INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: Honors English 10 / 7th period / 49 minutes GRADE LEVEL: 10th

STANDARD STATEMENT:
Reading/Grade 9/K.I.D. #1: Cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

OBJECTIVE(S): - By the end of this lesson, students will gain a better understanding of the authors meaning by analyzing assigned reading portions through classroom discussion.

PRIOR KNOWLEDGE NEEDED: Students will need to have read the assigned material in order to effectively contribute to class discussion. Students will need a basic understanding of the events of the Holocaust, and how these events present themselves in the text. (See What do you know about the Holocaust?)

STUDENT PROFILE: - The students in this section seem to be slightly less adept in reading level compared to the second period Honors class; however, this section is generally more open to discussion and are more willing to contribute to the groups discussion without my direct intervention.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: In this section of students, there are two students who have mandated modifications but I do not feel they will impact this lesson in any way: - One student was diagnosed with dyslexia in 2nd grade, and as a result requires extra time on assignments and may need directions repeated. According to my cooperating teacher and Interventionist, this student has been largely exited from her IEP, though it is still on-record. - The second students modifications require that I provide printed copies of all class notes, and that I allow extra time on assignments. Neither of these modifications should impact this lesson.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: At the beginning of classes devoted to whole-class discussion, I usually open the floor with a few very general questions meant to give students the opportunity to share specific scenes or lines they felt were very significant, resonated with them personally, or seemed to be the most important and dramatic: o How do you feel about the assigned reading? o What about it struck you or is most vivid in your mind? o Are there any other observations or feelings anyone would like to share before we begin? I feel that allowing students the opportunity to share their most pressing thoughts and ideas serves several purposes. First, it helps students get settled in the proper mindset for discussion. Second, it clears away any preliminary comments or observations the class may be eager to share before forgetting. Thirdly, I think this starts to break the ice and allows students more comfort when I start seeking specific answers in other words, it helps get the entire class involved with the discussion before we even begin.

INSTRUCTIONAL STRATEGY STRATEGY#1 Whole-class Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING The grouping for this instructional strategy is the entire class. I plan to use this grouping throughout most of our exploration of the text because it allows for the greatest contributions of observations and feelings from the group. In a smallgroup setting, some contributions may be lost because the grouping is too small. When exploring concepts, authors meaning/intent, etc., it is preferable that the entire class receives the input from their classmates and myself while discussing the guiding questions and the text overall. I do plan on utilizing small-group discussion in the future, but while working through the discussion questions, a whole-class grouping is preferable. IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE
Meaning Characterization Plot Language choice Tone Reading for main ideas Message Authors intent

PRE-ACTIVITY (ADVANCE ORGANIZER) Reading Quiz: At the beginning of class, I will administer a short quiz that will both assess the number of students who carefully read the assigned material, as well as foreshadow some of the more important concepts I plan to cover during the discussion. This quiz is listed as a pre-activity because I want to administer it before doing anything else even before the student engagement technique; otherwise, I assume many of the intended quiz questions will be answered by the preliminary sharing of thoughts and feelings regarding the assigned reading. ACTIVITY/PRESENTATION Whole-class Discussion: Though the discussion will be guided throughout the period by the ordering of the discussion questions in the study guide, this discussion will be very flexible

in that it allows for follow-up questions, new questions posed by students, and responses to other students contributions to the forum. Students are encouraged to look to specific lines or paragraphs in the text to confirm the answers to the questions; they are also encouraged to provide specific pages or locations for reference when making observations or providing textual analysis. Once the discussion comes to a natural lull, I will continue to the next discussion question.

POST-ACTIVITY/APPLICATION Once the classs discussion has progressed through all the questions connected to the assigned portion of the text, I will encourage students to review their answers to the discussion questions and make some changes if necessary, according to the observations and analyses posed by other students. CLOSURE In closing, I will pose a concluding thought or something to look for to transition the class into becoming engaged with the next assigned reading portion. I also review what the class needs to prepare for next one or two days, then allow any remaining time in the period to work on answering discussion questions or for making progress in the text.

REFLECTION