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Common Lesson Plan

Teacher: Leann Schlotterback


Grade Level: 8th Grade
Subject: Language Arts
Common Core/State Standard(s):
W.8.7: Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
RI.8.6: Determine an authors point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.

Planning

Learning Objective(s): Students will be able to(SWBAT)


Students will be able to gather sources and evidence from a text that can relate to both
sides of the story.
Students will be able to analyze both sides of the story and respond and record both the
positive and negative effects to the question or situation.

Describe how this lesson is developmentally appropriate:


What skills and content are needed to master the lesson objective(s)?
Students will need to be able to analyze different pieces of text. They will also need
to be able to tell the difference between both sides of the story and reflect on both the
positive and negative effects on either one.
How is this objective relevant to students, their lives, and/or the real world?
The lesson is focusing on a question that relates to the students real life. There for
they can pull situations and evidence from their own lives and apply it to the text that
is in front of them. The question also relates to what they experience almost every
day, school.
What types of instructional strategies will you use to deliver the content?
I will be using a couple of different strategies throughout my lesson. First the students
will be reading the passage in sections if they get assigned one. Throughout this I will
be intervening and making comments to get students thinking about what was just
read to them. This can be a combination of guided practice to get them thinking
about the text and independent practice because they need to be listening or reading
along in the textbook. Then I will instruct/lecture different sources that I have found
that relate to the question that is being presented. I will also be inputting my own
stories into the conversation so students can relate to my experiences as well. Then
students will also be making comments throughout the discussion with their views
and inputs and stories that relate to the question.
How does your lesson reflect educational theories/theorists?
I will be using Vygotskys theory of scaffolding throughout the lesson to help support
and encourage students to make more in depth views into the question being
presented. I will also take into account of what the students already know and go off
of their ideas and stories to expand on the discussion.

I will also be using Eriksons Psychosocial Stages since all of the students are at the
beginning of the Identity vs. Role Confusion Stage. This is when students are not
very comfortable with their body and/or not really sure about who they really are or
are going to become. This means that throughout the discussion the students need
to be heard throughout their whole explanation. Also, it is important to support their
ideas and help them connect to the story.
Pre-Assessment
How will you measure students readiness/level of understanding prior to teaching
this lesson? (e.g., KWL chart, SMARTboard responder quiz, whole-class Q&A with
response cards, individual student pre-test, etc.).
Before we start to read the text based on the question presented the teacher will be
asking the students what they know about the question or anything to support one
side or the other.
Questions that were asked were:
o What do you like to do during the summer?
o Do you know of any place that has 4-day school weeks?
o How would you feel if you did not have a summer break?
o Why do you think some schools have school year-round?
Assessment
How will the students demonstrate that they have attained the goals of the lesson?
Explain how the assessment aligns to the objective.
Include a copy of the lesson assessment.
Provide exemplar student responses/products (model outcome).
The students will demonstrate that they understood the lesson by filling out their
Discussion Web worksheet that can be filled out to support both positive and negative
sides to the question presented.
The Discussion Web worksheet has the students write down the central question,
How much time in school is enough?, then students will pull information from the
text and discussion to fill in and support reasons why this can be positive or negative.
Then once students have both sides with information they can make their own
conclusion about their own answer to the original question.
Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric, weighted
responses, checklist)
Report results in qualitative and/or quantitative format.
I will evaluate students performance by how they are responding throughout the
discussion on the topic and if their Discussion Web worksheet supports enough
evidence from either the discussion or the text or both.
We will also be having a group discussion about why the students chose a certain
side and explain their decision using text information and how they got to that point.

Key Vocabulary:
List words that you will either introduce or
review which build background/schema
relevant to the content area.
Statistics: data or measureable pieces
of information used in research
Concept: a general thought or idea
Insight: the ability to see or
understand

Technology needed:
How will you use technology to
engage students in authentic learning
experiences?
I will be showing different examples
that support the text and can relate to
the information and provide back up
evidence for both sides of the story.
How will you address diverse learning
needs through technology?
Students will be able to look at their
text in front of them.
If the print is too small to read then I
or another student will read it out loud
so everyone is able to see and
understand.
Other required materials:
Discussion Web Worksheet
Reality Central by: Pearson
Education pgs. 81-83
Pen/Pencil
SMARTboard
Cooperating teachers laptop

Accommodations:
What accommodations/modifications will you include for specific students during
each phase of the lesson? (remediation and enrichment levels)
Input: Students in this period are usually good about following directions and
staying on task but this depends who they are sitting by. So walking around
and making sure students are staying on task will be important. I will also have
enough questions ready to keep the conversation moving along so that
students stay intrigued and involved in the conversation.
Guided Practice: I will give extra support to students who are confused about
something that is read in the text. I will also answer and support students
interest into certain parts of the text and explain any ideas that they are
confused about or ones that are not clearly expressed.
Independent Practice: I will model for students certain items or phrases that I
thought were important so they can have a start to their own ideas. I will also
be moving around the classroom and being available to any students that
need extra help or guidance.
Assessment: I will be looking over students worksheet after they are
completed. If there are any students that seem to be struggling understanding
certain parts of the text I will express my concerns with the cooperating
teacher. This way we can help students later on and give them extra support.

I Do

Lesson Plan Implementation

Lesson Opening:
How will you
activate student interest?
present the learning objective(s) in an engaging and student-friendly way?
make connections to past learning?
convey the importance of the learning objective and make it relevant to your
students lives?
explain to students the sequence of instruction? (preview the activities for the
period)
communicate what knowledge or skills students will be expected to produce by
the close of the lesson?
As students walk into the classroom there will be instructions on the board of what
they are expected to do at the beginning of class.
o This will be to grab a Reality Central book, Grade 9.
o They will also need to grab their packet of Discussion Webs.
o Turn to page 81.
o The teacher will then ask questions, using Plickers, about the Reality
Central, like:
How many schools in South Dakota have 4 day school weeks?
A. 22
B. 39
C. 100
D. 53
Do you think it is better to have a 4 day school week?
A. Yes
B. No
Do you do activities during the summer?
A. Yes
B. No
Do you plan on getting a job during the summer?
A. Yes
B. No
How many students get a job during the summer months in South
Dakota?
A. 12,200
B. 15,000
C. 18,983
D. 22,891
What countries have school year round?
A. Japan
B. Australia
C. China
D. South Korea
E. All of the above
Instructional Input
How will you model/explain/demonstrate all knowledge and skills required of
the objective?
Restate the objective

Reflect

Analyze

You Do

We Do

Guided Practice
How will students practice, with your support, all content and skills required to
continue to internalize the objective? (How will students be engaged?)
How will you ensure that all students have multiple opportunities to practice
Independent Practice
How will you clearly state and model academic and behavioral expectations?
How will students independently practice the knowledge and skills required by
the objective?
Lesson Closing
How will you
Review the skills/content taught in an interactive manner (whole/small group,
individually)
Reemphasize and clarify the objective
Reassess students mastery of, or progress toward the objective? (if not
already assessed)
I will ask students to use their conclusion and separate onto the directed sides
of the room.
The left side will be for students who are for school year round.
The right side will be for students who do not support school year round.
The middle will be for students who are undecided or think that there is a
better option for schools.
Students on the side they decide will get into groups of 3 to 4 and write on
a white board why they chose that side and the evidence they found that
supports their decision.
Then we will go around and discuss why students what they wrote and talk
about if other students agree or disagree with them.
I will reemphasize how there are two or more sides to a story and that students
can make conclusions if they take evidence from the text.
After you have administered your assessments (formal or informal) for this lesson, analyze
the results.
How did the students perform on this assessment? To what degree did they
achieve mastery toward the lesson objective(s)?
For the pre-assessment
moston
students
did not
that performance.
other schools
Reflect on your effectiveness
as a teacher based
the analysis
ofknow
students
List two things you feel you did well to plan, implement, or assess instruction.
I thought that I did a good job on grabbing the students attention right
from the beginning by relating the topic and information to their own