Lesson Plan 5.

09 HSED Milwaukee Achiever 7/7/16

Hannah Weinberg-Kinsey
Describe the context: (Students, grade
level, geographic location, community and
school population, socio-economic profile,
school culture, availability of technology,
content, learning styles, ethnic breakdown,
special needs, . . . Be detailed)

This lesson is prepared for adult learners completing

the 5.09 High School Equivalency Diploma through
Milwaukee Achiever. The ages of the twelve students
in the class range from early twenties to fifties. All
students were referred to the class from ResCare, a
welfare benefits distributor. All students receive
government assistance. All students did not graduate
from high school. The ethnic makeup of the class is 7
African Americans, 4 European Americans, and 1
Somalian immigrant. There are 4 females and 8 males.
One of the students has poor eye sight. All students
are living in the Greater Milwaukee area. Students
attend class Monday through Thursday from 5pm9pm. The program lasts about three months.
Students took a test to determine if they had adequate
reading levels before being enrolled in the class.
Students show gaps in vocabulary and comprehension
abilities.
The school culture varies from collaborative to
frustrated.Students expressed motivation to complete
this program for many reasons: 1) For integrity so they
can tell their grandchildren to finish high school. 2) to
go to college/higher ed 3) to get better jobs. Many
students have to prove they are class for their case
workers, so Im not sure much they were pushed into
the program, or if they get extra benefits for
completing the program. Many students are frustrated
by the fact there is no "right" answer for some
questions in literature or social studies. I have
attempted to scaffold questions and activities, as well
as print off ideas in small slips so they can tangibly
move them around in order to create step by step
objectives students can meet while moving slowly to
higher levels of thinking, creating, and synthesizing.
The assessment process for the 5.09 program is abilitybased through rubrics, a system many students have
not been exposed to. The program is short and
intense, which means a lot of work in three months,
but they receive their HSED at the end. I have to
balance the time constraints, the vast workload, and
content knowledge to draw from with the student's
past experience with school that may have been

negative enough to cause them to drop out. I try to

establish a safe space for students to try things and
make mistakes, but many students carry with them an
identity that they are not "school smart."
Learning Goals/Objectives
Content Standards (CCSS)

Milwaukee Achiever 5.09 Standards

Writing 9-10.3b Use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or
characters
CCSS: Literacy.RI.9-10.6 Determine an author's point of
view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.

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

Pre-Assessment: (What will you do/what

have you done to know that the student(s)
need to be taught this information.)

Students will...
Imagine themselves having different
perspectives
Consider how someone feelings can be
complicated and paradoxical. They will
consider how someone can admire and feel
sorry for someone at the same time.
Consider a complicated relationship they have
with someone
Question how point of view and modes of
communication serve different purposes
Students will
Differentiate how point of view determines a
definition
Differentiate how the mode of that point of
view changes writing
Recognize similes in the chapter
Use context clues to determines the character
traits and motivations for Sally and Esperanza
Predict the speaker and mode of
communication
Analyze that prediction and clues from the text
to prove a final hypothesis about the speaker
and mode of communication
Connect the relationship between Esperanza
and Sally to a relationship in their own life.
When transitioning from the introduction of House on
Mango Street to the novel, we talked about how the
speaker and narrator changed from the author herself
to the fictional character, Esperanza. We have not

Commented [PL1]: This is well done. I have a very clear

understanding of the context.

Academic Language

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

What Rubrics or other scoring scales will be

used?

Students Self-Assessment

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

talked about point of view specifically since then, nor

defined the term. The students have prior knowledge
of stories and narrators, but may not have used the
specific term, point of view, before or analyzed the
craft of how that point of view is expressed. The
frontloading activity is a formative assessment that
should activate they can apply to the novel and convey
some of these ideas to me through class discussion.
I will asses writing on the Interactive Reading Guide
after class by marking if students made a prediction, a
final hypothesis, and write a sentence evaluating their
evidence. All of this information is organized on table
with row for each student. I will assess each students
final writing prompt response (Who is the Sally in your
Life?) on a separate evaluation sheet. A two column
table provides space to record the narrative
techniques used and feedback on their effectiveness.
There is also a space to provide feedback on whether
the following criteria was met: The student
manipulated point of view to develop a story about
a character.
Students will self asses their work using the same
assessment sheet.
How does point of view and the mode of
communication of a speaker/narrator change the
meaning and purpose of a text?
How does your point of view and mode of
communication as an author change the tone, word
choice, and topic when writing about your own life?

Instructional Procedures Learning

Strategies: (Be sure to include specific
strategies to develop literacy of content)
Introduction
Pre (How will you motivate, activate prior
knowledge, what will be your hook? . . .)

Frontloading Activity to understand Point of View.

Students will be able to answer these questions: What
is point of view? How does it affect HOMS? How can
you manipulate it in your own writing?
Students will receive a point of view and determine
what is an object and what it is used for. Students will
receive scenario that prompts an audience and mode
of communication. By sharing the answers to these
prompts students will examine how the perspective of
a speaker/character/narrator's point of view is created

During
Demonstration

Participation

Practice

through identity, audience, and mode of

communication. Students will read the chapter, Sally,
to make inferences on point of view and how it relates
to identity, audience, and mode of communication.
Students will complete an Interactive Reading Guide
for the chapter, Sally. Students will receive a printed
copy of the chapter they underline. The copy will have
stopping points for discussion. After handing out the
guide, the teacher will point out how students will
work in pairs. Each pair will choose one person to be
Partner A and Partner B. The partners follow the
prompts on the guide which specify which partner
reads or if they read silently. Two questions are
written, the rest should be answer orally. Students
have 20 minutes to read and answer questions
collaboratively and silently. Students should be
prepared to share their final answer with the class.

Closure

Students share their final inference on point of view,

audience, and mode of communication of the chapter
with the whole class.

Post
Extension

After their discussion, students will complete a writing

prompt, creating their own vignette that capture a
relationship they have with someone that mirrors the
complicated relationship between Esperanza and Sally.
15 minutes Frontloading Point of View Exploration
20-30 minutes Interactive Reading Guide
10 minutes Final Hypothesis about Point of View
Sharing
10 minute Break
20 minutes Vignette Writing

Time
(Total and Specific)

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

Student with poor eyesight: print off materials with a

larger font.

Resources and Materials: (Include

technology where
applicable/available/appropriate)

Nshima stick
Print Frontloading scenarios/identities
Print (12 copies each): Copy of Chapter (Sally),
Interactive Reading Guide; Who is the Sally in your Life
Directions, Who is the Sally in your Life Self
Assessment, Who is the Sally in your Life Instructor
Assessment
Print: Interactive Reading Guide Assessment

Reflection (What theory/theorists are you

using to guide your practice/planning of
this lesson?)

Multiple Intelligences theory guides this lesson. The

frontloading activity seeks to engage students with the
concept of Point of View visually, The Interactive
Reading Guide engages interpersonal, intrapersonal,
and linguistic intelligences.
Doug Buehl's ideas about confronting academic
knowledge gaps influence the lesson. The frontloading
activity that visually and kinesthetically engage
students in thinking about point of view seeks to
develop a text to self connection that can fill in
background knowledge students need to analyze point
of view and audience in the novel.
The interactive reading guide is modeled on Buehl's
work. He describes this learning tool as one which
seeks to create an interactive conversation between
partners to guide them through different
comprehension processes (making connections,
inferring, synthesizing).
Buehl's purpose in the interactive reading guide to
engage students in making connections instead of
listening to the teacher make them harkens to Freire's
ideas in Pedagogy of the Oppressed. Freire's
educational philosophy that empowers the student
and sees the teacher as merely a guide influences this
lesson. The culminating writing activity invites students
to model writing on their own life after Cisneros'
writing. Freire's philosophy targets student selfactualization. The purpose of this lesson is for students
to know themselves and their own relationships better
through descriptive writing.

Commented [PL2]: You've done an excellent job in the

planning of the lesson. You are clearly incorporating Buehl
and the principals taught related to literacy. You have
adequately and I think accurately applied Friere to the
implementation of the lesson. That you have made the
connection between Friere and adult learners is
commendable. Most people don't even think of Freire.
You lesson plan is well aligned and I understand what you
are going to do as well as why.