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Lesson Plan or Unit Plan Format Form Please download a copy of this

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First Name Last Name Email Date and Time


Jovon Lauriano jovonl@hawaii.edu February 8, 2018

Semester and Year Grade Level Subject/Content Area Lesson Duration


Spring 2018 Fifth Grade Language Arts One 90 minute lesson

Title
Good Wolf Vs. Bad Wolf

Overview
A brief description of the lesson content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

During this lesson, students will be introduced to a structured academic controversy (SAC). The students will start by reviewing various
controversies here in Hawaii and working in groups to come to a consensus for each issue. Once the students have an understanding of coming
to a consensus, the student will have to come to a consensus on whether or not the wolf in the tale of the three little pigs and little red riding hood,
should be allowed to live in the community. The students will be divided into two groups and evaluate stories from different perspectives on how
the wolf is bad, and how the wolf is good. The students will then use SAC to advocate their position, and then switch sides to gain various
perspectives. The students will then come to consensus as a whole, and reflect on how different perspectives can change how we view others.

Enduring Understanding(s) Essential Question(s)


Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)
(1a: Demonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagogy)

Is consensus possible?
Although some people may not have the same perspectives or
ideas about an issue/topic, we are able to come to a consensus
(compromise) by seeing the idea/issue/conflict from another's
perspective.

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Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)

Hawaii Content Performance Standards:


Benchmark LA.5.6.1 Use speaking and listening skills to fill a prescribed role in group activities
●I can use speaking and listening skills to fulfill my role in the group.
Benchmark LA.5.7.3 Select words and construct sentences to clarify message when speaking
●I can clearly state my reasoning when speaking and respond to peers using complete sentences.
Common Core Standards:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
●I can listen to others ideas and express my own ideas effectively.
CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.
●I can pose and respond to questions by contributing in the discussion and elaborating on the remarks of others.

Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)

Content knowledge and skills:


Students have previously worked in small groups, to come up with a finished product. The students have also worked in groups,
reading various passages and presenting their thinking. The students have been working on speaking at an appropriate volume and
tone when presenting their journal prompts and other presentation projects.

Prior academic performance:


The students have daily journal prompts, and are selected on a weekly basis to share one of their writings in front of the class. We
have also used CREDE rotations in the classroom, so students are comfortable working in a group setting and sharing their ideas
with one another. This is an inclusion classroom, therefore the students are very diverse and have learned how to work and

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communicate with one another effectively.

Student Learning Objectives/Instructional Goals


What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.
(1c: Setting Instructional Outcomes)

I can...
● WORK with peers effectively in a group
● COMMUNICATE questions and ideas
● FULFILL role in group
● LISTEN to others
● POSE questions
● CONSTRUCT sentences to clearly to state thinking
● EXPRESS own ideas and reasoning clearly
● IDENTIFY key details
● JUSTIFY reasoning
● ANALYZE text

Application of skills and strategies


(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is intended (Techniques that will help students learn the skill)
for students to do automatically)
Working effectively in a group Assigning each student a role in their group

Listening Identifying details using a graphic organizer

Hearing SAC - listening to opposing rebuttal arguments (being able to take other side)

Speaking Providing prompts and sentence starters

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)

Formative Assessment:

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
form and fill it out electronically on
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The students will engage in a Structured Academic Controversy where they will be using their speaking and listening skills. The
teacher formative assessment used to measure students learning is observation and a checklist. The checklist will be used to
assess students participation, listening skills and speaking skills. The students will be observed on how well they collaborate with
their group as well as participate in the group discussion. (clearly sharing ideas, posing and responding to questions, using complete
sentences, and justifying their reasoning)
The students will be given a SAC worksheet in which they will complete as a group. This formative assessment will measure
students ability to find text evidence and use this evidence to support their reasoning during controversy. This worksheet will also be
used to assess students ability to compare different perspectives and come to a consensus on a conflict.

Summative Assessment:

No summative assessment will be used for this lesson, being that this is an introductory lesson to SAC in which will be used again
during a social studies unit plan.

Academic Language Demands and Supports


The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Academic vocabulary:
●Perspective
●Point of View
●Controversy
●Consensus
●Advocate
●Conflict
Language Supports:
Students will be given sentence starters to help them better express their thinking and advocate for their position. Students will
switch sides to gain a better understanding of the different perspectives and points of view in the story. Lastly, the students will be
directed to come to a consensus to the conflict.

Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson)
including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions
posed, and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Use GRR model provided below OR content specific lesson framework (5E model, IDM etc.)

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Introduction:
● Teacher will introduce topic
○ “Today we will be using SAC, which stands for Structured Academic Controversy.” (write on board)
● Teacher will explain:
○ “It is structured therefore, there will be rules, it is academic, therefore you will use skills you have learned, and it is
a controversy, therefore there will be a debate and some drama. For today's activity you will be working in groups,
analyzing text, listening to others respectfully when talking, and speaking clearly when posing a question or
stating a point.”
○ Through this activity you will look at two different perspectives. Does anyone know what perspective is or
means?” (wait time for student response)
○ “Perspective is a point of view, or a way we see something. It can be the way we view an object, a situation, a
belief, etc.”
○ Ask - “Do we all always have the same perspectives? What do we do when we disagree?”
● Students will be in seats and respond to questions or ask questions when needed.

Mini Lesson:

● Teacher will give example:


○ “For example, right now scientist are trying to build a 30 meter (100 ft) telescope on Mauna Kea to do more
research on space. Hawaiians say it is native land, and that they cannot build on this land. Instead of taking either
side, how can we come to a consensus, which means how can we come to an agreement so everyone is happy?”
● Students will give possible answers
● Teacher will instruct:
○ “Now i'm going to give your table a card. On this card will be two sides and a question. You must come up with a
consensus to your problem as a group. Once everyone is finished, you will share with the class, as a group, your
card and how you came to a consensus.”
● Teacher will give each table a card
● Students will evaluate the card as a group and come to a consensus (5 minutes)
● Students will share their card with the class and how they came to a consensus (5 minutes)
● Teacher will explain:
○ “There is two sides to every story. This activity is to help you understand that everyone has a different
perspective and there are ways to come to a consensus or mutual agreement.”

Structured Academic Controversy:

● Teacher will introduce:


○ “Now has everyone heard of the three little pigs or little red riding hood?”
● Students respond
● Teacher will explain:
○ “Today, you will be looking at stories of the big bad/good wolf. I will split the class into two groups and as a group
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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan Format Form Please download a copy of this
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you will be looking at stories written from the three little pigs perspective, little red riding hoods perspective and
the wolf's perspective. You and your group will have to use text evidence to explain why or why not the wolf
should live in the community. Each group will get a worksheet to guide you.”
○ When you get your worksheet put the members of your groups name on the top.
○ Each person in your group will have a role. Please put on your worksheet who will play what role in your group.
● Students will work in groups discussing stories of the wolf from the pigs perspective, red riding hood's perspective and the
wolf’s perspective
● Teacher will:
○ Pass out stories to students and explain who is “good wolf” and who is “bad wolf”
○ Briefly describe what each story represents.
● Students will analyze text and use evidence from the text to prove their point.
● Teacher will put sentence starters on board for controversy
○ I understand, but…
○ You have made a good point, but…
○ Could you please repeat?
○ In this story it says....
● Teacher will explain:
○ “Now that you have read your stories. You will get to state your perspective on why or why not the wolf should be
allowed in the community based on text evidence. You will need to use the sentence starters on the board and
your group will be given five chances to state a reason to prove your point. Each side will state one reason at a
time, and the other side will respond. Someone new from your team must state your reasoning each time.”
○ “Does everyone understand?”
○ “Does anyone have any questions?”
● Students will ask questions as needed
● Teacher will instruct & monitor:
○ ______ side will go first.
● Students will take turns stating their reasonings using text evidence
● Teacher will instruct:
○ “Now that you have read one perspective, you will now switch sides and read the other”
○ “You will again get to state your perspective on why or why not the wolf should be allowed in the community, and
give five reasonings to prove your point.”
○ “Once finished, as a class, you will all come to consensus on what we should do about the wolf. Does everyone
understand?”
● Students will work in groups discussing stories of the wolf from the opposite perspective
● Students will analyze text and use evidence from the text to prove their point.
● Teacher will explain:
○ “Now you will get to state your new perspective using evidence from your new text. Again, you will get five turns to
state your reasoning.”
○ “You may begin.”
● Students will take turns stating their reasonings using text evidence.

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● Teacher will instruct:


○ “Now that you have seen both perspectives, as a class you must come to a consensus.”
● Students will discuss as a class how they will come to a consensus and whether or not the wolf should be allowed to live in
the community.
Closure:
●Teacher will explain/instruct:
○ “So do you see how there are different perspectives and that sometimes these perspectives can create conflict?”
○ “Majority of the time one’s perspective is not wrong, it is just different, therefore, varying perspectives can create
conflict.”
●Students Respond
●Teacher Instructs:
○ As a group, I want you to reflect on this experience. At the bottom of your worksheet under “reflection” I want you
to tell me how you and your group hit the “I can” statements. If you did not feel you hit a specific “I can” statement,
I want you to tell me why, and how you can improve this next time.
●When you are finished turn in your worksheet.

Lesson Procedures:Instructional Strategies and Learning Tasks


A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that
convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if adapting). Be specific,
write what you plan to say and include examples of what you will do. Start with an action verb.
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if there are substeps (1a,
1b, 1c)

Instructional component Sequence of Activities

Classroom management Eyes on me in 5...4,3,2,1


attention getter

1. Introduction
2 minutes Students in seats -

I will introduce the activity:


“Today we will be using SAC, which stands for Structured Academic Controversy.” (write on board)

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Explain:
“It is structured therefore, there will be rules, it is academic, therefore you will use skills you have
learned, and it is a controversy, therefore there will be a debate and some drama. For today's
activity you will be working in groups, analyzing text, listening to others respectfully when talking,
and speaking clearly when posing a question or stating a point.”

2. Building Background
2 minutes The students have done many group activities and know how to work with each other effectively.
This will be an introduction to SAC, so the students will be building on their speaking and listening
skills. The students have experience presenting their ideas and thinking to the class, as well as
listening respectfully when the presenter is speaking.

During this time, the students will be reviewing “I can” statements, and learning objectives.

3. Focus/mini lesson (I
do) I will provide examples of real world events that have created conflict due to different perspectives
5 minutes of cultures and people. We will come to a consensus as a class on how these conflicts can be
resolved.

4. Guided practice (We


do) Students will work in their groups to come to a consensus on real life conflicts. I will work in various
15 minutes groups to help students understand how different perspectives can cause these conflicts and how
we can come to a consensus.

I will be providing students with examples on how to respond to various peer ideas and questions.
I will provide sentence starters for students on how they can explain and present their thinking
clearly.

5. Collaborative Group
work (You do it We will look at the different scenarios given to each group and allow the to share their consensus.
together) As a class we can identify the different perspectives and explain why these perspectives created
conflict.
10 minutes
At this time, it will allow students to practice speaking in front of the class and using complete
sentences to state and explain their thinking and reasoning. It will also allow students to practice
their listening skills while their peers are presenting their consensus to their problem.

I will be monitoring students progress through observation and a goal checklist. The students will
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be reminded of the targets they will be meeting and how they are expected to meet them.

6. Independent work (You


do it alone)
40 minutes The students will work in groups to review various stories on how the wolf was viewed as being
good, and how the wolf was viewed as being bad. The students will apply their speaking and
listening skills that were used, as well as how they came to consensus on real life events.
I will walk around the room to assist groups when needed and facilitate the timing of each section
they need to complete -
Roles - 5 minutes
Reading/Text Evidence - 10 minutes
Posing Evidence - 5 minutes
Switch - Reading/Text Evidence - 10 minutes
Posing Evidence - 5 minutes
Coming to Consensus - 5 minutes
7. Monitoring Plan

During this time I anticipate students being challenged to stay on task working in such a large
group. I am hoping that assigning roles in each group will help each student play a part in this
activity. During this activity students will be using their computers to read the various stories
provided. I anticipate students being challenged to stay on task when using the computer, although
they have been able to effectively use the computer in the past when working on group activities. I
place to document evidence of their learning through the SAC worksheet and observation
checklist.
8. Closure
10 minutes
As a closure, the students will reflect on their learning as a group and how well they met their I can
statements. The students will turn in a group worksheet with this information.

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Differentiation According to Students’ Needs


Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,
students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the
content and concepts) have access to and are able to engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)

Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction


Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated


Instruction
Representing Content
Readings via google docs & paper copies - visuals
Sentence Starters - Whiteboard/Poster Paper

Engaging Student
Interest Students are familiar with the story of the bad wolf
They are working in groups and conversing with one another
Controversy provides engaging discussions

Demonstrating Learning
Students will demonstrate their learning through engagement and participation in group activity.
Students will be assigned roles in their group to fulfill and will be given ample time to work together to
complete worksheet. At the end of the worksheet, students will be able to reflect on their experience
during the lesson.

Cultural Considerations
Each student will be allowed to share their thinking and present their own ideas. I took cultural
considerations by picking world wide conflicts that students could reflect on.I also took into cultural
consideration for how each culture may view the fox.

Instructional Materials/Resources

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All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

Resources:
Rayna Fujii - SAC Activity
Carol Pierce - 5th Grade Teacher/ Mentor Teacher
DLNR (State of Hawaii)
KHON2

Materials:
● Worksheet: SAC Worksheet
● Rubric Grading Rubric
● Mini Lesson: Controversy Cards
● SAC
○ Good Wolf:
■ Red Riding Hood - Wolf's Tale
■ The Real Story of the Three Little Pigs
■ The Whole Story
■ The Three Little Pigs - Wolf's Story
○ Bad Wolf:
■ Red Riding Hood Classic
■ The Story of the Three Little Pigs
■ The Whole Story
■ Three Little Pigs

Other:
● Whiteboard/ Poster Paper
● Marker (Dry Erase)
● World Conflict Scenarios

Lesson Plan Reflection (if lesson is carried out)


An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of
student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)

Use Reflection Template


Teacher Assessment Tool
SAC Worksheet
Student Assessment Data Table
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Students’ First Name


I can use speaking I can clearly state my I can listen to others I can pose and
and listening skills to reasoning when ideas and express my respond to questions
fulfill my role in the speaking and respond own ideas effectively. by contributing in the
group. to peers using discussion and
complete sentences. elaborating on the
remarks of others.
1. Nalu
2. Drew
3. Mikayla
4. Ava
5. Payton
6. Hunter
7. Ella
8. Noah
9. Makana
10. Jack
11. Iliana
12. Rowen
13. Jalen
14. Kristyn
15. Mary
16. Patrick
17. Kuulei
18. Lily
19. Tani-Lei
20. Jenny
21. Torik
22. Makamae
23. Abby
24. Madi
25. Gabi
26. Emily
27. Kainamu

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa