Lesson Plan #3: Challenges for Esperanza Describe the This semester am completing my third observation at !

otre "ame context: (Students, #iddle School which is located on #ilwaukee$s south side. am grade level, geographic observing a class of %& female students who come from a 'ispanic location, community background. and school population, socio-economic profile, #ilwaukee$s south side is known to be the home to the city$s 'ispanic population, along with people of other backgrounds who also populate school culture, the area. (erhaps more noticeable than the ethnicity of the community availability of is the socioeconomic status. The ma)ority of the neighborhoods technology, content, learning styles, ethnic between !ational *venue and +incoln *venue (from !orth to South) and ,nd Street to -.rd Street (from /ast to 0est) e1perience the effects breakdown, special needs, . . . Be detailed) of urban poverty. 0orking with this community as a youth retreat coordinator and as a high school teacher for five years, knew coming into this observation site that children in this neighborhood face incredible challenges. The word 2incredible3 applies to this situation most accurately when it is understood as 2hard to give credit to the truth.3 The truth is that many of these students come from homes where parents work one, two, or maybe even three )obs at any hour of the day. The truth is that many of these students come from homes where depression has marred any sense of control, and alcoholism or drug abuse has entered in the place of values )udged as idealistic or as some might think4 the values of the 2white middle class.3 The truth is that violence permeates social interactions in words and action. *s challenging as each of these truths is to internali5e, perhaps the factor that leaves the greatest wake in this community, connecting its norms and values with those of almost all other communities that have been a part of during my lifetime, is gender. The 'ispanic culture is known for 2machismo,3 the domination of men over women. 6ecogni5ing all of these realities, !otre "ame #iddle School seeks to empower its female students. The school culture is mission-driven7 that is, the school is grounded by a vision that goes beyond rote mathematics or historical timelines. The school$s leadership hopes that students and faculty alike enter this school with a desire to grow in knowledge as well as in character. The content follows state and national standards as well as the *rchdiocese of #ilwaukee7 in addition to #ath, Science, +iteracy, and Social Studies, students also take a 6eligion class.

Mara Brandli for Esperanza Learning Goals/ b!ecti"es 8ontent Standards (88SS) *ffective 9b)ectives4 (related to student attitudes and values7 think dispositions) 8ognitive4 (related to the mastery of knowledge4 think Bloom) :or help please go to
2Bloom$s Ta1onomy of +earning "omains3

Lesson Plan #3: Challenges

; CCSS.ELA-Literacy.RL.6.3 Describe how a particular

storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
; CCSS.ELA-Literacy.RL.6.5 Analyze how a particular

sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

; Students Will Be Able To: ; SWBAT determine a main idea of text. ; SWBAT analyze a particular chapter and how it

contributes to the development of plot.

; SWBAT display engagement while independently

reading.

Pre#$ssess%ent: $ssess%ent (8riteria < +ook :ors7 'ow will you assess learning= 0hat will you do to know if the students have met the ob)ectives=)

Lesson Plan #3: Challenges for Esperanza *dmit slip (pre-assessment)4 ; 0hat is Esperanza &ising about= ; 0hat is plot= (events that make up a story) ; 0ho is the main character= #otivational activity4 will ask the students to complete one side of the guided reading worksheet. 9n the side that students will complete as a pre-assessment, students will be asked to write down three challenges that they currently face in life as a student or a family member.

To assess learning, will observe students$ reactions to the activity. 0hat 6ubrics orwill look to see that students are on task (no talking with a neighbor) other scoring scales and are motivated (sitting up straight, pencil in hand) to complete will be used= assignment and to learn. Students$ Self- 0hile students are reading independently, will circulate the room to *ssessment assess whether students have met the ob)ectives. will look to see that students are writing down challenges that the protagonist faces in the chapter. will also make sure that students are writing a higher-level >uestion that begins with 20hat if...3 Students will be paused every five minutes to stop reading, to think, to write a challenge, and to write a 20hat if3 >uestion. /1it Slip4 0hat event is the biggest challenge for /speran5a in this chapter=

-'ow do challenges affect an individual$s or a character$s personality= End'ring (nderstanding/Ess ential )'estion*s+: (0hat are the big ideas= 0hat thought provoking >uestion(s) will guide the lesson=)

Mara Brandli for Esperanza ,nstr'ctional Proced'res Learning -trategies: (Be sure to include specific strategies to develop literacy of content) ntroduction (re ('ow will you motivate, activate prior knowledge, what will be your hook= . . .) "uring "emonstration

Lesson Plan #3: Challenges

./ *dmit slip before beginning 2+as 8ircuelas3 chapter in Esperanza

&ising4
; 0hat is Esperanza &ising about= ; 0hat is plot= ; 0ho is the main character= ,. #otivational4 0rite down four challenges that you currently face in

your life as a student or as a sister<daughter. (? min)

.. "emonstration4 8omprehension Strategy - Think aloud4 @uestioning

events that include challenges by saying 20hat if...3 Teacher will ask a student to read the first page of the chapter aloud. 0hile student is reading, teacher will pause the student at the first event that includes challenge for the protagonist. 9n the worksheet provided, teacher (and students) will write the challenge. Then, teacher will create a 20hat if...3 >uestion that allows the reader to think about what could have happened if the challenge would have been different, non-e1istent, etc. Then, for students who finish >uickly, write a hypothetical answer for the 20hat if...3 >uestion. (? minutes)
-. (articipation4 Teacher continues reading aloud. Teacher asks a

(articipation

student to locate a second challenging event and the class to write a 20hat if...3 >uestion. (%A minutes)
?. (ractice4 6eading independently for two sets of five minutes,

(ractice

students will finish reading chapter and identify two more challenges and write two more 20hat if...3 >uestions. (%?-,A minutes)
B. "iscuss challenges if time remains.

8losure (ost /1tension

C. /1it slip (, minutes)

Time (Total and Specific)

.?--A minutes

-t'dent $cco%%odations Differentiation/Pla nning for ,ndi"id'al 0eeds *,EP goals if 1no2n3 &t,3 learning st4les+:

Lesson Plan #3: Challenges for Esperanza n conversations with my cooperating teacher, have learned that this reading group is already differentiated from the entire Bth grade class. This reading group is advanced, and there is not a student with an /(. differentiated the lesson by including three components in the 2Think *loud3 strategy. :irst students must locate a challenge. Second, students should create a 20hat if...3 >uestion. Then, for students who finish >uickly, students may write a hypothetical answer to their >uestion. :or students who are less e1troverted, will make sure to circulate the classroom and ask if they have any >uestions since it$s possible that they would not have asked in front of the class.

&eso'rces and 0riting utensil, loose-leaf paper, Esperanza &ising, worksheet Materials: ( nclude technology where applicable<available<ap propriate)

&eflection *5hat theor4/theorists are 4o' 'sing to g'ide 4o'r practice/planning of this lesson6+

+eo Dygotsky$s theory of the 25one of pro1imal development3 and the 2Eradual 6elease #odel3 guided my planning of the Think *loud strategies. Before students can think on their own while reading, with the hope of e1tracting meaning from a te1t, must begin by demonstrating the practice of 2Think *loud.3