Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Devon Collins
# of Students:

n/a

Date:
Age/Grade Level:

17 November 2014
9

Cycle:

Content Area: English

Unit Title:
Character Traits: Doubt
Lesson Title: Appreciating Diverse Perspectives
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
- Students can identify the differences between internal and external character traits.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
CCSS.ELA-LITERACY.CCRA.R.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
CCSS.ELA-LITERACY.CCRA.R.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.1
c)

Describe students prior knowledge or focus of the previous learning.

Students, at this point, will have already completed a thorough guided reading of the text and should now be focusing on the application of skills and
knowledge to that text. This lesson will guide students towards recognizing similarities between fictional characters and scenarios in their own lives in
order to form a connection with the text.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The summative assessment of this unit is an essay which asks students to identify whether they think Father Flynn is innocent or guilty and to explain why
using textual evidence from anchor and supplementary texts. This lesson is an introduction to the idea of internal versus external character traits which
students will be asked to consider in their characterization of Father Flynn. They will use their personal characterization of Father Flynn to create their
summative assessment response.
e)
N/A

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge): Prior knowledge will be triggered through application of reader response theory and the use of relevant life examples. It will be assumed that
students completed and participated in the prior discussion and analysis of The Scarlett Letter in order to use relevant textual comparisons.

Lesson Objectives/
Learning Targets
Objective/target:
Students recognize and begin to
understand the important of diverse
perspectives and how they affect social
stereotyping.

Assessment
Assessment description:
Students will be asked to share their discussion
points with the class.
Assessment Accommodations:
Students will be places in groups randomly so that
cliques are not formed and each group can get a
varying form of opinions.
Groups will be given pictures and written
biographical information to spark their discussion.
Groups may choose their own speaker to relay
their ideas.
Instructions will remain posted throughout the
activity so that they may be referred to

Instructional Strategy/Activity
Strategy/Activity:
Students will receive information including pictures and a
brief bio on two people who hold the same role in society,
yet hold strictly different beliefs regarding them. There will
be four discussion groups
1.Celebrity
2.Doctor
3.Political Figure
4.Religious Figure
Lead class in an activity where certain traditional societal
roles are examined (opening day activity). After students are
introduced to traditional characters they will be shown two
people who hold the same type of role with diverse
perspectives. They will be lead to discuss how this changes
their view of internal/external character traits and how it
effects their credibility in their field, if it does at all.
Activity Adaptations:
Group work to promote different perspectives
Multiple Literacies used as examples
Not everyone is required to speak out, keepings shy
students from feeling pressured.
Instructions remain visible
Media/technologies/resources:
Resources for this activity will be printed and handed out-2
copies for each group
Instructions will be posted in a presentation

Objective/target:
Students will analyze and understand their
own unique perspectives and how they
affect the ways they are viewed.

Assessment description: Students will be asked

to write a reflection based off of the concept of
diverse perspectives.

Strategy/Activity: Ask students to reflect on the following

question: What is something you believe that you have a
diverse perspective on? How could this unique perspective
effect the ways you are viewed in society? What are the
limitations and rewards you obtain from your perspective?

Assessment Accommodations: I will provide my

own example to guide student understanding.
Activity Adaptations:
Example response provided
No numerical grade assigned to promote creativity and
honesty
Ample time will be provided for students to create and
conduct a response.
Reader Response
Media/technologies/resources:
Question will be displayed so that students may refer back
to it at any time during their writing.
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
Procedures:
Before:
In the opening day activity students briefly discussed common stereotypes and how they affected how we viewed many figures in society based off of our
expectations.
During:
Students will be broken up into 4 groups (Celebrities, Doctors, Political Figures and Religious Figures). Each group will be given a photo and a brief bio sheet
of two different icons in their groups category. One of their representatives will be very traditional, while one will be very modern and radical in their beliefs.
Groups will be given a worksheet which asks them to first look at the appearance of each of their representatives and discuss how each persons appearance
makes them feel. After the external traits have been examined the worksheet will ask them to determine how their beliefs or actions make them appear. Is this
what is expected of this type of figure? How do both their appearance and personal habits effect how they are viewed in society? Do these things effect their

credibility in their chosen field? Then finally they will be asked to relate this information back to Father Flynn or the actions of any other characters and their
internal or external character traits.
Each group will choose a spokesperson to tell the class about what they discussed and the conclusions they came to.
After: For homework they will be asked to compose a reader response writing in their journals. Students will be asked to reflect on the following question:
What is something you believe that you have a diverse perspective on? How could this unique perspective effect the ways you are viewed in society? What are
the limitations and rewards you obtain from your perspective?
These journals are written in periodically and taken up every Friday by the teacher for participation credit.
Differentiation:
Content: By choosing many different types of real life public figures students are more likely to understand the application of the learned skill and recognize its
relation to their lives. Students will work in groups so that they can compile their knowledge, give everyone a chance to speak comfortably about their ideas and
different perspectives can be given on each subject. By choosing only one speaker this ensures that shy students are not made to feel uncomfortable by being
forced to share their ideas.
Instructions and discussion questions remain visible throughout the entire activity both on a presentation board and on a worksheet provided to every student so
that they may copy the information down in their own short hand and keep track of it for future reference and study material.
The reader response reflection will help students connect what they are learning to their lives and by not assigning a numerical pass/fail grade to the
assignment it removes the pressure and allows students to better open up and express their ideas without fear of them being right or wrong
Students will be given until Friday to complete their entries for the week so if writers block may occur they likely have more than one day to input their
thoughts on the assignment further removing the performance pressure.