WRH325 MULTIMODAL LESSON PLAN (GROUP)
Mackenzie Carroll, Annie Lowenthal, William Ackerman, and Damien
LESSON PLAN TEMPLATE *If used independent of a Unit Plan or SLO* | |
Lesson Day | March 6, 2018 |
Goal Statement A description of the enduring understanding or big ideas that students will possess at the end of the Learning plan based on grade level content standards and curriculum. | The goal of our lesson plan is to equip students with the necessary literary language and level of analysis needed to meet the learning standards in craft ideas and detail, as well as cite thorough and strong textual evidence, for 9th grade. Therefore, students will be required to use the text to backup the ideas they draw from the texts, as well as use specific details to support their analysis of overarching themes. |
How will this lesson support the learning goal? (1c: Setting Instructional Outcomes) | We will support the learning goal by allowing students to show an analytical understanding of the texts as well as how the two texts (Hamlet and Monster) both compare and contrast one another through their themes. Students will have been expected to read both texts prior to this lesson. |
PA Standards List the Pennsylvania Standard(s) relevant for this lesson. | Reading Literature : Students will cite from the text, while identifying key themes and concepts within the story arc.
Reading Informational Text: Students read, understand, and respond to informational text - with emphasis, making connections among ideas and between texts with focus on textual evidence. |
Academic Language What language will students be expected to utilize by the end of the lesson? Consider Language function and language demands (see Lesson Plan User Guide). What key terms are essential? What key terms are essential to develop and extend students’ academic language? What opportunities will you provide for students to practice the new language and develop fluency, both written and oral? | As we brainstorm as a class, we will discuss key literary terms such as theme, character development, such as flat versus round characters, and story arc, such as rising and falling action and climax. We will discuss literary tragedy particularly in relation to Shakespeare, as well as how to read and comprehend works written as a script. The students will use the storyboard presentations will allow students to use this language to create and then present orally to the class. Furthermore, students will have the opportunity to demonstrate what they have learned at the end of their projects when they are given an “exit ticket” to fill out about what they have learned at the end of the class period. |
Objective(s) (1c: Setting Instructional Outcomes) Taking into consideration the learning goal what is the objective(s) of this lesson that will support the progress toward the learning goal?
The statement should be directly observable (use verbs that can be measured). | The objective is to further student comprehension skills, and to nurture critical thought when it comes to themes and parallels. Furthermore, we will urge our students to draw parallels between the literary world and the events going on in our world currently. This will be bolstered by group discussions in person and via storyboard. |
Technology Materials/ Resources (1d: Demonstrating Knowledge of Resources) What texts, digital resources, & materials will be used in this lesson? How do the materials align with the learning objective/outcomes? If appropriate, what educational technology will be used to support the learning outcomes of this lesson? How do the resources support the learning objectives? Cite publications and any web resources. | The students will work in groups of four or five via PBS Storyboards through Google Docs to create a storyboard that accurately portrays the plot and themes of both books. https://www.pbslearningmedia.org/tools/storyboard/#.WphYCLSdLzJ The resources support our learning objectives because they allow the students to draw parallels between both texts while analyzing the content. |
Anticipatory Set (1a: Demonstrating Knowledge of Content and Pedagogy) ____ minutes How will you set the purpose and help students learn why today’s lesson is important to them as learners? How will you pique the interest or curiosity regarding the lesson topic? How will you build on students’ prior knowledge? How will you introduce and explain the strategy/concept or skill? Provide detailed steps. | Students will be divided into groups of four or five where the teacher will explain how to create a storyboard using PBS learning media. The students can utilize the theme and content we previously discussed, to create an animated storyboard unique to every group. This board will cover the main themes, plot summary, and analysis of each story, with the overlapping information between the two texts. Students will be allowed to use pictures from the internet to enhance comprehension through creativity, making the activity more fun and less “work.” Students will be required to incorporate direct quotes from both texts to enhance their storyboards, as well as provide reflection on the ultimate meaning and goal of the text itself. After the students have worked for about twenty minutes on their storyboards, we will reconvene at the front of the classroom where they will have the opportunity to share the themes, character development, and conflict within the books, as discussed in their individual groups. Prior to these presentations, we will use the smart board to create a unified venn diagram that encapsulates the ideas of all of the groups, and shows how both books interact. By modeling the presentation and the prospective outcome of the assignment before split into groups, students will fully understand the assignment. While listening to other students presentations, students will learn different aspects and takeaways from each text. Post-presentation, students will be given a few minutes to discuss and ask questions. (About 20 minutes) |
Instructional Activities (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction) Exploration (Model): How will students explore the new concepts? How will you model or provide explicit instruction? Guided Practice: How will you provide support to students as they apply the new concept? How will you allow them to practice (with teacher support)? Independent practice: How will students review and solidify these concepts to be able to use this new knowledge? How will you monitor and provide feedback? Provide detailed steps. | Exploration (Model): After reading both texts, students will better be able to understand the concepts by putting their thoughts together collaboratively on a storyboard. While outlining each text, the students will be able to compare and contrast the two texts. Through having an example previously done, students will have a reference point. By modeling the poster board, the students will see how to properly present the assignment to the class. Guided Practice: The teacher will walk around the classroom while students are working on their storyboards and instruct students. The teacher’s storyboard will also be on display for students to use as reference. The teacher will answer questions as the students work collaboratively. Independent Practice: Through their own creativity students will be able to work collaboratively with one another to generate new ideas. Detailed Steps:
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Closure (1e: Designing Coherent Instruction) ___ minutes How will students share or show what they have learned in this lesson? How will you restate the teaching point and clarify key concepts? How will you provide opportunities to extend ideas and check for understanding? How will this lesson lead to the next lesson? | By each individual group presenting their storyboard, the students will have the opportunity to share the things that they have learned with the whole class. It also creates a better learning environment where students can learn from other students. When students present important and informative information in a presentation, the teacher can reinforce these key concepts. This will be connected to the following lesson through the usage of the end of the class period when the teacher begins to preview the next lesson. But the lesson will also be heavily based on the responses on the exit ticket and how well students have comprehended the information taught that day. |
Differentiation (1e: Designing Coherent Instruction) What differentiated support will you provide for students whose academic development is below or above the current grade level? What specific differentiation of content, process, products, and/or learning environment do you plan to employ to meet the needs of all of your students? How does your lesson support student differences with regard to linguistic, academic, and cultural diversity? How will your lesson actively build upon the resources that linguistically and culturally diverse students bring to the experience? How will your lesson will be supportive for all students, including English Language Learners, and build upon the linguistic, cultural, and experiential resources that they bring to their learning? How will your lesson is designed to promote creative and critical thinking and inventiveness? | The students will be working collaboratively, so the students will all have to work on a level that they are comfortable with, and all of the students’ strengths can be used and/or accommodated. For those students below level, other students in their group or the teacher can answer any questions or provide any extra support they need to complete the project. The above average students can take on more of a leadership role in the assignment. Linguistically diverse students will be accommodated by finding out beforehand if any students are not proficient in English. In that case, we will provide a translation to their language. Culturally diverse students will be accommodated by ensuring that the presentation is accessible to everyone and not focusing on one particular culture other than what is universal. Students will be encouraged to be creative with their projects as well as figure out how to include all the information in an efficient manner. |
Accommodations (1e: Designing Coherent Instruction) What classroom accommodations do you plan to employ to increase curriculum access for students identified with special education needs or 504? Describe how these accommodations align with the current Individualized Education Plan (IEP) for each student as applicable (avoid using actual names of students). | Students identified with special education needs, could be offered a modern translation of Hamlet alongside the Modern English text, so the language will be easier to comprehend. Furthermore, students will be provided with notes on both books and access to plot explanation videos. https://www.youtube.com/watch?time_continue=2&v=t0CqUTmwKiM Since the students will be working in groups, the responsibility will not be solely placed on one student to understand the information alone. Instead, students can bounce ideas off of one another and better comprehend the works. This aligns with the “accommodations” section of an IEP, because it allows the child to work around learning issues, if necessary. |
Modifications (1e: Designing Coherent Instruction) What curricular modifications and/or changes in performance standards, if any, do you plan to employ to facilitate the participation of students identified with special education needs? | For the students who are identified with special education needs, the teacher will be more lenient with grades offered and points awarded for the work that the student adds to the group. This does not mean that the student will necessarily produce less work, but that the work will be graded according to different criteria. |
Assessment (Formal or Informal). (1f: Assessing Student Learning) How will you and the students assess where the learning objectives, listed above, were met? Each formal or informal assessment should describe how it is aligned to the above objective(s). | Using Google docs for the group activity (groups can sign into PBS story book through google docs), the teacher can check the work typed and produced by each student to ensure comprehension and ability. By using exit tickets, students will individually write down two things they have learned that day, then each will also write something they are still confused about or need better clarification on. The results will be collected from the tickets, and the efficacy of the lesson plan will be determined for the following lesson. |
Reflection on Instruction What evidence did you collect to demonstrate that your students have met or are progressing towards the learning outcome? What changes or adjustments had to be made during the lesson (justify those changes) to ensure students make adequate progress in meeting the learning objective? What changes will have to be made to the next lesson in order for students to be on pace in meeting the overall goal of the Lesson or Unit? Taking good notes about each lesson will help as you develop a formal reflective narrative at the end of the SLO. | |