Concordia University Chicago College of Education

Teacher Candidate: Abi Bueltmann Subject: English Central Focus: (Content of the lesson)Of Mice and Men Grade Level(s):Sophomore

Lesson Plan Design 2013

Date:9/15 Course for which the Lesson is developed: Educ-1070 Classroom Teacher: Time allotted:5x50 min class periods

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references Social Cognitive Theory: Albert Bandura Learning is an information processing activity resulting from interactions among behaviors, environment, and student factors.(pg. 42, Albert Bandura)

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Students may have trouble identifying themes, and may not completely understand the concept. I will be sure to explain it thoroughly and ask questions to make sure they understand

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Lesson Plan Design 2013

Goal 1.B.4a-Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources. Goal 2.A.4a-Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) Have a class discussion on the time period around the Great Depression and how it influenced literature: Note participation in discussion (i.e. who participates, how much) Have students list off themes, as a class, that they assume would take place in that sort of literature

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. -Vocabulary(academic language) -Be able to identify themes in book -Be able to identify allusions -Be able to work in groups effectively to present to the class

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. -A discussion prior to the lesson to see how much students know about the material -A presentation after the lesson, presented in groups to see how well the students can meet the objectives -must include: at least one vocab word with meaning, an example of an allusion in the book, and one theme that presented itself in the novel and why they feel that way

B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): Hand out a paper/syllabus thing that explains what students are expected to have learned by the end of the lesson, along with key terms they should know and letting them know that at the end of the lesson they will need to give a PowerPoint/prezi presentation to the class to assess what they have learned C. Instructional Sequence: 1. Make a PowerPoint/prezi presentation including information about the author, the time period the book was written, and key terms that will be used 2. Hand out books 3. Reading in class for about 30 minutes, allowing time at the end of class for discussion, and assignment-do this for only 2 of the class periods 4. Assign extra readings at home if needed 5. Have the book finished by the beginning of the 4th class 6. Spend the 4th class period discussing the presentation that will be due the next class, forming groups who will present together, and giving students time to work on it in class and ask any questions that may arise 7. Student presentations D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Class time reading will be aloud, as a class. Desks will be arranged in a circle, facing in, allowing students to be able to hear each other more easily and better interact, especially for discussions E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

groups?) They will be able to interact during class reading and discussion time and they will be given the opportunity to work in groups for the final assessment presentation. I will allow them to pick their own groups so that if they do happen to be fooling around then it will be on their own shoulders, and affect their grade. F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) Students will need to make a presentation, using PowerPoint or Prezi or another system like those and it must include the following: At least one vocab word with the definition An example of an allusion in the novel A theme that they found present in the novel A way in which this theme was presented How the theme relates to the time period or the author And a general explanation of the theme (i.e. significance, opinion)

Lesson Plan Details Instructional Materials: Of Mice and Men for everyone in the class, a PowerPoint or Prezi presentation ready, objectives handout, ensure that students have a flash drive or way to save presentation Use of Technology: Computer lab on day 4, projector on day 5 for presentations Safety in the Physical Environment: Allow students to only look on trusted websites, walk around the room to make sure students arent on sites they shouldnt be, have them use computers in groups so less computers are used and it will be easier to tell if they are look ing at something they shouldnt. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. The academic language will be in the presentation at the beginning of the lesson, on the objectives handout, and we will discuss the terms aloud and apply them to the novel to ensure understanding

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Theme Allusion Idiom

Describe the Evidence that Students know and use Academic Language appropriately: They will need to have discussions in class that utilize the academic language, and be able to

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) A discussion at the beginning of the lesson to assess what they already know, informal discussions during classes to make sure they are following along and
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

understanding, and a presentation at the end of the lesson to ensure that they have met the learning objectives Diagnostic (Pre-): (Formal or Informal)Informal- Discussion at the beginning of the lesson, discussing the Great Depression, how it affects literature of the time, and what types of themes may be visible in such literature Formative: (Formal or Informal)Informal- In class discussions during/after class reading, to make sure students are following along and understanding/retaining the information Reflective: (Formal or Informal)Formal- A presentation to display their knowledge with specific guidelines Summative: (Formal or Informal)Formal- A test at the end of the semester quizzing the students on all knowledge learned throughout the semester including this lesson Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Process- Do the as much as a class, moving at a pace that works for everyone discussing the materials as we go along so that it is well understood Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Student Interest- Try to make it interesting for all the students by relating it to their interests

Analyzing Teaching (Reflection): To be completed after the lesson is taught A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)

B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Clearly state each change you would make. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.