UMF Unit-Wide Lesson Plan Template

Name: Ms. Pomerleau Program: SMED Course: EDU 224

Lesson Topic / Title: 1984 Prediction
Lesson Date: 11/30/17 Lesson Length: 70 Minutes Grade/Age: Grades 11-12
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.
Learning Objective(s): Instructional Decisions / Reasoning:

Students will understand that predictions need to have
evidence to back them up.
Students will enhance their findings through digital media.
Students will make a prediction and back it up through
evidence, reasoning, and solid, appropriate usage of digital
media.
Content Standard(s):
Students need to understand the basis
of predictions because this is an
important life skill. Predictions happen
in daily life: especially with financial
matters. Being able to understand them
and back up your own prediction is
crucial. Being able to enhance their
findings through digital media is
important in our technology based
world. The most efficient way to get the
word out about your thoughts is
through digital media. This could be a
video, photo, or other media such as a
comic strip.
Instructional Decisions / Reasoning

ELA.SPS.12.04 Is skilled at making strategic use of In order to be a productive digital

digital media (e.g., textual, graphical, audio, visual, andcitizen, students need to know how to
interactive elements) in presentations to enhance use digital media. Simply logging onto
understanding of findings, reasoning, and evidence. the internet gives you a plethora of
digital media. In fact, Google has a
different photo or game on their home
screen almost every day. Something as
simple as that is powerful to display a
message. Giving students the power to
know how to create digital media will
allow them more ways to share their
reasoning and messages.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment: Instructional Decisions / Reasoning

Pre: Students will read chapters 1 and 2 of 1984. They will
also complete a tutorial on Pixton.
Formative: Story Map 3 Students will fill out a story
map graphic organizer.
Summative: Comic Strip Students will create a comic
strip to present their prediction. They will need to use
textual evidence and features of Pixton (the comic strip
website) to convey their message. They will be predicting
Pre: Students will not be doing a
written or formal pre-assessment, but
rather doing work to prepare for the
summative assessment. They will need
to read the chapters of the book to
make the prediction, and they will need
to finish the tutorial in order to know
how to use the Pixton website.
Formative: Students will be given a
Rev 8/17
what will happen in the next chapter, as they are reading
at their own pace.
story map to fill out in order for me to
gauge their learning. They will write
out their thoughts and organize them
in the order that they will flow within
the comic strip.

Summative: Students will be creating

comic strips to present their
predictions because it is an interactive
and engaging way to present
information. Rather than having them
write a paper or a journal entry about
their predictions, they are using their
creativity and inductive/deductive
reasoning to predict what will happen
next. This helps hit different
intelligences than usual as well, by
really targeting visual and musical
learners. The musically inclined
students are targeted by the
background music that is playing.
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.
Materials, Resources, and / or Technology: Instructional Decisions / Reasoning

Materials: I need the projector to project the

Computer assignment description and rubric on
Charger the board. I need the computer so that I
Projector can use it in conjunction with the
Handouts: projector, and also to play music. The
Story Map 3 charger is just in case my laptop dies,
Project Description or if a student needs to use it.
Rubric
Pixton Account Paper The Story Map 3 is a graphic organizer
Resources: that I will print off to give students.
www.pixton.com They do not need to use this, but it will
give them the option of organizing their
https://www.dyslexiadaily.com/wp-
content/uploads/2015/10/Graphic-Organiser- work before they put it into the comic
Story-Map-3-350.jpg strip. The project description and
rubric are printed onto the same page
and will be given to students since I
dont have access to the Google
Classroom page. The Pixton account
paper must be given to them so that
they know how to log onto Pixton.
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.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Introduction & Graphic Organizer (3 minutes) I will introduce the project to

Tutorial (5 minutes) begin the class. I will show
Work Time (50 minutes) them my student sample as a
 Present in Small Groups (12 minutes) form of a hook, to show them
that humor is encouraged and
also show them the different
features of the website. During
the introduction, I will also
explain the rubric to ensure
that the students know what is
expected of them.
Students will complete the
tutorial that the website
provides so that they know
how to use the website.
Students will have almost an
hour of class time to start, and
hopefully complete, their
comic strips. This is because
we only have one class period
to work on them and being
able to share them at the end
would be a powerful
experience.
Students will share to the class.
Depending on where students
are in reading the book, some
students may be asked to
share in smaller groups as to
avoid spoilers. If they are at
relatively the same place as the
rest of the class, they will share
with everyone. This is a
powerful experience to share
different perspectives and
viewpoints.
Meeting students needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations)
Absent students are extremely hard to
This is an Advanced Placement class, so there are no account for. They are missing valuable
students with IEPs or 504 Plans. I have checked with instruction time, and it takes time to
students and none of them require modifications or catch them up. If I had my own
adaptations. classroom, I would have them set up a
meeting time with me. Since I dont, I
Any absent students will have extra time to complete the will have the absent students be tagged
assignment. Since it is elaborate and can be slightly to come see me during their ASB block
confusing, I will have to wait until I see the student to so that I can explain the project outside
explain the project. The standard time extension is 3 days. of class. They will get the extension
This includes the class day, the next school day since we since this is a detail oriented project
wont have class, and the day that I see them next for class and I would rather have students pass
to explain the project. in good work late than sloppy, rushed
work on time.
Field Courses Only Post lesson

Reflection

There were a lot of strengths in my lesson. The biggest one would be that students
were very engaged and interested. Their ability to succeed was heightened by this. I
included lesson materials (graphic organizers) and online resources (Pixton). Since
I had used this technology before and made a student sample, I had a lot of
knowledge about the technology and was able to give students both help and
recommendations. I also thought of something on the spot that may have helped
some studentsplaying music in the background. This appeals to the musically-
inclined students in the room, as well as setting a peaceful and productive mood.
Students even thanked me for my help, and were excited to volunteer to present at
the end of class. As many strengths as my lesson had, it also had a few things that I
couldve done better. I could have given students more in-class time to work on the
project. I was only allowed one day for this lesson in class, so it was difficult to work
on the project with all of the time-restraints. I gave the students time to work on it
for homework with hopes that they would bring it back next class. I have yet to
receive many of the comic strips, and students have many revisions to make. I also
shouldve specified whether or not they were supposed to predict the next chapter
or the whole book. I did not specify that until probably halfway through the class
when a student asked me.

Based on the rubric that I created for the lesson, about half of them have met the
learning goal for this lesson. The one thing that I apparently did not explain well
was the fact that students were supposed to cite a page number on their comic. I did
not ask for a quote, but just for a page number to know where their ideas were
coming from. I put it in the student sample, but only two students actually did it so I
am assuming that I did not specify well enough with my verbal instructions. The
only two reasons that students have not met proficiency for their learning goals yet
is because they either did not pass anything in, or did not cite evidence. Without any
evidence, I cannot give them a score higher than a 2. I simply send the comic back
and ask them to put in evidence so that I can fix their score. It is not fair to only give
them one chance if I was the one who did not explain it well.
Teaching Standards and Rationale

Standard: "The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners."
Indicator: "4 (p) Appreciates multiple perspectives within the discipline and facilitates learners
critical analysis of these perspectives."
Interpretation of Standard: The teacher understands that each topic has multiple perspectives and
values each one within the discipline. (S)he uses these perspectives to deepen the student
understanding, but also facilitates critical analysis of these perspectives. The teacher uses content
knowledge to create unique and powerful learning experiences.

Introduction to Artifact: In this lesson, students created comic strips to predict what would happen
next in the book that they were reading: 1984 by George Orwell. They were provided with graphic
organizers, assignment descriptions, rubrics, verbal instructions by the teacher, and soothing,
appropriate background music.

Rationale: This lesson not only valued, but required varied perspectives. In order to create a
prediction from a book, a student needs to take evidence and analyze it. When they analyze it, they
are creating their own perspective, which they then use to predict what will happen next. If all
students had the same perspective, they would all have the same prediction. I asked the students to
use evidence, reasoning, and symbolism to portray their points. Asking them to find solid contextual
evidence behind their thinking allows for individual analyzation of their perspectives.