DAILY LESSON PLAN FORM

COURSE: AP Language & Composition NAME: Amanda Hefner

DAY AND DATE: Friday March 22, 2019
PERIOD: 1, 2
UNIT: TED Talk Final Project
TODAY’S TOPIC: Global Citizenship Through Proposed Ideas
Essential Question → How can an original idea creatively affect the community and world
around you?

OBJECTIVES:

1. Students will review the instructions and expectations of the TED Talk Final Project.
2. Students will understand how to present a compelling, global-minded idea in the form of
a creative TED Talk.
3. Students will draft a proposal of their project to be submitted for approval.
4. Students will discuss the reasons why the example TED Talk was so effective in
presenting the speaker’s idea.

STANDARDS:

CCSS.ELA.11-12.RI.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.11-12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in
his or her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
CCSS.ELA.11-12.W.1 Write arguments to support claims in an analysis of substantive topics or
texts, texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA.11-12.W.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA.11-12.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA.11-12.W.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.
CCSS.ELA.11-12.W.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments
or information.
CCSS.ELA.11-12.W.7 Conduct short as well as more sustained research projects to answer a
question a question (including a self-generated question) or solve a problem; (including a self-
generated question) or solve a problem; narrow or broaden the narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
CCSS.ELA.11-12.W.8 Gather relevant information from multiple authoritative print and digital
sources, led sources, using advanced searches effectively; assess the usefulness of using
advanced searches effectively; assess the strengths and limitations of each source in answering
the research question; integrate information 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.
CCSS.ELA.11-12.W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA.11-12.SL.4 Present information, findings, and supporting evidence (e.g., reflective,
historical investigation, response to literature presentations), conveying a clear and distinct
perspective and a logical argument, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal
tasks.
CCSS.ELA.11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
CCSS.ELA.11-12.L.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.

INSTRUCTIONAL ACTIVITIES (55 MIN PERIOD):

20 Minutes: I will begin class by explaining the directions for the TED Talk Final Project. The
objectives of this Final Project is for students to present an original and creative idea that they
believe will impact their community or the world in a positive way. I will be displaying the TED
Talk Final Project Overview Google Slides presentation on my projector and walk students
through the steps to complete their individual projects. This overview will include a brief video
on how to set up an inspiring TED Talk and several note-taking portions. I will pause to answer
any student questions, then I will allow students to retrieve a Chromebook, and begin crafting
their proposal drafts.
30 Minutes: I will circle the room monitoring student progress and answering questions as
necessary. Students will be actively writing their initial proposal drafts explaining what their
globally minded project idea will be and how this idea will affect the community and/or world
around them. Students may work on this activity independently or in pairs to discuss their
writing thoughts and ideas as they draft. During the last 10 minutes of this writing period, I will
show a short TED Talk video on Paper Towel Conservation that students may be able to draw
inspiration from. At the end of the video, I will then lead a brief discussion pointing out how the
speaker introduced his idea, used visuals to bring nuanced understanding of their concepts to the
audience, and how this idea would affect another group, community, or the world at large
(essentially someone other than themselves).
5 Minutes: During the last 5 minutes of class I will remind students that they will need to finish
their proposal drafts by the due date and upload them to Google Classroom so that I could
approve them before they moved on to the next step of the project.

ADAPTATION OF LESSON PLAN

 ENGLISH LANGUAGE LEARNERS: Even though most of my ELLs have been
Reclassified, I will still encourage these students to ask for technology assistance and academic
language help from students who are native speakers, if needed. I will also check in with these
students individually to clarify instructions as needed and to monitor their writing proposal
progress.

STUDENTS WITH SPECIAL NEEDS: I will check in with my Special Needs students
individually to clarify instruction and monitor their writing proposal progress. I will also
encourage my SSNs to ask high achieving students questions or for help if they prefer peer to
peer communication.

STRUGGLING READERS: I will check in with my Struggling Readers individually to

clarify instruction as needed and to monitor their writing proposal progress. Similar to my SSN
students, I will encourage my Struggling Readers to work with high achieving students so they
can ask these peers for help as well as me, if they prefer peer to peer communication.

ADVANCED STUDENTS: For this proposal writing time, I will encourage my

Advanced Students, who often finish their work early, to help students who are struggling with
their initial proposal writing or are struggling with ascertaining areas of inquiry or interest for
their project. I will also encourage these students that if they finish their self-reflection activities
early they may work on other classwork.

PLANS FOR ASSESSMENT: These proposal and project visual assignments will count
towards their Project Grade as part of their total grade for the semester. It will be graded based
on completion, creativity, and how thoroughly each student completed the objectives of the TED
Talk Final Project. They are designed to aid students in taking ownership of their own learning
through choice and inquiry as well as allow students to consider the potential global citizenship
impacts of their project ideas on the world at large.

MATERIALS NEEDED: Google Drive, Class Set of Chromebooks, Whiteboard Marker, Pen,
Projector, WiFi Internet Connection, TED Talk Final Project Google Slides + Project Overview
Student Copies

HOMEWORK ASSIGNMENT: Continue drafting proposal for TED Talk Final Project

REFLECTION/EVALUATION: My prediction for this lesson is for all students to have the
opportunity to consider how their original idea can affect another group of people, their
community, or the world at large; essentially I want them to think beyond just themselves but
how they can be a global citizen and make the world a more equitable place for all. My hope is
that students take this time to think metacognitively about their role in the global, international
community and how they can think creatively to solve multi-faceted, complex problems.