Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
Describe the context: (Students, grade level,
geographic location, community and school
population, socio-economic profile, school
culture, availability of technology, content,
learning styles, ethnic breakdown, special
needs, . . Be detailed. Do not make casual
references, or surface level connects to
students backgrounds, interest, and
learning needs. Provide details on class
demographics, significant subgroups of
students with similar characteristics and varied
strengths (including personal cultural and
community assests. Identify their learning
needs. Identify their strengths, learning styles.)
Include the schools philosophy, vision and
mission statement. Explain how these affects,
or guides instruction in the classroom.
Our school is Carmen High School, Southeast
Campus. We are located on 25th and Oklahoma
and Milwaukees south side. The total
minority enrollment in 98%, predominantly
being Hispanic, bilingual students. 88% of
students are considered to be economically
disadvantaged.
Carmen High School believes that their school
culture is an integral part of the educational
journey. School spirit is high at Carmen, and it
offers a high standard of character
development. Students are required to self-
reflect on qualities such as Respect,
Responsibility, and Trust, and they score
themselves based on their own evaluation.
This provides the students the chance to
introspectively evaluate their own character
growth.
Each student has their own laptop that they are
required to bring with them to each class.
(Carmen operates on blocks of 90 minutes).
Each course designs lessons around the
students ability to use their laptops. Laptops
do not go home with the students. Many of my
students have indicated that they dont have
internet access at home, but they do have a 40
minute block built in each day for them to
complete online work during the school day.
The particular class I am teaching is an RTI
group for 9th grade students with a reading
level of 6th grade or lower. The students in my
class range from 4th to 6th grade reading levels.
Seven of the students are Hispanic (2 female, 5
male) and 1 student is an African American
male.
Carmens mission statement is: At Carmen
High School of Science and Technology, we
envision Students Achieving proficiency in
scientific inquiry, creative discovery, and
constructive problem-solving; professional-
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
Learning Goals/Objectives
Content Standards
Affective Objectives: (related to student
attitudes and values; think dispositions)
Cognitive: (related to the mastery of
knowledge: think Bloom)
For help please go to Blooms Taxonomy of
Learning Domains
Webbs DOK
Pre-Assessment: (What will you do/what have We have been working on getting an
you done to know that the student(s) need to understanding of plot and meaning from
be taught this information.)
Assessment
(Criteria / Look Fors; How will you assess
learning? What will you do to know if the
level skills in the uses of 21st century
technology; and admission to colleges that will
enable them to become civic leaders, authors,
artists, scientists, teachers, doctors, or
successful in any other family- and
community- sustaining career.
This mission connects to the lesson design of
the school because we integrate technology and
real-world experiences into our classroom.
Carmen hires teaching coaches for each teacher
to ensure that our lessons offer our students
rigor, student engagement, real-world meaning,
and student interest.
Standard: CCSS Reading Standards for
Literature Grade 9 . 1
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
Students will be able to use the elements of
close reading to gain a clearer understanding of
how to analyze and comprehend a text.
Affective Objectives: Students will develop a
desire to look deeper into a text to find
meaning.
Cognitive: Understand and Apply Students
will understand the need for analysis of text,
and apply the use of annotation to get a
meaningful read of a text.
informational texts.
I will assess student learning during out
discussion of the material, as well as a
formative assessment which will tell me how
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
students have met the objectives?)
What Rubrics or other scoring scales
will be used?
Students Self-Assessment
Enduring Understanding/Essential
Question(s): (What are the big ideas? What
thought provoking question(s) will guide the
lesson?)
Instructional Procedures Learning
Strategies: (Be sure to include specific
strategies to develop literacy of content)
Introduction
Pre (How will you motivate, activate prior
knowledge, . . .)
they have mastered the objective.
There is no rubric for this introductory lessons
assessment, but their responses will be scored
and data will be gathered electronically.
Students will take home a self-assessment and
complete for growthwork. We will turn in and
discuss during the next class period.
What is important about the authors decision
to use repetition in this poem?
What is the theme of this poem?
Why might the author choose to use the word
unalike instead of different?
Our reading strategy will focus around the
strategy of close reading. Close Reading
requires students to read a passage multiple
times, and annotate their reading to decide
words that they are unfamiliar with, have
questions about, or would like to discuss in
detail.
Hook (10 minutes): I will pass out oreos, and
let students eat one. The only requirement is
that they eat the entire oreo in one bite. Then I
will ask the students to describe what they ate.
I will record their answers on a large sheet of
paper. Next, I will ask the students to eat
another oreo, but this time I would like them to
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
Look at the cookie carefully.
Smell the cookie.
Think about the cookie.
Eat the cookie VERY slowly with your
eyes closed, thinking about every bite
you take.
Think about the texture and the taste of
the cookie while you are eating.

We will then record their answers for

texture, look, smell, feeling, favorite
part, taste.
This will help the students understand that
when we slow down and analyze the
component of ANYTHING we get a
During meaningful understanding of what it truly is.
Demonstration We can also talk about it in more depth.
Next, (20 minutes) I will instruct the students
to read over a poem Human Family by Maya
Participation Angelou. Then I will ask them to read it again,
and just like they did with the oreos, analyze
separate components of the poem. I will ask
Practice them to circle words they do not understand,
underline parts that they think are important to
the poem, and star words that are connected to
Closure other words.
Post I will model this for the first 2 lines of the
poem. (We will do this together)
Extension
After the students have read the poem, we will
discuss their annotations.
Participation: Students will work individually
to complete the annotations of the text. Then,
we will work together to discuss areas of
importance or confusion.
Students will answer google forms questions
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
Student Accommodations
Differentiation/Planning for Individual
Needs(IEP goals if known; PBIS):
Resources and Materials: (Include
technology where
applicable/available/appropriate)
Reflection (What theory/theorists are you
using to guide your practice/planning of this
lesson?)
Alignment
about the poem as an exit slip.
Students will take home a self-reflection and
be ready to discuss their answers for next class.
Students are all in RTI, grouped together for
their specific grade reading level. None of
them have IEPs, or need accommodations.
This lesson was designed to fit the needs of
their RTI.
- Oreos
- Large White Paper
- Markers
- Laptops
- 8 copies of poem
- Self-Reflection sheets
This lesson is created around Banduras social
learning theory. This is because the close
reading discussion will engage students to
learn from each others processes. They will
discuss their thinking and annotations after
they read the poem, with the intention of
gaining and more meaningful understanding of
the text through their discussions with each
other.
This lesson is aligned to the objective through
purposeful questioning, annotations, and
discussions of the text to create a deeper
understanding of the words and theme.