UMF Secondary Education Lesson Plan Template

Name: Program: Secondary Course: Practicum (EDU 222,

Kali Hopkins Education EDU 223, SED 220)

Lesson Topic / Title:

Animal Farm -- Seven Commandments

Lesson Date: Lesson Length: Grade/Grade Range:

(Lesson # in your unit sequence) Two 80 minute class periods Freshman, Sophomores
1/6

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings​.

Learning Objective(s) Instructional Decisions / Reasoning

(Write learning objectives that are clear, attainable, measurable, (In bulleted form, identify your reasoning or why you
observable and age/content appropriate. They may be from Stage 1 chose these objectives. How are they content, age
and/or they may be more detailed ones specific to this lesson. They must and lesson topic appropriate?)
align with targeted standards and conceptual understandings. If you have
any additional objectives for particular students related to IEP goals, you
By reading chapters one and two in-class
can include those here too.)
students will begin to see how and where
George Orwell uses literary devices
-Students will identify where different literary devices can
within his work. They will need to analyze
be found within the novel (hyperbole, figurative language,
texts in order to understand the allegory
idiom, imagery)
between ​Animal Farm ​and the Russian
-Students will be able to describe what makes complex
Revolution. These chapters give the
characters within the text (Old Major)
different characters’ perspectives, so it
-Students will discuss the different perspectives of the
allows students to see how each
characters
character begins to develop.

Content Standard(s) Instructional Decisions / Reasoning

(Identify the relevant content standards (CCSS, MLR, ISTE, other) and (In bulleted form, why did you choose these
discipline-specific standards (mathematical practice, ELA literacy, anchor, standards?)
cross-cutting, other). Align objectives with content- and discipline-specific
standards.)
The first standard I chose the seven
- ​Determine the meaning of words and phrases as they are commandments can be used and an
used in the text, including figurative and connotative example of how the author uses
meanings; analyze the cumulative impact of specific word figurative language within the novel,
choices on meaning and tone (e.g., how the language which is the main focus of this lesson
evokes a sense of time and place; how it sets a formal or plan. Depending on how the
informal tone). ​CCSS.ELA-LITERACY.RL.9-10.4 commandments are phrased and what

-Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are
made, how they are introduced and developed, and the
connections that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.
vocabulary is used within them, affects
those under them.
The second standard relates to the class
discussion that will be going on while the
first two chapters are being read out loud
to the class. Students will need to
analyze the different events that have
occurred so far within the text, along with
making connections between the
different events.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessments Instructional Decisions / Reasoning

● In bulleted form, list at least one assessment for each instructional ● In the bulleted form that aligns with
objective. assessments on the left, state whether the
● At least one of these assessments should come from your Stage 2. assessment is formative or summative and
● Put a brief description of each formative and summative assessment what type of assessment it is: pre-, self-, peer-
for this lesson here; the full description in the teaching & learning or teacher-.
sequence. ● What are the differentiated ways students can
demonstrate their understanding of the learning
1. Discussion as the class reads chapters one and objectives?
two out loud. ● What accommodations, modifications, or
extensions in the assessment are you using?
2. Class discussion about how the seven ● What data will be gathered (prior knowledge,
commandments within the novel have affected the skill level, potential misconception,...) and how
animals living there and how the phrasing of the will it be used to give feedback to students and
make decisions about further teaching?)
commandments can change the way they are
interpreted.
1. A class discussion as we read
3. Students will create two of their own
out loud allows me to know that
commandments and share with the class
students are paying attention.
4. As a class, we will pick seven commandments and
(teacher, formative)
consequences that we will put on a poster and
a. students will be given
follow for the rest of the unit.
participation
5. Individual conferences as needed
points or something
similar based on how
they participate in the
discussion. (teacher,
formative)
2. Talking about the seven
commandments and how they
can affect those animals/the
phrasing of the commandments
allows me to know that students
can begin to acknowledge how
phrasing and word structure can
 determine how something is
interpreted. (teacher, formative)
3. Having students create their own
two commandments, allows me
to know that they grasped the
concept of how laws affect
people. This is an opportunity for
peer feedback in a relaxed
space. (peer, formative)
4. Picking out the seven
commandments as a class will
allow me to know that students
understand how laws work and
that there are consequences
when one breaks a law. (teacher,
formative)
5. As I identify any students who
are not grasping the concepts by
this point, I will have a chance to
meet with them and help clear up
misconceptions. (teacher,
formative)

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, and/or Instructional Decisions / Reasoning

Technology (In bulleted form, describe how these materials,
(What teacher and student materials are necessary for this lesson to be resources, and technology are relevant, accurate,
implementation ready? In bulleted form, list handouts, types of appropriate and accessible to the learners. Include
manipulatives, varied texts, models etc. Describe how technology how you addressed students with disabilities,
augments learning or assists in planning this lesson and what specific language needs or giftedness.)
technology is necessary for this lesson, when applicable.)
● I am giving students the option of
● Animal Farm by George Orwell having either a physical copy of
○ Either physical book or ​online version the book or an online version. I
● Laptop (if they chose the online version of the choose to do this because some
book) students have visual
● Paper impairments and would prefer to
● Writing Utensils listen to the novel, or if the
● Poster student just retains information
● markers better when it is read out loud by
speech-to-text this is also option
for them. Letting students have
an online version of the book
also allows them to take notes
on their devices while reading
 instead of having to take notes in
a separate notebook. I know
some students prefer this option
so it will be there for the whole
class.
○ Students who chose an
online version of the
book will need to bring
their laptop to class
● Students will need paper and
writing utensils in order to write
down the two commandments
they will be coming up with
during the class period.
● The poster and markers will be
what the seven commandments
and consequences for the class
are written with/upon.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning

● Describe the plan and sequence of your lesson that is connected to (In bulleted form, provide any additional information
the objectives. pertaining to your teaching and learning sequence
including details such as specific strategies or
● Clearly identify timeframe.
instructional formats used, instructional dialogue
● Describe the introduction (and hook) and closure of the lesson. and potential teacher and student questions.)
● What homework, if any, will students have following this lesson?
● Describe student groupings and room arrangement. ​CLASS 1:
● Show where in the sequencing technology is used to engage learners
in meeting learning objectives when appropriate. ● I believe that it will take all of
● The sequence should include processes for monitoring student class one to read the first two
progress. chapters out loud to the class
Add time
because we will be stopping and
having discussions throughout
The class will be set up can be found on this​ link.​ This the reading as events happen.
makes sure that no student is facing the back of the Also, the portion of the book is
classroom. It also allows for easy walkways throughout the about 20 pages so it would take
desks. If there are children who need fewer distractions
then it is possible for them to sit at the front of the a while to read out loud. Allowing
classroom. There is also room in the center/back of the the students to stop me and ask
room in case it is needed for a class activity. (THE PRE questions while reading, lets
ASSESSMENT WILL BE DONE IN A PRIOR CLASS) them clear up any confusion they
​CLASS 1: had or curiosity they had about
● Open class with a question (HOOK) that part in the novel. I will have
○ Based on the title of the novel, what do you back up questions just in case
think the story is about?(5-10 minutes) things get out of hand, or
● Read chapter one out loud to the class students are not sure what to
○ Have students reenact Old Major's speech discuss. Some of the back up
in chapter one, gets them up and moving questions will include the
(30 minutes) following:
● Read chapter two out loud to the class (15-20 ○ What is the importance
minutes) of how the animals
● Discuss events that happened in the novel (20 arrange themselves
minutes) during Old Major's
speech?
CLASS 2: ○ According to Old Major
● Class opening: Explain the meaning of the different what is the cause of
literary devices can be found within the novel animals problems?
(hyperbole, figurative language, idiom, imagery) ○ What finally causes the
○ Have the class look for specific examples animals to rebel?
of these ​literary devices​ within the first two ● As a class we will be recreating
chapters Old Major’s speech in order to
● Talk about the seven commandments and how keep students interested with the
they affected the animals living on the farm (30 content of the book and to get
minutes) them interacting with the novel.
○ Allow students to decide how the This also allows for students to
conversation will go. If they do not know get up and moving for a good
what they want to talk about, I have back portion of the class, so they won't
up questions in order to keep the be sitting still for the whole
discussion focussed and ongoing. period.
● Have students come up with at least two
commandments of their own (10 minutes) CLASS 2:
● Share commandments as a class (25 minutes) ● Beginning the second class with
● Create a set of seven commandments and talking about the seven
consequences as a class that will have to be commandments will remind
followed as a class for the whole unit. (15 minutes) students of what was read the
last class, as well as lead into
what will be going on for the rest
of the class
● Having students come up with
two of their own commandments,
in their notebook, allows me to
see if they understand what is
actually going on in class. I can
also see if they understand how
 commandments (laws) work.
This also allows them to have
creativity in coming up with their
own ideas rather than just being
forced to read different ones that
have already been made up.
● Sharing what students came up
with allows for class discussion
on what students think
commandments should be
about. It also allows for peer
editing in a more relaxed space.
Sharing can also give other
students ideas of what they
would like to write if they were
struggling.
● Having the class choose seven
commandments and
consequences to follow for the
unit allows students to see how
laws and different government
policies work. They will be
choosing consequences if one of
the commandments is broken so
this will provide extra support for
students to grasp the concepts of
how governments and laws
work.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations) ● In bulleted form, discuss your reasoning for
● Describe how you met the needs of students who were missing prior including specific activities or strategies.
knowledge needed for success in this lesson. ● Identify any misconceptions and how you are
● Describe the adaptation/ scaffolding/ enriching/ extended learning providing scaffolds and differentiated
needs of a specific student based on their profile. Describe aspects of instruction.
your lesson that accommodated the needs of this student. ● Describe how your lesson shows the
implementation of Universal Design for
Learning. How did you
● Reading out loud to students
● Offering an online version of the book ● Engage a range of learner preferences
● Student made commandments and consequences and abilities
will be visual in the class ● Plan for learner choice/ interest that
results in variation of pace, process,
● My focus student will be Kayla product and/or environment
○ Kayla has visual impairments including ● Challenge students
blindness and other physical disabilities ● Incorporate Multiple Means of
undisclosed by parents. By offering the Representation (Strategies to Deliver
Content)
whole class an online version of the book,
● Incorporate Multiple Means of
this doesn't single Kayla out. She will have Engagement (Strategies to Facilitate the
access to a book that can be read out loud Process of Learning)
 to her for homework assignments by
having this option. Also, reading out loud to
the class won't single Kayla out. It can
benefit the whole class rather than just her.
It also makes sure that she won't need to
be taken out of the classroom if reading is
assigned to each student during the class
periods
Field Courses Only – Post lesson
Reflection
● Incorporate Multiple Means of Expression
(Strategies to Assess Student Learning)
● Consider the social and physical
environment (i.e. room arrangement,
positive/humanistic behavior supports,
use of space, facilitation of peer
interaction)
● Some students can retain
information better when it is read
out loud to them. Some students
can have a hard time focusing
for a long period while reading to
themselves. Some students can
have visual impairments. These
are all different reasons that I
choose to read the chapters out
loud to the class
● Offering students an online
version of the book lets them
have the option for it to be read
out loud to them when chapters
are assigned as homework. On
an online version, text size can
be changed. So if a student
needs it to be enlarged then they
will be able to do that.
● By having the commandments
the students came up with visible
in a poster form in class allows
students to easily access them
instead of forcing them to
remember them the whole
semester. Also, some students
do better when there are visual
representations, so this will act
as one within the class.
Teaching Standards and Rationale