KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: November 21st, 2018 School: Madison Central High School
(extra work day on November 22nd)

Grade / Age: 11th grade, 16-17 years old Subject & Topic: English 11, Informative Writing

# of Students: ______32________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: Brainstorming Topics

_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __ Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be incorporated
into lesson plan. Also, be specific about student skills and knowledge. Describe racial, socioeconomic diversity in
class.

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for an
assignment, class is held either in the library or chromebooks are made accessible for the whole classroom.
While there are no students with special needs accommodations, each student is leveled as low-performing. Out
of 32 juniors, 14 girls and 18 boys, every student is at around a ninth or tenth grade reading level. To
accommodate this, students are arranged by achievement level in groups of 4 and work frequently with those in
their group. Other accommodations are extended time to work, all instructions are written and said allowed, and
visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each standard.

a. Previous lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

Objectives:
• SWBAT: Gather relevant information from multiple print and digital sources
• SWBAT: Use advanced searches effectively
• SWBAT: Assess the strengths and limitations of each source in terms of the task, purpose, and
audience

b. Current lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
 integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

Objectives:
• SWBAT: Create citations in a standard format
• SWBAT: Integrate information into text selectively to maintain the flow of ideas and to avoid
plagiarism

c. Next lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

Objectives:
• SWBAT: Develop and strengthen writing by revising
• SWBAT: Develop and strengthen writing by editing
• SWBAT: Develop and strengthen writing by rewriting

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.

The lesson will continue the students’ work in their writing unit. Previously, students have:
• Read Of Mice and Men by John Steinbeck and decided on an essay topic.
• Started prewriting by brainstorming possible writing points and areas of research
• Worked with both print and digital sources together research for their papers

This preassessment will be administered as their bellwork in the first 5 minutes of the class as students log in to
computers in the library. Students will complete a Socrative this multiple-choice questions:

Below Is an excerpt from George and Candy's discussion about Curley. Which is a correct way to cite evidence if
you want to show that Curly has a Napoleon Complex (being overly aggressive since he is shorter).

“Well, let him be handy,” said George. “He don’t have to take after Lennie. Lennie didn’t do nothing to him. What’s
he got against Lennie?”

The swamper considered . . . . “Well . . . . tell you what. Curley’s like alot of little guys. He hates big guys. He’s alla
time picking scraps with big guys. Kind of like he’s mad at ‘em because he ain’t a big guy. You seen little guys like
that, ain’t you? Always scrappy?”

“Sure,” said George. “I seen plenty tough little guys. But this Curley better not make no mistakes about Lennie.
Lennie ain’t handy, but this Curley punk is gonna get hurt if he messes around with Lennie.”

Based off the data, I will determine how much the students know about citing evidence. If they need assistance
in the questions, I will go over these questions with the class before beginning the lesson. If they do not, we will
start the first activity.

Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.
My formative assessments will be:
• Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
• Scaffolding with targeted questions while students are working
• Wheat Thins Memo Activity:
o We’ll begin by watching Stephen Colbert’s bit over a Wheat Thin’s memo.
▪ The reason I’m using this video is so students, while hopefully laughing over his comedy, will
see how Colbert uses quotes when discussing the memo.
▪ Time Stamp: 1:32-4:11
o Before watching, I’ll tell students to observe how Colbert introduces and concludes the quote and
how much he uses of the quote.
o When the video is finished, I’ll have students do a think-group-share where they will think and then
share their thoughts about the video, which will serve as the formative assessment.
o The reason for this exercise is to show students a good example of how to use quotes using
something other than a paper. Also, I’m trying to engage the students here as I acknowledge the fact
that learning about quotes and citations can be tedious.
• Citation and Evidence Presentation:
o Students will fill out their guided notes while I go over how to find quotes, format them, and how to
do citations. I will check in with students here with many scaffolded questions, such as the ones
listed below, which will serve as the formative assessment during this activity.
• Creating Evidence:
o Each table will receive an envelope with two quotes, two introductions, two citations, and various
punctuation marks. they will put the pieces together based on how they go together in the book.
o I will go around to each group as they finish to check their finished evidence.
• Exit-slip:
o Students will get a post-it note and answer a question similar to the beginning preassessment:

Below Is an excerpt from when Lennie crushes Curly's hand. Correctly cite evidence to show that Curly has a
Napoleon Complex (being overly aggressive since he is shorter). Make sure to introduce the quotation, keep
appropriate formatting, and end with a correct citation.

"...still Lennie held on to the closed fist. Curley was white and shrunken by now, and his struggling had become weak.
He stood crying, his fist lost in Lennie’s paw.

George shouted over and over. “Leggo his hand, Lennie. Leggo. Slim, come help me while the guy got any hand left.”

Suddenly Lennie let go his hold. He crouched cowering against the wall. “You tol’ me to, George,” he said miserably.

Curley sat down on the floor, looking in wonder at his crushed hand. Slim and Carlson bent over him. Then Slim
straightened up and regarded Lennie with horror. “We got to get him in to a doctor,” he said. “Looks to me like ever’
bone
in his han’ is bust.”

page #: 53 author: John Steinback

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
• Projector to show the Socrative and Presentation
• Computer to control the Socrative and Presentation
 • Cited Evidence Presentation
• Hardcopies of note worksheets
• Envelopes with cited evidence pieces included
• Colbert video
Link for Notes worksheets:
https://docs.google.com/document/d/1Mw6z4ZE3oGgarysyzgyX8dYHU4hf5Q2Po34wMZpveFQ/edit?usp=sharing
Link for Presentation:
https://docs.google.com/presentation/d/1IbEIExdTmw77HHlWzbUuFK_hGqMtFZm4Kg8wo0YwXoc/edit?usp=sharing
Link for Cited Evidence Pieces:
https://docs.google.com/document/d/1ORmFD8ZxglqCrdq3Ho3M78YcPLrSGJYE7T9XgpeZqSo/edit?usp=sharing
Link for Video: https://vimeo.com/46314038
Rubric: (starts out as a checklist and then moves to heuristic)
https://docs.google.com/document/d/1Um9q9UDKxT_6qVAH0kcjcODE12WgjFP7E4_-POfLmKc/edit?usp=sharing
Link for Socrative:
https://b.socrative.com/login/student/
Room #: KING3442

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to engage
your students and facilitate attainment of the lesson objective(s) and promote higher order thinking. Within this
sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
• I will begin by greeting the students at the door and in the I’m incorporating many different
classroom. types of learning into my lesson.
• I will need to have the objectives and instructions written on • Auditory/Visual: When I’m
the board before the students come in the door. going over the material and
• The Socrative will need to be up and instructions ready for video.
the students to log in to when they walk into the classroom. • Collaborative/Interpersonal:
students routinely check
2.) Lesson Objectives: My overall lesson objective is that the students back in with their peers
will be able to create correct cited evidence for analysis about Of Mice throughout the lesson to
and Men. collaborate and
communicate.
3.) Relevance: The relevance of the topic is that the students are • Intrapersonal: students also
beginning their projects and will be using a lot of quotes throughout have time to think at their
their work. own pace and collect their
thoughts.
4.) Practice/Feedback:
• Preassessment: (4 minutes) There are accommodations
o This part might take longer if students need to incorporated into my lesson and
borrow phones to answer the Socrative. classroom that can support all
Transition Time (TT): 2 minutes students, such as:
• Wheat Thins Memo Activity: (total 8 minutes) • Modeling
o Students will watch the video. Afterward, they will • Prompting and Cueing
take 1 minute to think, 3 minutes to discuss with • Small Groups
peers, and then will present to the class what their • Reader
group discussed. • Paraphrasing
• Review of Preassessment: (Optional)
o While students are watching the video, I will look
over the answers to their preassessment. If the
 majority were able to choose the correct answer
(80%) then I’ll continue to the presentation. While there are no designated
However, if there isn’t a majority, then I will go over populations in my classroom, I have
the answer to the question before continuing with organized the students into
the lesson. achievement groups that support
TT: 1 minute for no review their learning.
TT: 3 minutes with the review
• Citation and Evidence Presentation: (10 minutes)
o Next, I will go over a presentation about how to cite
evidence correctly. This will discuss how to introduce
quotes, how to correctly format them, and how to
cite them at the end.
o Students will fill out the guided notes as I go over the
presentation for their individual work.
TT: 1 minute
• Evidence Pieces Activity (Optional): (6 minutes)
o I will have pieces of cited evidence in envelopes for
each table. I will pass these out for students to
complete with their table.
• Project Work Time: (18 minutes)
o Students will have the rest of the time to work on
their projects. I will be there to help them if they have
problems with citations or other parts of their
project.
• Exit Slip: (5 minutes)
o During the last 5 minutes of class, I will pass out post
it notes to students while one student from each
table returns the table’s books. They will write their
answer to the exit slip question. I will go to each table
and let them pick a piece of candy/gum while I get
their post it notes.

Lesson Time: Approximately 55 minutes.

6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)

How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)