Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Ashley Perzenski
# of Students: n/a

Date:
Age/Grade Level: 9

October 27 2014

Cycle:

Content Area: English

Unit Title: Internal and External Character Traits

Lesson Title: Differentiation in Reading
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
Students utilize multiple literacies in order to fully understand a text
Students understand the use of performance in comprehension of a play
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
c) Describe students prior knowledge or focus of the previous learning.
Students will have completed some of the reading of the play at this point. They will have a basic understanding of the components of a play and the definition
of a parable. This lesson will introduce a specific scene using multiple literacies to enchance student understanding.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
This lesson will be assessed through participation orally, visually, and actively. This day of lesson will focus on helping students understand difficult portions
of the text and turning points in the action which help define the theme they will need to discuss in their final assessment.
e)

Describe the characteristics of your students identified in section a of Task A-1Critical Student Characteristics, who will require differentiated
instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
Students of different learning levels may benefit from the inclusion of differentiation in terms of multiple literacies.

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):

Prior knowledge related to the understanding of action and inflection in a play (such as the parable) will be triggered through having the students watch scenes
acted out as well as being given opportunities to act them out on their own and imply their own inflections.

Lesson Objectives/
Learning Targets
Objective/target:
Students will perform sections of the text
and discuss how acting and personal
inflection have altered their ideas of
themes and characters in the text

Assessment
Assessment description:
Two different groups of students will be asked to
perform pages 28-34 of action in the book. They
will then be asked to reflect in writing how seeing
the performance (or acting it out) enhanced their
understanding of certain aspects of the plays
central plot as well as character development,
theme etc. after each performance. They will
reflect on how tone, movement and inflection alter
their understanding.
Assessment Accommodations:
This system of acting out scenes will
accommodate students who comprehend material
better by "doing" or "seeing"

Objective/target:
Students will view a professional live
action version of the text and compare its
performance to their own in terms of
comprehension and understanding.

Assessment description:
Students view movie clips of "Doubt" and analyze
how seeing the professional production enhances
their understanding and comprehension of the text.

Assessment Accommodations:
This aspect of the lesson imposes multiple

Instructional Strategy/Activity
Strategy/Activity:
Two different groups of students will be asked to perform
the same section of "Doubt" from pages 28-34. After each
performance the class will be asked to write a short
reflection on how the iflections, movements tone etc of the
actually seeing the action enhanced their understanding of
the themes, characters and plot. Those who have acted will
be asked to make the same reflections in regards to their
participation of acting it out.
Activity Adaptations:
This activity will appeal to students who enjoy "doing" in
order to learn or enjoying hearing and watching as opposed
to silent reading. Many students will enjoy participating in
the action in order to optimize their retention and
comrehension
Media/technologies/resources:
No media or technology is used in this actvity. Students and
their voices and bodies are the resources used, along with
their copies of the text.
Strategy/Activity:
Students will watch the same section of the movie as they
just performed. They will be asked to reflect on differences
and similarities between their class' version of the action
and the movie. They will also be asked to reflect on how the
viewing of this film clip enhanced their understaning of
plot, characters or major themes of the play.
Activity Adaptations:

literacties as a tool for enhancing retantion and

understanding of students.

This activity is adapted to those students who benefit most

from viewing structured action as opposed to reading it
silently or simply hearing it read. Using multiple literacies
adapts this activity to different types of learning than the
traditional read and respond techinque used in many
classrooms.
Media/technologies/resources:
A copy of the movie will be displayed on whatever form of
projection/ smart board technology is avaliable.

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
Before: Students will come to class having read and annotated the assigned section of reading that will be analyzed in class. This is a very traditioal classroom
model style of the lesson
During: Students will be asked to both act out and view sections of the film covering a brief scene which was part of their desired reading. Introducing the text
in the style of multiple literacies helps engage students who understand and retain information easier through "doing" or "seeing". Depending on a students
ability different literacires can help clear up ideas that were once unclear when just reading the text silently or having it read to them. Often times seeing things
in live action and hearing intended inflections can help a student to better understand character traits, themes, and major plot turning points created by the
author.
After: Students will be asked to reflect on what they have scene. Students will be asked to write about how seeing the text performed by their classmates
changed or enhanced their understanding of the text and why. They will be asked to make the same reflections regarding the viewing of the film clip. They will
also be asked to recognize differences and similarities between tone and inflections in their class performed version and the professionally directed film version.
They will be asked to discuss how these simmilarites and differences effect their understanding of characters, themes and plot points as opposed to a traditional
reading of the texts.