Lesson Plans

A: The Basics
Name Tiffany Seaver Grade level(s) 11

Date(s) taught 02/25/2019 Course/Subject Honors English
Lesson Title Lesson Plan 1 Day 1 Time Frame 55 minutes
C: Specific Standards
Content Standard(s) Same as Common Core
Common Core CCSS.ELA-LITERACY.SL.11-12.1
Literacy Standards Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts,
and issues, building on others' ideas and expressing their own clearly and
persuasively.
ELD Standards 11th Grade Collaborative (A1) Exchanging information and ideas with others through
oral collaborative discussions on a range of social and academic topics.
D: Objectives
Assessment
Objectives
Tools for Assessment Evaluation Criteria
Content Objective(s) Students will be able to Graphic Organizer Students will complete both
effectively communicate columns of the graphic
with a range of partner’s in organizer which they will
collaborative discussion write first impressions and
building on each others facts about the photos.
ideas about photos that
contextualize the roaring
20’s.
Language and Students will be able to Credit based on Students will talk at least
Literacy Objective(s) orally exchange participation in groups as once during the group
information and ideas well as sharing out. collaboration
about the time period of
the 20’s.
E: Academic Language Demands and Supports

Identified Language Demands Planned Language Supports
Content Specific Propaganda We will go over these terms as a class on the
Vocabulary Prohibition PowerPoint slides once students have made
Harlem Renaissance predictions based off of the photos.
Suffrage
Language Connect prior knowledge Students will collaborate in groups to connect prior
Function knowledge to the photos.
Syntax Students will use bullet points A graphic organizer will be given to students to support
to take notes their note taking.
Discourse Discuss photos that will Peer support
provide context for the time
period of the novel we will be
reading.
F: Using Knowledge about Students to Inform Teaching and Learning

Relevant Student Information How will you use this information in this lesson plan?
Prior Knowledge Students have previously Knowing that my students are comfortable and familiar
and Learning done a picture walk at the with this type of activity I can have higher expectations
Experiences beginning of the year. for the comments made.
Funds of Students will likely know A photo of prohibition will be my starting point to
Knowledge: what prohibition was and the engage students and activate their prior knowledge.
Family/ time period it took place.
Community/
Cultural Assets
Common Mistakes There is a possibility for Having students in groups allows for a wide range of
and/or students to misinterpret the knowledge to be applied to the photos and through
Misunderstandings photos. collaboration students lead one another in the right
direction. We will also go over each photo at the end
G: Supporting Varied Student Learning Needs

Materials, Teacher Materials, Resource: Students’ Materials:
Resources,
Technology
Printed pictures, Poster paper, Pen or pencil and provided graphic organizer at each
markers, document camera and station.
graphic organizers.
How will you support and/or accommodate the
Student Information
student(s) in this lesson? Include any use of technology
Students with IEP Auditory Processing (2) 504 Working with peers in groups will assist students as well
or 504 plans plans. as having written instruction on PowerPoint slides.
English Language 1 Graphic organizer
Learners
Section 2: Learning Task Implementation:
Timing, materials, Pacing TEACHER DOES: STUDENTS DO:

and other (Approx. Indicate instructional strategies that Indicate performance expectations
procedural notes times) address individual learning needs (Refer to Section 1.F)
including use of addressing the needs (Refer to
technology Section 1.F)
Launch (Multiple 15 I will greet the class and hand out Students will sit in their assigned
means of minutes the graphic organizers to the groups and wait for the
engagement) students. announcements to be over.
I will explain to them the activity as Students will listen/ read the
well as have it written on the board instructions for the activity.
so it is easily accessible if students
become confused during the
activity.
I will then show them the example They will then participate in the class
photo on the document camera that norming of the example photograph.
we will use to demonstrate The students will collaborate with their
thoughtful comments. I will ask each group to come up with an example to
group to quickly come up with an share out with the class.
observation about the photo and
have each group share out as an
example.
Instruction/ 30 Once I have given the instructions Students will work as a group to make
Application minutes and an example, we will begin the observations about the photo they are
(Multiple means of activity. I will give each group 5 given on their graphic organizers.
representation) minutes with their photo and I will Once the five minutes are up they will
walk around listening to decide who will stay and be the groups
conversation to assure they are on “expert.” The remainder of the group
task. Once the 5 minutes are up I will move to the next group. Once they
will tell students to pick one “expert” are at the new station they will listen to
to stay behind and talk to other what the expert and their group came
groups about their photo. I will up with and then help build on their
instruct the other group members to ideas. They will then fill out their
get up and move to the next station graphic organizers at each station.
which will be written on a piece of Once 3 minutes have passed they will
paper on the groups desks. Each move on to the next group.
group will be allowed 3 minutes per
station.
Assessment, 10 I will instruct the students to go back Students will go back to their original
closure, reflection minutes to their original groups and begin seats and begin taking notes on the
(Multiple means of going over the PowerPoint. The PowerPoint.
expression) photo on each slide will come up
first and I will ask students to read
their comments and interpretations
before I reveal the facts behind each
photo. We will likely only get through
a few slides and finish the activity
the next day.

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A: The Basics

Name Tiffany Seaver Grade level(s) 11

E: Academic Language Demands and Supports

F: Using Knowledge about Students to Inform Teaching and Learning

G: Supporting Varied Student Learning Needs

Section 2: Learning Task Implementation:

Timing, materials, Pacing TEACHER DOES: STUDENTS DO:

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