Lesson Plan Instructor: Maggie Paloucek and Erin Mueller Topic: The Slave Across the Street Subject:

English Check box if part of a larger unit: Where does the lesson fit in: Begin __ Middle __ End Duration of Lesson: 60 minutes Grade: 12th grade Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher______ volunteer _____ Lesson Objective/s: CC 11-12 Reading 3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. CC 11-12 Writing 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant purpose and audience State Standard/s: ^^ ELD Standard/s: N/A Formative Assessment/s: Checking for Understanding, Monitoring student progress. Summative Assessment/s: To provide multiple means of expression, Students will be given a choice of assessments. They have the option of writing/typing a chapter of their memoir, creating a podcast or video, etc. Anything that is not finished in class will be assigned as homework.

Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity) In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners? This is a senior (12th grade) English Literature classroom. There are a total of 25 students, 13 girls and 12 boys. This school is located in rural Illinois, and there is not a wide range of diversity, except for the three ELL students, Jorge, Shen, and Elaine, who have recently immigrated to the United States. For them, comprehension while reading is difficult, but oral communication helps their understanding. Their lessons are often adapted to include options to read aloud their work or exams to the teacher outside of the classroom. Another student, David, has dysgraphia, therefore, his handwriting is impossible to read. There are computers in the back of the classroom that he can utilize to type up all of his work. All lessons are adapted to fit the needs of these students based off of their IEPs. The area that feeds into this district has a low socio-economic status and has major problems with drug abuse, especially meth. A few students in the class have parents who are addicted to meth, and as a result, these students are forced to take care of their own parents in a role reversal situation. A few students have parents who do not value education and pull them out to go hunting or help out on the farm. Several students are expected to have jobs outside of school. Only a few students have plans to pursue education after high school. About half of the students come from traditional family structures of married parents, and the others lived in homes with divorced parents.

IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus.

Small Group / Individualized Instruction (< 5 students) Student(s) Shen IEP Goal/Objective (standards based) Shen needs to be able to do the following activities on a daily basis in order to be successful in the classroom: Engage in classroom discussion and activities with peers, participate in any group projects, complete class activities and take notes on material. His IEP also includes the following accommodations/modifications: extended time for exams and writing activities, extra scaffolding for writing assignments (provided outlines and other supports), access to an ELL teacher for additional support. Elaine needs to be able to do the following activities on a daily basis in order to be successful in the classroom: Engage in classroom discussion and activities with peers, participate in any group projects, complete class activities and take notes on material. Her IEP also includes the following: extended time for exams and writing activities, extra scaffolding for writing assignments (provided outlines and other supports), access to an ELL teacher for additional support. Jorge needs to be able to do the following activities on a daily basis in order to be successful in the classroom: Engage in classroom discussion and activities with peers, participate in any group projects, complete class activities and take notes on material. His IEP also includes the following: extended time for exams and writing activities, extra scaffolding for writing assignments (provided outlines and other supports), access to an ELL teacher for additional support. David needs to be able to do the following activities on a daily basis in order to be successful in the classroom: Take extensive notes on all materials and complete any written assignments. His IEP also includes the following: technology accommodations as an alternative to writing, printouts of any PowerPoint slides beforehand, and abilities to exchange written assignments for oral assignments.

Elaine

Jorge

David

LESSON PLAN & PROCEDURES

Lesson Ele- Identify Formative Assessment as it occurs in the lesson ments
Lesson Introduction (connect & build background knowledge) Time What are the What is other students do- adult doing? ing? Check Materials for Understanding

1. Think-Pair-Share Activity: The warm-up question will be displayed on the 10 2. 3.

Lesson Body Direct Instruction

1.

The students will The other teacher As the teachers ask The following be participating in will be assisting questions through- materials will board when the students walk in: "Based on The Slave Across the the class discus- the ELL students out the entire les- be utilized for Street, what are the key elements of a memoir? sion and the writ- and David in work- son, they will use the entire lesStudents will record their answers, and afterwards, share their answers with ing activities. ing on the different student answers to son: Chalka partner. activities and dis- gauge their level of board, marker, The teacher will conduct a class discussion about how Theresa Flores concussions. He or she understanding. paper, computstructs her own memoir in The Slave Across The Street will also explain There will also be ers, a. What answers did you guys have for the question "What are the their modifications moments where the projector, aukey elements of the memoir?" What information does the author to their memoir teachers will ask dio recording choose to include or exclude in the text? How does she determine projects. When for questions or device, what stories or events to include in her memoir? How is writing a they begin work on feedback from the video recordmemoir different than writing in a diary? the memoir, the students to again ing device, teacher will assist gauge their level of The Slave The teacher will then hand out the "My Memoir" handout, which gives the 10 min. The students will them with the tech- understanding of Across the nology and creat- what they are sup- Street, and be asking any directions for the activity that the students will be completing: a 3-4 page questions about ing their memoir. posed to be doing the project chapter of their own personal memoir. The chapter should focus on one handouts. the assignment significant event in the student's life that shows how they became who they that they have. are today. min.

a. Jorge will receive a modified packet which informs him that he

can use the computers to type up his chapter instead of handwriting it. b. Bum Sou and Denise will receive a modified pack that informs them that they can create a video of themselves or a video montage for their memoir. The video should be about 3 minutes long. c. David will receive a modified packet which informs him that he can create a podcast to create his memoir. The podcast should be about 3 minutes long. The teacher will then do a modeling activity to help students further under- 10 min. stand how they should go about writing their chapter. Projecting her computer to the board, the teacher will begin writing their own chapter. The teacher will demonstrate their prewriting process and converting the timeline of the event into the story by writing the first paragraph to show students how they should get started. The teacher will then have students critique the first paragraph, stating what they like or do not like and seeing how it follows the elements of the memoir. The teacher can then field questions from the students about their own memoirs.

Guided Practice

1.

The students will then observe the teacher's modeling of the memoir writing and critique/praise the teacher's first paragraph.

Independent Practice

1. The students will then write the first paragraph of their story, following the 15 min. The students will 2.
model of the teachers if they choose They will then be paired with another student as an initial check of their memoir, giving them constructive suggestions and praise. The following discussion questions are listed on the handout to help facilitate their discussion: a. What do you like about the opening paragraph? Where could they improve their story? b. Is the introduction engaging? c. Is there a distinct voice of the author? d. Does the author give any indication to the event in the chapter or is the reader left in suspense? Students will be given the rest of the period to work on their chapter. The students who require technology to work on their memoir will be provided to them. The teacher will be going around the classroom answering any questions students may have and checking to make sure that the students are incorporating the key elements of the memoir. Students will be given the rest of the period to work on their chapter. The 10 min. students who require technology to work on their memoir will be provided to them. The teacher will be going around the classroom answering any questions students may have and checking to make sure that the students are incorporating the key elements of the memoir. In the last 5 minutes of class time, the teacher will conduct a class discus- 5 min. sion, asking what problems or issues the students are encountering when creating their chapter. Either the other students or the teachers can then give advice to the those students about their writing.

participate in the writing activity and then do a peer editing of the first paragraph of their story.

3. 4.
Extended Practice

1. 2.

The students will create their memoir and asking for additional help if needed. The students will share their struggles in writing their memoir and offer advice to other students going through their own issues.

Lesson Closing

1.

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All All students will participate in classroom activities and create one chapter of their memoires Some Some students will write out their chapter while others utilize other ways to create the story.

Few

Jorge (ELL, Spanish) will type his chapter using the computer in the back of the room, Shen and Elaine (ELL, Chinese) will create a video montage of their chapters, and David (dysgraphia) will create a podcast.