Flipped Classroom Lesson Plan

Name __Kendra Housel________________________________

READINESS
I. Goals/Objectives/Standard(s)
B. Objective: Students will identify “single stories” they believe, why it is harmful, and multiple ways
they can change that.

C. Standard(s):
 IAS: 8.SL.2.5 Acknowledge new information expressed by others, and, when warranted,
qualify or justify personal views in reference to the evidence presented.

 ISTE: 2.c Communication and collaboration Students use digital media and environments
to communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. – c. Develop cultural understanding and
global awareness by engaging with learners of other cultures
II. Home Based Study – DAY 1 –
• Students view and/or interact with content: TED Talk. They journal about the questions I ask and
write five of their own for class the next day.

III. In-Class Lesson Study –DAY 2

 Anticipatory Set—
 Teacher checks that student have viewed/ interacted with the content provided (5
minutes)—Socrative mini-quiz
 Teacher leads a short discussion about the video content. Think -pair-share. Students ask
Questions about aspects of the video or content they did not understand (5-10 minutes)

IV. Purpose:
 “As we move into a year of engaging with literature that highlights diversity, we first need to talk about
why it is so important to read stories about people who are different than us!”

V.Lesson Presentation (Input/Output) (40 minutes)

 Activity: Socratic Seminar

• Students get into their preassigned groups (groups of four) and draw a “role” for the day
 Moderator- keeps track of time, facilitates conversations, shares with class
 Note Taker- accountability for the group, writes down what others say
 Researcher- mans the tablet, looks up any additional info that is helpful
 Social Activist- brings up current events/ issues
• Teacher walks around the room and observes the success/discussions of the groups

VI. Closure/ Conclusion/Review Learning Outcomes

 Gather students back to their normal seats from group time.
 Ask Moderator to briefly share something important from their group time.
 Mention three or four of the books we will be reading this semester and how they will fight against
the “single story.”
 Give out exit slips where the students will write down something they learned personally, and
questions they may have, comments, etc.

PLAN FOR ASSESSMENT

Formative: Evaluate each student as you observe the group:

1
 Are they contributing to the conversation?
Are they doing the role they drew?
Have they mentioned personal reflection?
Are they listening actively when their peers speak?
Have they mentioned one of the key terms/concept that Adichie used/discussed?

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences