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Urban Teachers Lesson Planning Template

Grade Level: Subject: Date: 10/26/16


11th English 3

Materials/Texts:
Video:http://www.cc.com/video-clips/3jfscl/key-and-peele-dating-a-biracial-guy
Prezi (PDF version is attached)
Lesson Component What will you do? / What will students do?
TEKS (C.1) 25(A) give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well
What Language Arts and Reading chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect),
Standards does this lesson address? volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
How do you know the students need
this lesson?
Unpack the standard(s) by identifying Skills to highlight:
the strategy(ies) or skill(s) Speaking
Listening
Presentation
Lesson Objective (C.1, A.3) Students will be able demonstrate their understanding of formal and informal language by writing and
Objectives must be performing a skit that highlights the need for code switching. After the skits, students will write a one
specific-(clearly defined learning) paragraph reflection on the role they see formal language playing in their future, academically and
measureable-(assess student professionally.
achievement)
aligned (with the TEKS) Teacher Action:
rigorous (written with verbs for Teacher will take 2 minutes to read over the objective for the day with the students to frame the days
expectations of high rigor)
learning
posted shared aloud with
students

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Assessment (B.1, B.2,C.1, C.2) Students will be asked to write a script with a partner around a scenario where they would need to code
How will students demonstrate their switch in order to achieve their desired results. All scripts must include the scenario, relationship
mastery of the objective? between characters, and have a clear goal accomplished before the end of the skit
What evidence will you collect to
assess understanding?
Are assessments differentiated for
diverse learners?
How will the data inform tomorrows
lesson?
Connect and Engage (A.2, B.1, C.1) Do Now: What is the difference between formal language and informal language?
How will you gather background M: Answer the Do Now
knowledge and make connections to V:Silently
previous learning? P:Independently
How will you hook the students? T:5minutes

Hook: Key and Peele:Dating a Bi-racial guy video hook.


http://www.cc.com/video-clips/3jfscl/key-and-peele-dating-a-biracial-guy
Stop, think, and jot
Why does the man keep changing the way he speaks?
What is changing in particular?
Teacher Action:
Teacher will walk around and monitor student work looking for exemplar answer
Once time has concluded, ask student with exemplar answer to share out
Student action:
Students will answer Do Now silently and independently
Student with exemplar answer will share whole class
Students will stop, think, and jot independently
M: Stop think and jot
V:Silently

2
P:Independently
T:5minutes
Students will share answers with whole group
M:Whole group share aloud
V:level 2 voice
P: Whole group
T:5 minutes

Pre-Assessment Data- 10 students gave exemplar answers to the whole group and 5 gave developing answers.
There were 5 students who werent able to answer initially but were able to answer whole group.
Teacher Modeling (A.1, A.2, B.1, B.2, Teacher Action:
C.1, C.3, D.1, D.2, D.3) Go through Prezi presentation stopping for small and whole group discussions
A brief teacher directed lesson aligned Read code switching Definition
to the objective. Code switching is the practice of alternating between two or more languages or varieties of
Model thinking using think- language in conversation
alouds. Examples of code switching
Engage students using turn and Cold call students to give examples of how they introduce themselves to
talk or other student response
Teachers
checks to monitor
Professionals
understanding.
Friends
Utilize organizational tools
Turn and talk 1 (Small group)
(anchor charts, process charts,
Question:Why do we code switch
graphic organizers) when
appropriate.
M: Turn and talk
V:6 inch voice
P:Pairs
T:2 minutes
Student Action:

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Share answers from Turn and talk 1 (Whole group)
Teacher Action:
Turn and Talk 2 (Small group)
Question: Why is it sometimes difficult to code switch
M: Turn and Talk
V:6 inch voice
P:Pairs
T:2 minutes
Student Action:
Share answers from Turn and Talk 2 (Whole group)

Guided/Collaborative Practice (A.2, Teacher Action:


B.1, B.2, C.1, C.2, C.3, D.1, D.2, D.3) Introduce role playing assignment expectations
Identify guided practice needed before Explicit Directions: Students will split into pairs and write a one page script using the language
releasing students to practice on their appropriate for who you are speaking to in the scenario. When groups present they must provide the
own scenario, relationship between the characters, and have a clear goal that is accomplished by the
Consider scenes end. You will have 25 minutes to work in your groups on your script. After the scripts have
Cooperative groupings been written every group will perform their skits for the class.
Conceptual difficulties that might Monitor student work and identify students who need additional support
arise and how will you address Brainstorm possible scenarios with students who are having trouble
them Ask for student volunteers to share their skits
How students can initiate Student Action:
discussion Students will choose their partner and decide where they want to write the script
How tasks are differentiated Possible work locations
How the tasks advance students RTC Foyer
understanding and learning Junior Foyer
Ways to check for understanding Classroom
or need for further support Students will write their one page script, showcasing their ability to use the necessary language in their
scenario to get their desired outcome.

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M: Write and rehearse script
V: level 2
P: Pairs/Trios
T:25 minutes
Students will perform their skits
Students will track speaker as skits are performed
Independent Practice (A.1, A.2, A.3, Teacher action:
B.1, C.1, C.2, C.3) Monitor student work
What opportunities will students have Ask probing questions for students who are having trouble
to use the new skills/concepts in a
Possible questions
meaningful way?
Why do you code switch now?
How will students demonstrate their
mastery of the objective?
Do people in the career you want to have, speak a certain way?

Student Action:
Students will silently and independently write a reflection on the role they see code switching playing
in their professional and academic lives.
M:Code switching reflection
V:Silently
P:Independently
T:10 minutes
Closure (A.3, B.1, D.1, D.2, D.3) Teacher Action:
Assessment of student learning Debrief important points of the lesson
including student reflection on what Academic language is situational
was learned which may include one or We speak different to get what we need in specific situations
more of the following: Code switching doesnt mean being fake
Connections to previous learning Collect reflections
A review of the objective and if it
what achieved
Student action:

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An exit slip or other means of Turn in reflections
informal assessment Exit Ticket:
Student sharing and peer The reflection will be collected to assess students comprehension of the lesson.
feedback
Celebration of learning
Reflection (B.2, E.2) Post assessment data and Reflection
What does the data show you We ran out of time so the exit ticket expectations were changed to one paragraph. Every student responded
regarding student learning? with the main points of the lesson. They identified that language is situational and we use different language
How did the pacing impact the to get what we want.
enactment of the lesson?
Did all materials support student
learning?
Were there places where students
required additional supports, or places
where acceleration occurred?
How would you gauge student
engagement (academic and
behavioral)?

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