Seaford School District, Seaford, DE

Lesson Topic:
10,000 Hour Rule and Persisting
Standards Addressed in this Lesson:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-
CCR text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Learning Goals/Target for this Lesson
Students will know Students will be able to do
 What the 10,000 hour rule  Apply the 10,000 hour rule to an area
entails of personal growth
 Various anecdotes of  Determine how the 10,000 hour rule
people who have applies to SAT testing
improved through practice
Lesson Essential Question: (What question—from your Student Learning Map and/or your Learning
Goals/Target and based on your grade-level standards—will direct and focus the learning in this individual
lesson?)

How long does it take for me to see notable improvement in my work?

Activating Strategy: (How will you hook students at the beginning of the lesson and activate and/or build
the necessary prior knowledge?)

Students sit in a circle.

Teacher will pass around a paper where students write down their name, a skill
they possess, and how many hours they’ve spent on it (an approximation).

Key Vocabulary to preview and vocabulary strategy: (What content-specific vocabulary will
students need to know in order to make meaning of the learning in the lesson and what strategy will you use to guide
students to understanding?)

Anecdote
Persistence

We will constantly refer to these two words throughout the lesson and reading.

Lesson Instruction: (How will you provide instruction and/or specific learning experiences which lead
students to the understanding necessary to respond to each assessment prompt? What will be the sequence of these
learning experiences? Does the level of thinking/learning required by the students increase throughout the lesson?)
Learning Activity 1: Read aloud Graphic Organizer: (What
graphic organizers or other

Adapted from Learning-Focused Lesson Plan (Next Generation of Learning-Focused) 1

Seaford School District, Seaford, DE
Students will sit in a circle and follow along as I organizational tools will you use to
help students organize their learning?)
read aloud. I am doing this to model inflection and
proper pacing.
During the reading, I will select short sections for
Students will use the skill
students to choral read.
and hour tracker organizer
to fill out their information.
Assessment Prompt for LA 1: Teacher will pause
and ask comprehension and discussion questions
throughout the text.
Learning Activity 2- What’s your skill?

1. Students will delve more deeply into their

skill.
2. Students must use math to calculate and
explain the hours they approximated.
3. Students must then analyze their progress at
the beginning, middle, and current levels.
4. Students will then answer questions to
connect the concept to the SAT.

Assessment Prompt for LA 2: (Is the level of

thinking/learning required by the students increasing as the lesson
progresses?)

Students are filling out their organizers and receiving oral

feedback from the teacher on correct ways to calculate
hours/

Summarizing Strategy: (How will students summarize what

they have learned as a result of the lesson to provide evidence of their
understanding, in relation to the lesson essential question? Examples:
Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.)

What does this have to do with persisting?

Students will share their answers from their graphic
organizer in small groups.
A few will be called to share whole group.

Adapted from Learning-Focused Lesson Plan (Next Generation of Learning-Focused) 2