Lesson+Plan+Five

**Lesson Plan 5 – Revisit** ( [|Lesson Plan 5 - Revisit.docx] ) 7th grade Integrated Language Arts. 20 students total, six with IEPs (two Sp.Ed. aids join the class). The class is tracked and is one of the lower groups based on achievement, there are a few students who are very motivated. There are more females than males, and as a whole they have fairly reserved personalities. ||
 * **Class Description**

Learning from Experience || **Lesson Topic** Personal Connections || **Type of Lesson** Developmental || **National Content Standard/Voluntary State Curriculum Standard** NCTE 2 – Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * **Unit Title**

VSC 3.6 - Analyze important ideas and messages in literary texts ||

Students will have read the short story, “Thank You, M’am” and done a pre-reading activity that asked them to describe a personal experience similar to that of Roger in the story. ||
 * **Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)**


 * **Lesson Objective(s):**


 * Objective 1 –** Students will draw on their own experiences to relate to Roger in “Thank You, M’am” in order to make personal connections with narratives. ||


 * **Assessment(s):**

Students will return to their pre-reading activities and make connections between their own experiences and Roger’s.
 * __Assessment for Objective 1__ –**


 * Is this a formative or summative assessment?** formative


 * Would you characterize this assessment as a traditional or performance assessment?** performance


 * Why did you select this assessment strategy to measure student learning?** I chose this strategy to promote the concept of reflecting on previous work. Also, this will help students retain the lessons from “Thank You M’am” better because they will have made personal connections. ||

Students will need any notes from the story and their earlier paper Graphic organizer || = = Students with IEPs will be given this assignment ahead of time. They also will have the assistance of Special Education Instructors and the general education teacher if necessary. ||
 * **Materials Needed for Lesson**
 * **Adaptation for IEP Student(s)**


 * **Incorporation of Technology (if appropriate)**
 * If you are using a website, type in the website citation.** ||

= =

=Lesson Development =
 * <span style="font-family: 'Times New Roman',Times,serif;">**Teacher**

All week we’ve been working with the story “Thank You, M’am.”
 * Drill/Motivational Activity –**

Today we’re going to revisit the first assignment we did for this unit, the personal narratives.
 * Transition**

I’m passing back the responses you all wrote earlier this week. Take a moment to reread what you wrote.
 * Activity 1 –**

Now we’re going to look again at “Thank You, M’am,” but this time we’re comparing it with what you wrote.
 * Transition**

I’m passing out a graphic organizer that will help you compare the two pieces. On one side, write the main points about your piece and on the other, about “Thank You, M’am.” Focus more on the reasons behind the actions, not just what happened in each situation.
 * Activity 2 –**

After you have completed the bottom two boxes, in the top, write any similarities that you see in these situations.

Now that you have a basis of understanding about your own text, I would like you to pair up and share with each other.
 * Transition**

//Students move to work with partners and discuss findings//
 * Activity 3 –**

Were there any similarities you found between your experience and Roger’s? What about your partner?
 * Summary/Closure/Revisit Objective**

//Have a group discussion over whether Roger was right or wrong to take the pocketbook.// || <span style="font-family: 'Times New Roman',Times,serif;">**Students**
 * Safety Valve**


 * Anticipated Responses?**

//read//


 * Anticipated Responses?**

//Fill in graphic organizers// || <span style="font-family: 'Times New Roman',Times,serif;">**Time**


 * 6**


 * 5 (11)**


 * 3 (14)**


 * 5 (19)**


 * 5 (24)** ||

In the future, I could provide students with more specific guidelines for what to look for when comparing the pieces. This could include a specific checklist of items instead of a blank organizer. ||
 * <span style="font-family: 'Times New Roman',Times,serif;">**Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?**