Professional Documents
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Name: Sarah King Date of Lesson: November 21st, 2018 School: Madison Central High School
(extra work day on November 22nd)
Grade / Age: 11th grade, 16-17 years old Subject & Topic: English 11, Informative Writing
_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __ Team
1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be incorporated
into lesson plan. Also, be specific about student skills and knowledge. Describe racial, socioeconomic diversity in
class.
The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for an
assignment, class is held either in the library or chromebooks are made accessible for the whole classroom.
While there are no students with special needs accommodations, each student is leveled as low-performing. Out
of 32 juniors, 14 girls and 18 boys, every student is at around a ninth or tenth grade reading level. To
accommodate this, students are arranged by achievement level in groups of 4 and work frequently with those in
their group. Other accommodations are extended time to work, all instructions are written and said allowed, and
visual aids.
Objectives:
• SWBAT: Gather relevant information from multiple print and digital sources
• SWBAT: Use advanced searches effectively
• SWBAT: Assess the strengths and limitations of each source in terms of the task, purpose, and
audience
Objectives:
• SWBAT: Create citations in a standard format
• SWBAT: Integrate information into text selectively to maintain the flow of ideas and to avoid
plagiarism
Objectives:
• SWBAT: Develop and strengthen writing by revising
• SWBAT: Develop and strengthen writing by editing
• SWBAT: Develop and strengthen writing by rewriting
The lesson will continue the students’ work in their writing unit. Previously, students have:
• Read Of Mice and Men by John Steinbeck and decided on an essay topic.
• Started prewriting by brainstorming possible writing points and areas of research
• Worked with both print and digital sources together research for their papers
This preassessment will be administered as their bellwork in the first 5 minutes of the class as students log in to
computers in the library. Students will complete a Socrative this multiple-choice questions:
Below Is an excerpt from George and Candy's discussion about Curley. Which is a correct way to cite evidence if
you want to show that Curly has a Napoleon Complex (being overly aggressive since he is shorter).
“Well, let him be handy,” said George. “He don’t have to take after Lennie. Lennie didn’t do nothing to him. What’s
he got against Lennie?”
The swamper considered . . . . “Well . . . . tell you what. Curley’s like alot of little guys. He hates big guys. He’s alla
time picking scraps with big guys. Kind of like he’s mad at ‘em because he ain’t a big guy. You seen little guys like
that, ain’t you? Always scrappy?”
“Sure,” said George. “I seen plenty tough little guys. But this Curley better not make no mistakes about Lennie.
Lennie ain’t handy, but this Curley punk is gonna get hurt if he messes around with Lennie.”
Based off the data, I will determine how much the students know about citing evidence. If they need assistance
in the questions, I will go over these questions with the class before beginning the lesson. If they do not, we will
start the first activity.
Below Is an excerpt from when Lennie crushes Curly's hand. Correctly cite evidence to show that Curly has a
Napoleon Complex (being overly aggressive since he is shorter). Make sure to introduce the quotation, keep
appropriate formatting, and end with a correct citation.
"...still Lennie held on to the closed fist. Curley was white and shrunken by now, and his struggling had become weak.
He stood crying, his fist lost in Lennie’s paw.
George shouted over and over. “Leggo his hand, Lennie. Leggo. Slim, come help me while the guy got any hand left.”
Suddenly Lennie let go his hold. He crouched cowering against the wall. “You tol’ me to, George,” he said miserably.
Curley sat down on the floor, looking in wonder at his crushed hand. Slim and Carlson bent over him. Then Slim
straightened up and regarded Lennie with horror. “We got to get him in to a doctor,” he said. “Looks to me like ever’
bone
in his han’ is bust.”
4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
• Projector to show the Socrative and Presentation
• Computer to control the Socrative and Presentation
• Cited Evidence Presentation
• Hardcopies of note worksheets
• Envelopes with cited evidence pieces included
• Colbert video
Link for Notes worksheets:
https://docs.google.com/document/d/1Mw6z4ZE3oGgarysyzgyX8dYHU4hf5Q2Po34wMZpveFQ/edit?usp=sharing
Link for Presentation:
https://docs.google.com/presentation/d/1IbEIExdTmw77HHlWzbUuFK_hGqMtFZm4Kg8wo0YwXoc/edit?usp=sharing
Link for Cited Evidence Pieces:
https://docs.google.com/document/d/1ORmFD8ZxglqCrdq3Ho3M78YcPLrSGJYE7T9XgpeZqSo/edit?usp=sharing
Link for Video: https://vimeo.com/46314038
Rubric: (starts out as a checklist and then moves to heuristic)
https://docs.google.com/document/d/1Um9q9UDKxT_6qVAH0kcjcODE12WgjFP7E4_-POfLmKc/edit?usp=sharing
Link for Socrative:
https://b.socrative.com/login/student/
Room #: KING3442
6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.
Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)
How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)