Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Abby Glickman

Lesson Title: Finishing Chapter 5 Through

Grade Level: 11
Reciprocal Teaching
Lesson Goals: For students to finish chapter 5 of The Other Slavery. To use collaborative reading to increase
comprehension. To write in summary and in reflective forms.
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
Students will develop an understanding of Native American slavery and its impact on a personal level and on a global level. This will
be done through reading Andres Resendezs The Other Slavery and other relevant works. The lesson reflects the central focus
because the chapter that they are working with works with topics about slavery on a global level, thus covering the first half of the
central focuss objective. The lesson will work with this topic inside the text through reciprocal teaching.
The Other Slavery, by Andres Resendez: A factual account of the history of Native American Enslavement, known in the text as the
other slavery, beginning in the 1400s. The text discusses various obstacles that Native American slaves endured, and what their
histories are.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
Jim Burke addresses reciprocal teaching in his book The English Teachers Companion. In his chapter about teaching reading, he
endorses it as one of his many reading strategies. He says, Students learn specific strategic sequences such as Reciprocal
Teaching, which involves: summarizing, then generating questions, then clarifying, and finally predicting (164). The class will be
participating in this activity to finish and comprehend the second half of chapter 5. He also says, Guiding students through the
process of learning how to read challenging texts in different genres; using a range of interactive exercises such as quick-writes,
anticipation guides, role-playsModeling and frequent, high-level student-led discussion also produce effective results (178).
Through this lesson, students will be working with a text from the nonfiction genre, role-plays, and student-led discussion, therefore
incorporating several areas of this research.

Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact
and build on one another to provide a complex analysis; provide an objective summary of the text.
2D) understands the relationship of knowledge within the disciplines to other content areas and to life applications
6A) understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop
word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.
The first Common Core standard relates to citing textual evidence. This will be done through the summary at the end of the lesson.
Students will be required to use in-text citations and use quotes for the summary. This will help them work on becoming strong in their
ability to integrate quotes and use in-text citations into their summaries. The second Common Core standard involves the
development of ideas in a text. This concept will be worked on through reciprocal teaching. Through reciprocal teaching, they will be
discussing ideas within the text and forming their own ideas through predictions and questions. This will help them become more
critical readers. The first IPTS standard involves connecting lessons to other content areas. This unit and this lesson segment can
transfer easily to a history class, as it is centered around a non-fiction text with important historical background. This lesson segment,
with this standard in mind, will improve their English-based skills while incorporating social studies as well. The last IPTS standard
involves instructional approaches during reading that aid comprehension, fluency, and vocabulary. All of these will be covered in the
lesson through having their vocabulary note sheets from the previous day out, thinking critically about the text, and reading out loud to
increase reading fluency. The first objective will support student learning because it helps student develop collaborative skills and
reading fluency skills. The second objective will support student learning because it will ensure that student understand concepts
within the text that are necessary for the rest of the unit.
Materials/ Instructional Resources:
Copies of The Other Slavery
Worksheets from the previous day
Paper and pencils

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1: Students will be able to take on roles

(summarizer, questioner, clarifier, predictor) to collaboratively
finish chapter 5 of The Other Slavery.

Related Assessment: Students will write a summary of the reading

and reflection of the reciprocal teaching session.

Explain the Assessments Alignment with the Objective:

The summary and reflection will show how much they have learned
from the reciprocal teaching session. From this, and formatively
checking on each group during the class period, it will be clear
whether or not students understand the material and how productive
each groups session was. This will inform similar in-class reading
and group activities in the future.

Describe the form of Student feedback that accompanies

the assessment:
Students summaries and reflections will be graded for
completion and depth. They will be graded out of five points. This will
be a low-stakes, formative assessment, meant to inform the teacher
on student comprehension and future activities that could
potentially be similar.
Objective 2: Students will be able to comprehend the historical
concepts within chapter 5, particularly emancipation and those
who supported it, and those who did not support it.

Related Assessment: Students will write a summary of the reading

and reflection of the reciprocal teaching session.

Explain the Assessments Alignment with the Objective:

Because theyre writing a summary, the assessment checks if
students understand the historical concepts within the text.
The summary will include details about the historical figures
and events, and will demand in-text citations and quote integration,
checking on these skills as well. Therefore, this assessment checks
on comprehension and related skills.

Describe the form of Student feedback that accompanies

the assessment:
Students summaries and reflections will be graded for
completion and depth. They will be graded out of five points. This will

be a low-stakes, formative assessment, meant to inform the teacher

on student comprehension and future activities that could
potentially be similar.

Lesson Considerations
Pre-Assessment: The pre-assessment for this lesson will be the preceding lesson. Based on how students are grasping the
vocabulary and the first half of the chapter, students should be able to participate in reciprocal teaching in groups as planned.
However, this demands a generally strong understanding of the first half of the chapter as well as the vocabulary and historical
figures that were presented the previous day. The teacher will know if students are ready based on the discussion at the beginning
of the class, and will gauge the days instructional plan based on that.
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

Although not all students write in Standard English, they can all typically write at grade level. They can also read at grade level,
although some may need support with learning vocabulary, as they also speak Spanish or are Spanish dominant. These students
will be able to grasp the vocabulary with additional support and the aid of translators or translation dictionaries. They are an honors
class, so they typically respond well to the material that they are presented with. They are able to keep up with the work they are
given for their level. They are learning to write more complex and analytical pieces, and integrating information from texts into their
writing fluidly. They recently learned how to use quote integration and how to paraphrase, but may need reminders on how to do it
correctly during assessments.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
In our class, we have students from low-income households, students from middle-class households, students who are homeless,
students who speak both English and Spanish, and a student whose first language is Spanish. We have one student who has an
emotional disorder. We have students who are religious (Roman Catholic, Lutheran, Muslim) and students who are not religious.
We have some students who are interested in sports, several who are involved in extracurricular clubs such as student
government or newspaper, and some who are involved in the school musical.
Misconceptions: Students might have trouble understanding some of the vocabulary in the text, and may have trouble keeping
track of all of the names that come up. Students who speak Spanish and English and the Spanish-dominant student may need
support with vocabulary, as it is difficult to keep track of it. Additionally, students who read at different speeds may have trouble
keeping up with the reciprocal teaching activity.

Language Objectives and Demands

Identify a Language Function: Synthesize. Students will be synthesizing the information in the text by participating in reciprocal
teaching. The roles that students play in the reciprocal teaching activity will help students synthesize the chapter by thinking about
it critically.
Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary: Spanish Antislavery Crusade, Abolition, Emancipation, Insurrection, Slaving Ground/ Slaving Zone

Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:
We have one student with an emotional disorder. This student will be warned about the content in advance so they will be able to
process it in time to do the assignment. They will also be allowed to take breaks if they are overwhelmed or too anxious at the
moment to complete the assignment. They will have a say in their seating to reduce stress. Finally, they will set up goals with the
teacher outside of class. They will be granted extensions when necessary to create an academic plan that allows to success without
the buildup of anxiety. The special education teacher will be consulted when making accommodations, and will check with the student
to make sure the accommodations are working and modify them if necessary.
Accommodations for students who are not proficient uses of Standard English:
We have several students who speak both English and Spanish, and one who is Spanish-dominant. Students who need support
with learning or perfecting their English language skills will be paired with students who are stronger with English for group work.

These students will also be given Spanish translations of the text and worksheets so they can look at both languages
simultaneously, and grasp all the necessary content. If they feel strong enough with English that they do not want the translation,
they may use an online translator or a Spanish-English dictionary. This will be determined on a case-by-case basis and progress
will be reviewed periodically to see if changes or additional accommodations should be made.

Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
In the reciprocal teaching groups, students who are not proficient in English will be grouped with people who are strong in English.
Language comfortability will also be taken into account when assigning roles for reciprocal teaching. Students who are not
proficient in English will have translations of the text and/ or online translators handy while the reading is happening. They will be
encouraged to read out loud in English if possible. If not, someone will help them. Grouping of the student with an emotional
disability will also be considered. They will have a say in who they work with to reduce anxiety. These measures will be taken to
ensure that learning in small groups is productive and comfortable. For individual assignments, the teacher will circulate the
classroom to check on student progress and answer any questions they have. Students who are learning English will be able to
keep their translations and translators handy as they complete the group work. The student with anxiety an emotional disorder will
be warned of the content in advance. The teacher will circulate to students who have accommodations or need additional support
during individual activities. During the whole class discussion, there will be a thumbs up/ thumbs down system for understanding
each question. Students who are not comfortable asking questions during class are encouraged to ask after class or when the
class breaks into group work.

Time

*Lesson Plan Details

Lesson Introduction: Students will discuss the first half of chapter 5 as a class with the following guiding questions:
10
minutes
Can someone summarize what has happened so far in the chapter?
What important figures have come up so far, and what are their positions on slavery?
What do you think will happen during the rest of this chapter?
Learning Activities 35
minutes
The teacher will explain that students will be splitting up into groups, and each group will participate in reciprocal
teaching. Teacher will review was reciprocal teaching entails (Reading out loud, stopping after every two pages for
summarizing, generating questions, clarifying, and predicting, each student taking one of these roles). The teacher

will separate the class into groups and into their roles, which will be picked strategically based on reading level and
accommodations. The teacher will also remind students to continue filling out information on the historical figures
and the comprehension questions on the previous days worksheet. Students will separate into these groups and
arrange their desks into circles. [10 minutes]
Students will read the second half of chapter 5 using reciprocal teaching. Students should also have their
worksheets out from the previous days activity and should continue filling those out during the reading activity. [25
minutes]

The summary and reflection will help students construct meaning from the text and what they have learned through the
reading activity. They will have the chance to summarize what they read in the text and give their own thoughts about it, in
addition to how the activity went. The summary should include quotes and in-text citations.

Closure: The teacher will tell students that they should finish chapter 5 for homework if they have not already done so, in
5
minutes addition to writing a summary of the second half of chapter 5 and a reflection on what they thought of the reciprocal
teaching activity. The summary should include quotes, paraphrasing, and in-text citations. This summary and reflection
should be submitted on Google Docs by midnight so the teacher can review them before the next days lesson. The
teacher will also tell them that they will be working on a writing activity the following day, so they should review the chapter.

Extension: If any groups finish chapter 5, they should start their summary and reflection that they have for homework.

Resources and References (use APA or MLA listing the information from the conceptual framework
above as well as from any other categories where cited a source):
Burke, Jim. The English Teachers Companion: A Completely New Guide to Classroom,

Curriculum, and the Profession. 4th ed., Heinemann, 2013. pp. 164, 178.
Resendez, Andres. The Other Slavery: The Uncovered Story of Indian Enslavement in America. Houghton Mifflin Harcourt
Publishing Company, 2016.

Attachments: handouts, assessments, etc.

The Spanish Campaign

This sheet will help you keep track of vocabulary and important figures in chapter 5.
Vocabulary (Please define these words in groups using Chrome Books, and write down what page numbers theyre on when you come
across them in the reading).
Insurrection:

Spanish Antislavery Crusade:

Slaving Ground/ Slaving Zone:

Emancipation:

Abolitionist:

Important Figures (We will introduce these in class, and you will add the rest of the information as you read).
Philip IV:

Queen Mariana:

King Charles II:

Questions to answer as you read

Who was against Native American slavery?

Who was pro Native American Slavery?

10

How did the Spanish population react to the antislavery crusade?

How did the Native Americans react to being enslaved?

11