Mara Brandli Describe the context: (Students, grade level, geographic location, community and school population, socioeconomic

profile, school culture, availability of technology, content, learning styles, ethnic breakdown, special needs, . . . Be detailed)

Lesson Plan #2: Text Coding This semester I am completing my third observation at Notre Dame Middle School which is located on Milwaukees south side. I am observing a class of 19 female students who come from a Hispanic background. Milwaukees south side is known to be the home to the citys Hispanic population, along with people of other backgrounds who also populate the area. Perhaps more noticeable than the ethnicity of the community is the socioeconomic status. The majority of the neighborhoods between National Avenue and Lincoln Avenue (from North to South) and 2nd Street to 43rd Street (from East to West) experience the effects of urban poverty. Working with this community as a youth retreat coordinator and as a high school teacher for five years, I knew coming into this observation site that children in this neighborhood face incredible challenges. The word incredible applies to this situation most accurately when it is understood as hard to give credit to the truth. The truth is that many of these students come from homes where parents work one, two, or maybe even three jobs at any hour of the day. The truth is that many of these students come from homes where depression has marred any sense of control, and alcoholism or drug abuse has entered in the place of values judged as idealistic or as some might think: the values of the white middle class. The truth is that violence permeates social interactions in words and action. As challenging as each of these truths is to internalize, perhaps the factor that leaves the greatest wake in this community, connecting its norms and values with those of almost all other communities that I have been a part of during my lifetime, is gender. The Hispanic culture is known for machismo, the domination of men over women. Recognizing all of these realities, Notre Dame Middle School seeks to empower its female students. The school culture is mission-driven; that is, the school is grounded by a vision that goes beyond rote mathematics or historical timelines. The schools leadership hopes that students and faculty alike enter this school with a desire to grow in knowledge as well as in character. The content follows state and national standards as well as the Archdiocese of Milwaukee; in addition to Math, Science, Literacy, and Social Studies, students also take a Religion class. Technology is available in the classroom in the form of a teachers computer and a projector. At this point during my field placement, I do not know how much access students are granted to use technology. I plan to inquire more about technology during my upcoming observation days.

Mara Brandli Learning Goals/ Objectives Content Standards (CCSS) Affective Objectives: (related to student attitudes and values; think dispositions) Cognitive: (related to the mastery of knowledge: think Bloom) For help please go to Blooms Taxonomy of Learning Domains

Lesson Plan #2: Text Coding

CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.SL.6.1c Pose and respond to specic questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Students Will Be Able To: SWBAT read her bio-poem to the class. SWBAT listen effectively to peers. SWBAT determine a main idea of text. SWBAT evaluate information presented in text.

Mara Brandli

Lesson Plan #2: Text Coding To pre-assess students prior knowledge of love and society in Egypt, I will ask students to complete a 5-question Anticipation Guide (agree/ Pre-Assessment: disagree statements) about norms and values that exist in a society. This (What will you do/what pre-assessment will set the stage for the main ideas that students will be have you done to know looking for as they code an informational text. that the student(s) need to be taught this information.)

Assessment (Criteria / Look Fors; How will you assess learning? What will you do to know if the students have met the objectives?)

To assess learning, I will observe students reactions to the activity. Since text coding is a during reading strategy, I will look to see how students react to the expectation that they must mark a text while reading a text. I will also look to see how familiar students seem to be with this type of strategy. Perhaps students in this 6th grade class have not annotated a text before.

For students self-assessment, on the exit slip, I will ask students to rate themselves (1-3) on their levels of effort in class today - 3 is What Rubrics or outstanding; 2 is just right; and, 1 is needs improvement. other scoring scales will be used? Students SelfAssessment

Enduring Understanding/ Essential Question(s): (What are the big ideas? What thought provoking question(s) will guide the lesson?)

-How can society in Ancient Egypt be improved? -How can marking a code on a text lead to comprehension?

Mara Brandli Lesson Plan #2: Text Coding Instructional Procedures Learning 1. Introduction for new unit on Egypt: Give students an Anticipation Strategies: (Be sure to Guide with Agree/Disagree statements. include specific strategies to develop 2. Demonstration: Write the symbols for coding (!, ?, *) on the board literacy of content) and explain the purpose of each. Pick a topic to explain symbol code like an article that might be about homework. For this lesson, ! means area for improvement in Egyptian society. * means Introduction main/important idea. ? means information is puzzling to the Pre (How will you reader and will need to be clarified. Teacher begins reading the first motivate, activate prior paragraph about Egyptian society. I will demonstrate my thinking knowledge, what will about the reading by pausing when I come across a statement that is be your hook? . . .) worthy of improvement, central/important, or puzzling and discussing my thought process aloud as I code the text. During Demonstration
3. Participation: Teacher selects three student volunteers to be the stop

crew. While the teacher is reading Levels of Society aloud, one or all of these students must stop the teacher when she/they believe that the teacher has read a piece of information that should be coded. Discuss student suggestions as a class.
4. Practice: Students read Love and Marriage and Homes,

Participation Adornments, and Games independently while using the coding symbols. Practice
5. Closure: Complete exit slip:

1. How would you improve society in Ancient Egypt? 2. Rate your level of effort in todays class. Closure Post Extension Time (Total and Specific) 45-50 minutes

Mara Brandli Student Accommodations Differentiation/ Planning for Individual Needs (IEP goals if known; RtI; learning styles):

Lesson Plan #2: Text Coding In conversations with my cooperating teacher, I have learned that this reading group is already differentiated from the entire 6th grade class. This reading group is advanced, and there is not a student with an IEP. By asking for three volunteers to assist the teacher during the participation phase of the lesson, I am differentiating the lesson for students who may have a difficult time remaining silent during class (extroverted learner). Likewise, by asking for volunteers, I am allowing students who are less comfortable speaking in front of the class to participate as active listeners. I assigned two sections to be read independently during the practice phase to differentiate instruction/practice according to reading fluency. Some students will finish faster than others, and these students will have an extra section to read (Homes, Adornments, and Games) after the first section (Love and Marriage).

Resources and Materials: (Include technology where applicable/available/ appropriate)

Writing utensil, loose-leaf paper, class textbook, photocopies of reading so that students can annotate coding symbols, highlighter if available.

Theorist: Doug Buehl (comprehension instruction). Reflection (What theory/theorists are you using to guide your practice/ planning of this lesson?) In Developing Readers in the Academic Disciplines, Buehl outlines his theory for comprehension. Buehl believes that unless students are following one of seven fundamental comprehension processes, students will not remember or understand a text; moreover, without a comprehension processes, these students may also become all together disengaged from a text (Buehl 33-35). To make sure that students remember, understand, and engage with a text, I have scaffolded this lesson with three of the seven processes: Make Connections to Prior Knowledge (Anticipation Guide), Generate Questions (thinking while reading and following the symbols for text coding, students will draw a question mark when a question arises about the text), and Synthesize (make evaluations about Egyptian society by highlighting areas of improvement).