D171 Task 2 curriculum instruction and assessment PDF

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Jordyn Chasteen Direct Instruction Lesson Plan Template

General Information Lesson Title: The Necklace Subject(s): English Grade/Level/Setting 9th-10th grade. General Education Prerequisite Skills/Prior Knowledge: Students will need to understand the context to identify the meaning of a word and how to identify theme.

Standards and Objectives State/National Academic Standard(s):

CCSS.ELA-LITERACY.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Objective(s): At the end of the unit, students should be able to identify the central idea or theme of a short story and understand the details that created the theme/story. While students should be able to understand theme, they should also be able to analyze complex characters. As well as being able to identify how characters develop throughout the text, advance the plot, interact with other characters or develop the theme. Behavior- The students will be able to identify plot, character traits and theme of the story.

Condition – Students will be given a school device to use for google slide questions as well as a copy of “The Necklace” short story. The teacher will also be available as a resource for the students.

Criterion – The students will be scored and evaluated by their accuracy on the summative test. The students will need to receive 70% or greater on the 50 multiple choice questions or 35/50. The multiple choice questions will be based on comprehensive, setting of the story and plot. The students will be to get 3/5 on the short answer questions that involve the theme of the story

Materials

Technology

Paper

School Laptop

Pencil

Google slides presentation

Graphic Organizer

Smartboard

Smartboard

Google Clsasroom

Rubric Writing Guides School Laptops Headphones Necklace Short Story online and hard copy

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): The students will interact with each other using google classroom where they will have access to shared documents. This is how the entire class will communicate. In these discussions, the class will be focused on wirting and reading of the story all while being able to discuss with the teacher and their classmates if need be by using google slides and google docs. This will show understanding from the students and for them to express what they have learned. The students will be able to talk about characters, setting, plot and theme with the whole class during this activity. The goal of this lesson is to provide an interactive learning environment where everyone feels confident and comfortable with the work being done.

Vocabulary:

Re wr i t i n g–Re wr i t i n gmayi n c l ud es wi t c h i n gpar a g r aph sorpas s a g e sa nd ad di n g/ de l e t i n gs e nt e nc e s .Al s o,i tc o ul dme ande l e t i n gpar a g r aph st omak et h eme s s a g e qu al i t ys e e mbe t t e r . Pr odu c e–Us i n gt e c hn ol o gymak es ur et opr od uc easmuc hq ual i t ywor kasp os s i b l e . Ev e r y t hi n gi sa ty ourhan dswhi l eus i n gl a pt op Re v i s i n g–Lo oko v e rwor kon c efin i s he dt omak es ur enoc h an g e sn e e dt ooc c u r . Pur po s e–De v e l opar e as on i n gbe hi ndt hewor ky ouar edoi n gandwhatmak e si t

i mpac t f u lf o rs t ude nt s De v e l op me nt–Cont i nu et oi mpr o v eande nhan c el e ar n i n gf ort hes pe c i fict opi c / uni t .

Discourse and/or Syntax: For this activity, the teacher will be leading the discourse. The teacher will be reading “The Necklace” while the students are following along on their laptops and google docs/slides.

Planned Language Supports: The students will be able to use their school laptops to look up any word that they do not know or understand. If they are still unsure they will be able to ask the teacher to elaborate or give different examples.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

The teacher will explain the activity and show what the students will be doing. The teacher will explain the top which includes the theme, plot, setting, character, how the characters adapt throughout the story(dynamic or static).

The students will read the short story, “The Necklace” and begin discussions with classmates through google documents and google slides. Students will participate in a class discussion when reading and answering questions.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Student Actions

The teacher will use google documents and smart board to explain how to answer the questions. The teacher will also discuss vocabulary terms that are important to understand.

The students will observe and listen as the teacher goes over the subject matter. The students will be given the opportunity to ask questions at this time.

Guided Practice: Activity Description/Teacher The teacher will guide the students through their reading. The teacher will help them establish theme, setting of the story and the characters. The teacher will be available for questions.

Student Actions The students will follow along and read with the teacher. During the reading, the students should try to establish important characters, theme, plot of the story and setting.

Independent Student Practice: Activity Description/Teacher

Student Actions

The teacher will be observing students while they work independently on the reading and questions. The teacher will be watching the google document for any notes or questions the students have.

The students will be independently reading and answering questions about the short story “The Necklace”. They will be finding the plot sequence, static/dynamic characters and overall message of the story. Students can ask questions at this time.

Culminating or Closing Procedure/Activity: Activity Description/Teacher

Student Actions

The teacher will end the reading activity when the students seem to be done and all of the questions are answered. Once the activity is over the teacher will then go over the questions that go with the reading. The teacher will begin by asking for volunteers or selecting students to answer. Once the students have answered the question, the teacher will then thoroughly go over the answers with them. This allows the students to be in control of the assignment while the teacher is able to guide them in the correction direction. It is important for the students to learn and achieve academic goals while also listening to the teacher.

The students will answer questions and ask questions that they may have about the reading. The teacher will be there to lead the discussion and guide them in the correct direction. The students will raise their hands and volunteer to answer the questions asked by the teacher. This will show the teacher the learning progress they have made throughout the reading.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content-specific accommodations that help meet a variety of learning needs.

Gifted and Talented: For the gifted and talented students of the classroom, I will have them walk around their peers and help with reading or any questions they may have. This will show their ability to help guide other students and be a leader while maintaining academic success. This can be a great way for peers to create friendships and compassion for one another. This can also help the teacher understand some of the qualities the gifted or talented students do not have. The students may also feel more comfortable working with their peers than if it were the teacher.

EL: The teacher will create a graphic organizer for the EL students that is in English and their native language. The teacher will also provide instruction in both English and their native language. The teacher will also make sure that the student has a copy of “The Necklace” in both English and their native language.

Students with Other Special Needs: Students with other special needs will have differentiated instruction based on their individual IEP or 504 plan. Some examples would be less writing, more time or access to the

use of an assistive technology.

Assessment Formative Describe how you will monitor, support, and extend student thinking. The teacher will be using the formative assessment in the form of the questions at the end of the short story. The questions will be age appropriate and aligned with the standards This includes the plot, theme, setting, characters and their understanding and comprehension of the short story. The teacher will use these questions to base student comprehension and how instruction will need to be adjusted. If a student answers the questions with understanding and complete thought then you know that they understand the assignment. If a student struggles to answer the questions, the teacher will be able to see how and where the student is struggle for comprehension. These questions based on plot, setting, theme and character are important because it shows the teacher which content areas the students need help with. The teacher can then use these results to re-teach at a different time or differentiate instruction.

Summative (Quizzes, tests, products) During the class period, the teacher will have other short stories for the students to read. These stories will have questions that also pertain to the standards. They will be based on plot, setting, understanding the text, characters and theme. The quizzes will be a build up to the larger test at the end of the year once mastery has been reached for the required materials. The final test will be from the short stories that have been read throughout the year in the class. The questions are going to be over setting, character, plot, comprehension of the stories and theme. The test will contain fifty multiple choice questions and five short answers. The multiple choice questions will be based on comprehension of the story, characters and setting, while the short answer questions will be on theme and overall message of the stories. This will be over all the short stories read in class throughout the year.

This summative assessment will measure student achievement by seeing how the students are able to comprehend the literature and context of the book. The test will show student progress while creating standards for age groups. ~ CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ~ CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

The results from the summative assessment will be measured for each student and will provide the teacher will information needed to differentiate instruction or keep doing what they are doing for the students. This information can determine future lesson plans and content to help ensure academic success.

B. Explain how the lesson plan from part A could be modified to be a cross-disciplinary lesson. Include modifications to each of the following in your explanation: ● Instruction, skills, content-

The lesson plan from part A could be turned into a cross disciplinary lesson by coming together with a social studies teacher. While the

English department could teach the lesson in part A, the social studies teacher could implement that lesson of finding theme and character analysis in historical events that have taken place. Both departments can study the same vocabulary. The history lesson would follow that same set of standards in part A2a. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.H.7.9-12 - Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality and justice. The learning objectives from Part a would be similar to Part B. There would be one modification that would need to be made. While students would still identify the theme or central idea of a social studies lesson. Same as the English class, the student would still be able to identify the changes or circumstances that took a toll on the historical even. The modifications would bring the relevance of the lesson up and change student motivation and engagement giving the history lesson a more exciting appeal. Students tend to get bored when reading historical nonfiction. Having the students analyze the characters of historical lesson as if they were characters of a book would make the lesson more relevant and more exciting. The history stand and literacy standard could be intertwined in bother classrooms to cover the themes and character of the short story in both the history and English lessons. In the history lesson, the English standards of covering theme(WWII) and characters(Adolf Hitler and Winston Churchill). The English standards may help the students understand the history lesson more. The english teacher could use the history standards by finding individual roles of each of the characters in the stories. The stories in English can take place throughout many different time periods and understanding the character roles in those time periods is very important. In the history class, the students will so be using the same skills to try and understand characters throughout history. Knowing the reason of them for these historical events and the characters involved will use the same skills that are used to determine character knowledge and theme in English Class. Both History and English class can focus on interactions with characters and

their role in history as well as theme. I think that the English lesson and the skills learned can benefit the social studies classes as well. Students often have a harder time with nonfiction so if they can use the skill taught in English class and implement it into social studies, it will make the nonfiction lesson more interesting for them.

References

“Preparing America's Students for Success.” Home | Common Core State Standards Initiative, www.corestandards.org/. http://www.corestandards.org/ELA-Literacy/RL/9-10/#CCSS.ELA-Literacy.RL.9-10.2 http://www.corestandards.org/ELA-Literacy/RL/9-10/3/

Tasca, J., & Maupassant, G. . (1984). Guy de Maupassant's The necklace, and other stories. New York: French....