you employ? Co-Teaching Strategy
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation For my students that struggle with individual reading and comprehension, I will provide them a historical
Respond to your students’ needs and timeline representative of the reading segment for the day. As well, I also allow for all students to listen to the
adjust the content, process, product, text while following along in their texts should they feel the desire to.
and/or environment to reach individual
learners based on their readiness, I’m hoping that with the reading being done individually (with the option of being done audibly) alongside the
interests, and learning preferences activity being a student generated visual and then culminating in a group discussion that students of all
(Tomlinson, 2014). Discuss planned
learning styles will have at least some opportunity to work in their preferred mode.
supports here.
Assessment
Formative Assessment I will be assessing my students on an observation criteria that seeks that they:
How will you monitor student learning  Demonstrate engaged reading
throughout the lesson? Be specific  Participate meaningfully in both phases of the activities
about how your chosen assessments  Communicated respectfully with classmates
connect with the objectives above.
(Attached Below)
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment Observation Criteria:
How will students demonstrate mastery Post-it Activity
of the standard? Note: This assessment Present Missing
does not have to occur during/after this Clear interaction and
lesson but in upcoming lessons.
advancement towards
Evaluation Criteria
comprehension
What material(s) will you use to
evaluate learning? Please attach a copy Attempts made at
of your checklist, rubric, observation posting/connecting
criteria, or other measure. Attention paid to

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 rhetorical strategy
Participation in
discussion
Respectful discourse
and interaction with
classmates

Procedures (Teacher[s] will…, Students will…)

Describe the presentation of the overall To begin this lesson, I will explain to my students the activity for the class period, the “Post it” activity for the
lesson. class novel, “A Different Mirror”.
Introduction and Connection to
Previous Learning Students will read pages 79-99 and on their post-it notes, write down any meaningful moments, quotes,
● Anticipatory Activity (Hook) rhetorical strategies, or connections to other posts and put them on the front white board. The goal for this
● Activate prior knowledge. lesson is for there to be a student-generated visual organization of analysis and comprehension of this
● Be sure students understand significant portion of the text.
procedures and instructions for
lesson.
Before we begin the lesson, I will pass out an article about the changing of seasons and correlating health
● Establish clear expectations.
● Model concept
effects. This short reading will be the basis of my modeling of the activity for them. Once all students have the
The Introduction, During, and Wrap-up text and I have explained the workings of the activity, we will group read the first portion of the article and I
groupings/ instruction/ lesson will model taking a moment from the text and putting it on the board. Once I have modeled, I will ask a couple
progression might look different! students to contribute to this exemplar post-it. Once my students demonstrate that they understand the goals
of this activity and all clarifying questions have been answered, I will release them to complete the activity
individually.

https://theconversation.com/spring-has-sprung-how-changes-in-weather-affect-our-health-48991

During (Lesson Progression) Once my students begin to read, I expect there to be a steady stream of students quietly coming up to the
In this portion of the lesson, you will be board with their quotes and connections and notation of rhetorical strategies. As this is a synthetic web of
letting go and letting students engage in ideas and connections, I expect students to linger for a moment at the board and take some time to read what
productive struggle; engaging in gradual other students have posted and what connections have been made and where those connections could be
release, inquiry, or other learning furthered.
methods. Please write what you are
looking for in terms of:
I will take intermittent looks at what is being posted and use this as a gauge to as whether or not I need to
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 ● Students’ thinking and how they direct my students reading towards:
will start the lesson  More quotes
● Provide appropriate support  Connections to quotes or moments in history
(not explaining how to do it)
 Use of rhetorical strategy to convey information
● Provide worthwhile extensions.
● Provide opportunities for With 10-15 minutes left in class, I will give my students a moment to end where the are (if they haven’t
students to engage in using the finished the reading that’s fine) and post any final thoughts on the board. Once they’ve had a chance to wrap
academic language. up, we will move the desks into our discussion circle and begin with the whole-group discussion.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension At this point in the class, I want to open the floor to my students and allow them to talk through what they
This is where you have students talk posted and why. This is a dense and challenging text and will require my students to read and comprehend in
about their thinking and share strategies a different mode than they are used to. As such, I think it’s important that my students have the ability to
with the whole class. It’s important to verbalize their comprehension and, more importantly, the routes they took to come to the conclusions they
name strategies and use academic did.
vocabulary here, extending the lesson to I want my students to defend and challenge their posts and connections while also paying close attention to:
broader ideas.
 How they can implement the information in this text into their everyday lives
● Promote a community of
learners  What elements of this history is still prevalent today
● Listen actively and probe  What intellectual or ideological challenges did this raise as they read
thinking without evaluating or  What new information did they encounter when reading
telling them how you would do  Did the activity help them to make connections and visualize content
it. This discussion should be almost entirely student lead as they were the ones completing the activity. I will be
Summarize main ideas and identify there to move the conversation along and prompt their thinking with the above bullet points as needed. The
future problems that they would be able onus for discussion and furthering of student knowledge falls squarely on the students themselves in this
to solve using the thinking you have
portion of the lesson
discussed.
Instructional Materials, Individual copies of “A Different Mirror” by Ronald Takaki
Equipment and Technology Ebook and headphones for those that opt to listen
Attach a copy of ALL materials the Whiteboard
teacher and students will use during the Writing utensils
lesson; e.g., handouts, questions to Post-its
answer, overheads, PowerPoint slides, Whiteboard markers
worksheets. List equipment or
Exemplar reading (for warm up)
technology that needs to be available.

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