Vanessa Matusin
LTM 640: Adolescent Literacy
Field Observation Lesson Two
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
strives for 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-
Vanessa Matusin
LTM 640: Adolescent Literacy
Field Observation Lesson Two
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 The students have had one previous
you done to know that the student(s) need to introduction to citing evidence. We will first
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 cite evidence from a
text to develop their own perspective in group
discussion.
Affective Objectives: Students will develop the
understanding of needing evidence to support
their claims.
Cognitive: Understand and Apply Students
will understand the need for evidence in a text
and apply that in a group discussion format.
do an anticipation guide, to help students use
their prior knowledge and incorporate that into
a discussion.
I will assess student learning during our
discussion of the material, as well as a
Vanessa Matusin
LTM 640: Adolescent Literacy
Field Observation Lesson Two
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, . . .)
formative assessment which will tell me how
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.
Why is evidence important?
How does evidence help us shape our
perspectives?
Our reading strategy will focus around the
strategy of an anticipation guide. The
anticipation guide will be used for multiple
functions. First, it will engage the students
interest, as they begin to think about their own
experiences. Second, it will activate prior
knowledge about the content. Third, it will
provide students with the opportunity to think
about their own perspectives in preparation for
a group discussion.
The other strategy used is a double diary entry.
This will help students organize the evidence
that they find within their text, while
simultaneously helping them develop a
thoughtful inquiry into the connection of the
text to the claim.
Vanessa Matusin
LTM 640: Adolescent Literacy
Field Observation Lesson Two

Hook (5 minutes):
Students will be given an anticipatory guide.
They will be asked to carefully read each
statement and decide if they agree or disagree.
After each statement has been answered, we
will have a short discussion about their
answers. The discussion will range from
helpful uses of cellphones to possible reasons
that cellphones may be a distraction to
students.
Students will be prompted to discuss a time
when cellphones were a distraction to someone
they know, with an elbow partner. Then, to
another partner, they will discuss a time when
cellphones were useful to get information. (4
minutes)
Lesson: We will review the criteria for
During effective evidence. Students will be prompted
Demonstration to read an article that discusses whether or not
cellphones should be used in classrooms. (This
is a hot topic for the students, because they are
not allowed to have their phones with them at
Participation
school.)
Students will be prompted to fill out a double
Practice diary entry. They must find evidence that
supports the claim Cellphones should be
allowed in classrooms, and also for the claim
Closure Cellphones should not be allowed in
classrooms. They then have two options
Post
where they can choose which claim theyd like
Extension to find evidence for. For the other category of
the double diary entry, the students will be
prompted to write down their opinions and
questions that come from the evidence. (15
minutes)

After they have filled out the double diary

entry, students will create their own claim, and
support it with two pieces of evidence that they
Vanessa Matusin
LTM 640: Adolescent Literacy
Field Observation Lesson Two
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?)
consider to be important. (3 mins)
Students will then participate in a discussion
where they will share their claim and evidence,
in response to other students evidence. (8
mins)
Google Forms Formative (5 mins)
Students will answer google forms questions
about the text as an exit slip (formative
assessment)
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.
- Anticipatory Guide
- Finding Text Worksheet
- Article
- Chromebook
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 evidence after they
read the text, with the intention of gaining and
more meaningful understanding of the
evidence through their discussions with each
other.
Vanessa Matusin
LTM 640: Adolescent Literacy
Field Observation Lesson Two

Alignment This lesson is aligned to the objective through

purposeful questioning, discussions, and
reflections of the text to create a deeper
understanding of the evidence.