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UMU Lesson Plan Template

(redesigned to fit EDU 150 Lesson Plan including some Planning Commentary PROMPTS)
For additional insight into writing a lesson plan, watch the YouTube video.
https://www.youtube.com/watch?v=BZCLhjInoSw Caution its for a particular type of lesson called an Advisory
Lesson, but it should help you understand elements to consider when designing a lesson.

Name: Mikayla Milburn & LeAnne Novak Date: 4/28/2017


Grade Level: College Freshman Class Period: 1:45-2:50
Subject: Advisory Lesson # & Title:
Big Idea/Lesson Focus: Integrating Film in Classroom
Essential Question: What are the benefits of including film in lessons?

Context for Learning:


.
Function of the Lesson (check all that apply):
Introduce New Skill or Practice Remediation/Reteaching
Content Review Advisory Lesson

Content Standards: This is unnecessary for this EDU 150 Lesson Plan.
Learning Objectives: The class will be introduced to the ideologies of the chapter called Celluloid Heroes from Rafe
Esquiths, Teach Like Your Hairs on Fire. We will demonstrate this by integrating a short version of Esquiths weekend
book project into our lesson to show why this assignment was so helpful. Benefits of using film in the classroom will
be discussed. The students will talk about their opinions on Esquiths ideas and then will come up with ways they can
encourage analytical thinking and appreciation for the arts/film.
Academic Language (or A.L. Demands, A.L. Objectives): analytical skills, cinematic knowledge, character, beliefs,
critical thinking, responsibility, and dependability
Instructional Materials and Support:

YouTube video: 12 Angry Men clip: 9 minutes-17 minutes -


https://www.youtube.com/watch?v=oe_aapAZvj8
Short Answer Activity: some papers will come crinkled up or have food stains on them or ripped and some will be in
new, pristine condition

PowerPoint: in D2L

Popcorn for movies


Prior Knowledge: Ask questions prior to showing movie. How often did you watch movies in class? Do you feel it was
helpful? Did you have teachers who showed TOO MANY movies? Ask if they have heard of 12 Angry Men? What do
you think its about? How do you think itll apply to our lesson?
Assessments:
(For this lesson you will only need to do a short Pre-Assessment find out about their Prior Knowledge and then a
Post-assessment to determine if the students met your objective.
Pre-Assessment for the unit: Discussion questions listed in prior knowledge questions will be
asked
Assessment(s) during the lesson: discuss Rafes teaching of films and how he used films in the classroom,
benefits of using film in the classroom, watch a clip of 12 Angry Men and answer assessment questions
afterwards.
Assessment(s) at the end of the lesson: Clear up misconceptions, any questions regarding films and/or Rafes
strategy.
Post-Assessment for the unit: Ending with group discussions about opinions on Esquiths ideas
and then come up with one way they will encourage critical thinking and appreciation for art

Strategies & Learning Tasks


Introduction: (Attention-getter and Overview of what theyll learn.)

Pre-Assessment and Prior Knowledge Questions, Have you ever? Gave them a brief summary about Rafes view on
including movies in the class room.

Presentation/Explicit Instruction: After introducing ourselves, the Pre Assessment questions were asked. Have you ever
had a teacher show the movie of a book after reading it in class? Have you ever had a teacher show the movie instead of
showing the book? Have you have had a teacher just show a movie just to kill time or because it is the end of the year and
they do not want to teach anymore? Students will raise their hands if the situation applies to them. Discuss Rafes The
Weekend Club Optional and known as the Hobart Shakespearean Movie Club. Every Friday the students would rent a
DVD from the library the DVD monitor will record the student and the DVD the student is borrowing and will then hand
over the questions that correlate with that DVD. The students must return the DVD in pristine condition as well as return the
answers to all of the questions. The questions must be grammatically correct as well. If the DVD and questions are late or do
not exceed the rules the student will then face suspension from the club for a couple of weeks. This taught the students that
this club is a privilege, not a right. Next a clip from minute 9 to 17 minute will be shown from the movie 12 Angry Men.
Once the clip is over the students must answer the following questions on the pieces of paper (pristine pieces, ripped,
crumpled,):

1. What kind of sentence was the boy going to serve if he was convicted guilty?
2. Why did the father serve a sentence in jail?
3. What was the supposed time of death of the victim?
4. Based on the small amount of information given about the case so far, do you think the defendant is guilty?

5. What lessons do you think this movie could teach?

Discuss the benefits of Rafes movie club - Students began to watch the movies together. Students who
participated began to try more difficult literature, art projects, and physical challenges. Builds character, learn
impact of good and bad decisions and be inspired to stand up for what you believe in difficult situations. Next
Rafes Tuesday after school club will be discussed. Students would be dismissed from school early on Tuesdays
due to teachers having meetings. After school Rafe would show a film for students rather than them going home
early. This club was optional and allowed the students to expand their cinematic knowledge and exercise
analytical thinking. Rafe also claimed that the students who attended the club were students that were willing to
sacrifice time. Rafe also claimed that the students who attend the after school Tuesday movie club also challenged
themselves in the classroom with more difficult literature, art projects and challenged themselves more.

The story of Frank Frank was one of Rafes students. Frank and Rafe were not really close, but Rafe impacted
Frnaks life tremendously. Frank was a member of Rafes movie club and would go above and beyond when
answering the questions associated with the DVD he had watched that weekend. Frank would discuss the films
with Rafe and input his opinions and thoughts about the movies. Now Frank is very successful in the filmmaking
industry and swears that Rafes movie club changed his life.

Closing quote The quote The film club helped adapt and attitude that is attractive to anyone: a curiosity to know
more and an appetite for something new will be shared. This quote was chosen because it not only relates to film club
but to learning in general.
Structured Practice/Exploration:
Guided Practice/Specific Feedback :
Ask students the Pre-assessment questions, ask students if they have ever seen the movie 12 Angry Men, ask students
the Assessment questions and to share their answers and elaborate on the questions that ask why or to have them
explain, ask the students how they can incorporate films into their lesson plans as future teachers.

Independent Practice/Application:
Closure:
Questions about what lessons the movie teaches will be asked. The class will then discuss benefits of these lessons and
the potential of movies being a positive aspect to include in the class room will finish up the discussion.
Differentiation, Individualized Instruction, and Assessment:
Research and Theory:
12 Angry Men was watched and then the section shown was decided.

edTPA Planning Commentary is on the back.

For additional insight into writing a lesson plan, watch this YouTube video. Remember its an Advisory Lesson
https://www.youtube.com/watch?v=BZCLhjInoSw

Here are the edTPA prompts that you will answer for edTPAs Planning Commentary that will
accompany the lesson plans that you complete during your Methods classes, Pre-clinical, and Clinical
Practice. For this lesson, you only need to answer the bolded prompts -1 (Content Focus) and 2a
(Knowledge of Students to inform Teaching - Academic Language Development). Please read the
other prompts and be aware that when you design lessons for courses in other courses.
1. Content Focus for lesson. The summary can be holistic covering the lesson, but be sure to show how the
lesson would connect to any lessons that come before and after this lesson!
Content Focus Summarize the central focus for the content you will teach in this learning segment.
Explain how this focus allows your students to ask and answer significant and challenging questions about
their world and to make relevant, interdisciplinary connections.
2. Knowledge of Students to Inform Teaching
a. Academic language development (e.g., students abilities to understand and produce the oral or
written language associated with the central focus and standards/objectives within the learning
segment)
b. Young adolescent development, including cognitive, physical, and social and emotional dimensions
3. Supporting Young Adolescent Learning in the Discipline
Be sure to cite research and theory, including concepts addressing young adolescent learning, to support your explanations.
a. How are the plans for instruction sequenced in the learning segment to build connections between students prior
learning and experiences and new knowledge?
b. Explain how, throughout the learning segment, you will help students make connections between and among
facts, concepts, interpretations, and claims/arguments regarding your content area.
c. Describe any instructional strategies planned to support young adolescents with specific learning needs. This will
vary based on what you know about your students but may include students with individualized education
programs (IEPs), English language learners, or gifted students needing greater support or challenge.
4. Supporting Student Understanding and Use of Academic Language
Respond to the prompts below to explain how your plans support your students academic language development.
a. Identify the key academic language demand and explain why it is integral to the central focus for the segment and
appropriate to students academic language development. Consider language functions and language forms,
essential vocabulary, symbols, and/or phrases for the concepts and skills being taught, and instructional language
necessary for students to understand or produce oral and/or written language within learning tasks and activities.
5. Monitoring Student Learning
a. Explain how the informal and formal assessments were selected and/or designed to provide evidence you will use
to monitor student progress toward the standards/objectives. Consider how the assessments will provide evidence
of students understanding of facts, concepts, interpretations, and analyses to make and explain claims/arguments
about a significant historical event or social studies phenomenon.
b. Describe any modifications or accommodations to the planned assessment tools or procedures that allow young
adolescents with specific needs to demonstrate their learning.

We were set back due to technical difficulties; this could have been resolved if we had the right piece to connect the
SmartBoard with the laptop. The students seemed pretty interested in the movie clip and actually knew all of the answers
to the questions that were asked. If we were to do one thing differently it would be to have them think about what movies
they would personally use in the classroom.