Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

Original Lesson Plan

The Great Awakening Sinners in the Hands of
an Angry God
Grade Level: 11th
Overview Day 1 of 5
Before reading Sinners in the Hands of an Angry God, students will build Common Core Standards
background knowledge about The Great Awakening and the worldview of the CCSS.ELA-LITERACY.SL.11-12.1
time, as well as reflect on how their personal worldviews shape/are shaped Initiate and participate
by their lived experience. effectively in a range of
collaborative discussions (one-
Rationale & Big Question on-one, in groups, and teacher-
led) with diverse partners on
 How does our worldview impact our actions, thoughts,
grades 11-12 topics, texts, and
and beliefs? issues, building on others'
 What are the implications of using fear as persuasion? ideas and expressing their own
Learning Objectives clearly and persuasively.
 At the beginning of this lesson, students will reflect on • CCSS.ELA-LITERACY.RI.11-
12.7 Integrate and evaluate
their personal worldviews and analyze how these multiple sources of information
worldviews affect thought, behavior, and actions in the presented in different media or
form of whole-class discussion during the Worldview formats (e.g., visually,
Activity. quantitatively) as well as in
words in order to address a
question or solve a problem.
 At the start of this lesson, students will begin to define • CCSS.ELA-LITERACY.L.11-
key vocabulary terms from the text in the form of Frayer 12.6 Acquire and use
Squares. accurately general academic
and domain-specific words and
phrases, sufficient for reading,
 During this lesson, students will collaborate to gather
writing, speaking, and listening
information regarding a chosen topic relevant to the at the college and career
anchor text in the form of Learning Stations. readiness level; demonstrate
independence in gathering
 At the end of class, students will explain two concepts vocabulary knowledge when
considering a word or phrase
that they have learned and ask one question that they important to comprehension
still have in the form of an exit ticket. or expression
The Lesson Materials
Hook Time:10 mins ● Journal and Writing Utensil
1.) Write a journal entry: Do you believe in a higher power? ● Frayer Square Model and
What does that mean for you? Vocabulary List

● Worldview Activity
Central Learning Task Time: 65 mins
● Internet Access
 Preview text by introducing vocabulary (10 mins).
In their journals, record the following terms: Omnipotent, ● Laptops or Chromebooks
Hyperbole, Litany, Constitution, Prudence, Mediator, ● Paper
Pious, Induce, Context, Rhetoric. For each of these
words, create Frayer Squares. I will model this process “I
Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

do” with the word “Sovereign” on the board. “We do” a ● http://www.great-
term of their choice. “You do” will take place the awakening.com/ (The Great
Awakening Google
remaining time and homework. I will also post written Worksheet Source)
directions and visual aids onto Google Classroom.
● http://www.pbs.org/godina
 Worldview Activity (Think/Individually) 15 minutes merica/people/jonathan-
edwards.html (‘Sinners’
Students will complete the survey which prompts them
Google Worksheet Reading)
on various levels regarding what they value, how they
think, what they believe about people and the world. •https://goo.gl/forms/tIBR4
6oOWduZH2Qh1 (Learning
 In partners, respectfully discuss some worldviews you Stations Google Worksheet)
hold based on your responses from the activity. What are ● Rhetorical Situation Visual
some differences and similarities between you and your Aid (adapted from
partner? How can we cultivate a classroom environment https://sites.google.com/a/
of respect and community when we have different giffthillschool.org/msmary/
worldviews? writing/rhetoric)

 Whole-class discussion: What are some differences and

similarities in viewpoints we share in this classroom
based on our responses? Emphasize that our values
change with our experiences and the context of the
situation. Why is it important to analyze worldviews
different from ours? How do worldviews impact beliefs,
thoughts, actions, and culture? Should we analyze our
worldviews today and why?

 Learning Stations (30 minutes): Students will choose their

station based on interest. Each group will require
students to collaborate with each other to find answers
to questions tailored to their topic, either through
analyzing text or online resources. These questions will
be submitted on a Google worksheet and into Google
Classroom: https://goo.gl/forms/tIBR46oOWduZH2Qh1
Station 1: The Great Awakening: (http://www.great-
awakening.com/)
Station 2: “Sinners in the Hands of an Angry God”:
http://www.pbs.org/godinamerica/people/jonathan-
edwards.html
Station 3: Rhetoric and Persuasion:
https://fs.blog/2016/11/ethos-logos-pathos/ &
Rhetorical Triangle Visual Aid:
https://sites.google.com/a/giffthillschool.org/msmary/wr
iting/rhetoric
Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

 Jigsaw (10 mins): After 30 minutes of group-work,

students will group into Jigsaw Groups. This includes one
expert from each topic to form a new heterogeneous
group. Each expert is responsible for teaching the others
about the content they’ve learned so that they may
answer the remaining questions on the Google
Worksheet.

Closure Time: 5 mins

Exit Ticket: On a piece of paper, tell me two things you learned
today and one question you have.

Assessment
Students will submit their Learning Station work on Google
Classroom individually. They will pass their Worldview Activities
into the tray for completion. If students are not completely
finished with their Learning Station work by the last five minutes
of class, we will complete these tomorrow and submit.

Vocabulary Frayer Squares will be collected at a later date. Extra

time to complete Learning Station work will be accommodated
for if needed in-class tomorrow.
Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

Adapted Lesson Plan ELL

The Great Awakening Sinners in the Hands of

an Angry God
Grade Level: 11th
Overview Day 1 of 5
Before reading Sinners in the Hands of an Angry God, students will build Common Core Standards
background knowledge about The Great Awakening and the worldview of the CCSS.ELA-LITERACY.SL.11-12.1
time, as well as reflect on how their personal worldviews shape/are shaped Initiate and participate
by their lived experience. effectively in a range of
collaborative discussions (one-
Rationale & Big Question on-one, in groups, and teacher-
led) with diverse partners on
 How does our worldview impact our actions, thoughts,
grades 11-12 topics, texts, and
and beliefs? issues, building on others'
 What are the implications of using fear as persuasion? ideas and expressing their own
Learning Objectives clearly and persuasively.
 At the beginning of this lesson, students will reflect on • CCSS.ELA-LITERACY.RI.11-
12.7 Integrate and evaluate
their personal worldviews and analyze how these multiple sources of information
worldviews affect thought, behavior, and actions in the presented in different media or
form of whole-class discussion during the Worldview formats (e.g., visually,
Activity. quantitatively) as well as in
words in order to address a
question or solve a problem.
 At the start of this lesson, students will begin to define • CCSS.ELA-LITERACY.L.11-
key vocabulary terms from the text in the form of a word 12.6 Acquire and use
wall, fill-in-the-blank stems, and make connections accurately general academic
between languages. and domain-specific words and
phrases, sufficient for reading,
writing, speaking, and listening
 During this lesson, students will collaborate to gather at the college and career
information regarding a chosen topic relevant to the readiness level; demonstrate
anchor text in the form of Learning Stations. independence in gathering
vocabulary knowledge when
considering a word or phrase
 At the end of class, students will explain two concepts important to comprehension
that they have learned and ask one question that they or expression
still have in the form of an exit ticket.
The Lesson Materials
Hook Time:10 mins ● Journal and Writing Utensil
1.) Write a journal entry: Do you believe in a higher power? ● Word Wall w/ Vocab List
What does that mean for you?
● Fill-in-the-blank vocabulary
stems and definitions in
Central Learning Task Time: 65 mins English
 Preview text by introducing vocabulary (10 mins). ● Google Translate
Place the following terms on a word wall. Students will
choose 5 words to focus on this week from the text:
Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

Omnipotent, Hyperbole, Litany, Constitution, Prudence, ● Worldview Activity

Mediator, Pious, Induce, Context. Definitions will be
● Internet Access
provided.
● Laptops or Chromebooks
Students will be provided with fill-in-the-blank stems.
● Paper
They must choose which word sounds the most
appropriate based on the context of the sentence and ● http://www.great-
English definition. awakening.com/ (The Great
Awakening Google
Use Google Translate to determine the meaning of each Worksheet Source)
word to your first language. Does the word you chose ● http://www.pbs.org/godina
make sense in the context of the sentence? Write the merica/people/jonathan-
word in English on the line and in your first language edwards.html (‘Sinners’
above/below the line. Google Worksheet Reading)

● https://goo.gl/forms/tIBR46
oOWduZH2Qh1 (Learning
Stations Google Worksheet)
 Worldview Activity (Think/Individually) 15 minutes
● Rhetorical Situation Visual
Students will complete the survey which prompts them
Aid (adapted from
on various levels regarding what they value, how they https://sites.google.com/a/
think, what they believe about people and the world. giffthillschool.org/msmary/
writing/rhetoric)
 In partners, respectfully discuss some worldviews you
● http://itools.com/tool/goog
hold based on your responses from the activity. What are le-translate-web-page-
some differences and similarities between you and your translator (to translate any
partner? How can we cultivate a classroom environment page or assignment)
of respect and community when we have different
worldviews?

 Whole-class discussion: What are some differences and

similarities in viewpoints we share in this classroom
based on our responses? Emphasize that our values
change with our experiences and the context of the
situation. Why is it important to analyze worldviews
different from ours? How do worldviews impact beliefs,
thoughts, actions, and culture? Should we analyze our
worldviews today and why?

 Learning Stations (30 minutes): Students will choose their

station based on interest. Each group will require
students to collaborate with each other to find answers
to questions tailored to their topic, either through
analyzing text or online resources. These questions will
Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

be submitted on a Google worksheet and into Google

Classroom: https://goo.gl/forms/tIBR46oOWduZH2Qh1
Use http://itools.com/tool/google-translate-web-page-
translator to translate any website/worksheet
instructions to necessary first language. Peers should be
working together to find necessary research information,
clarifying questions, and helping each other meet the
objective.
Station 1: The Great Awakening: (http://www.great-
awakening.com/)
Station 2: “Sinners in the Hands of an Angry God”:
http://www.pbs.org/godinamerica/people/jonathan-
edwards.html &
https://www.youtube.com/watch?v=12wHDwNXBL0 •
Station 3: Rhetoric and Persuasion:
https://fs.blog/2016/11/ethos-logos-pathos/ &
Rhetorical Triangle Visual Aid:
https://sites.google.com/a/giffthillschool.org/msmary/wr
iting/rhetoric

 Jigsaw (10 mins): After 30 minutes of group-work,

students will group into Jigsaw Groups. This includes one
expert from each topic to form a new heterogeneous
group. Each expert is responsible for teaching the others
about the content they’ve learned so that they may
answer the remaining questions on the Google
Worksheet.

Closure Time: 5 mins

Exit Ticket: On a piece of paper, tell me two things you learned
today and one question you have.

Assessment
Students will submit their Learning Station work on Google
Classroom individually. They will pass their Worldview Activities
into the tray for completion. If students are not completely
finished with their Learning Station work by the last five minutes
of class, we will complete these tomorrow and submit.

Vocabulary Stems will be collected at a later date.

Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

Embracing the Objective of Bilingualism in the English Classroom

English Language Learners will experience layers to their English skills and usage within

the classroom. Students may only understand English through observation, or not at all, at the

beginning of their time at an English-speaking school. It is crucial that educators prepare

themselves to support ELLs at their individual-level of need, regardless of where they are in their

journey towards bilingualism. Part of achieving this goal is getting to know each student and

their unique context. According to the IRISCenter designed by Vanderbilt University (2019),

“Some teachers inappropriately refer ELL students who are performing poorly to special

education. On the other hand, some school districts’ policies prohibit special education referrals

for ELL students for five to seven years, based on CALP development” (Perspectives &

Resources, p. 2). Due to a lack of rapport or education about an ELL student, teachers can

become an obstacle for when it comes down to ensuring accommodations that are necessary or

harmful.

ELL students will undoubtedly face the challenge of learning and retaining new

vocabulary terms in an unfamiliar language. This task is necessary in improving fluency of a new

language, as well as strengthening bilingualism by making connections with their first language.

An issue with my original lesson plan is that I used Frayer Squares and a list of many vocabulary

terms. The original lesson would require students to be fluent in English enough to navigate

reference materials, write full length sentences in English, and note similar and opposite terms in

English. For an ELL student, simply learning the words at hand is an entirely different task. By

including the definitions themselves, along with fill-in-the-blank sentences, students may be able

to better navigate these new terms by having the definition at hand, as well as using contextual

and syntactic clues. They are also encouraged to check their answers by translating the
Active Learning Lesson Plan Template—Short Form—Murnen—EDTL 2710

vocabulary word to their first language which inspires them to make connections. By focusing on

less words per week, as well as displaying them visually on a word wall, students are able to

have more time and space to become acquainted with these words. Another issue in my original

plan is the number of websites, texts, and information the students are required to sift through.

This is engaging due to the use of groups via interest, technology, and peer-experts, but for an

ELL student, the task may become difficult when navigating a large amount of unfamiliar words

on the internet. While groups should help this obstacle, students can also use Google Web Page

translator to ensure they understand the directions, as well as the information they are searching

through.

References

Gal, V. (2018). 8 strategies for teaching ELL students vocabulary words. Sadlier School.

Retrieved from https://www.sadlier.com/school/ela-blog/8-strategies-for-teaching-ell-

students-vocabulary-words-instructional-strategies-for-ell-students

Hilliker, E. (2017). Top five vocabulary strategies for English language learners. Teaching

Channel. Retrieved from https://www.teachingchannel.org/blog/2017/05/18/top-5-vocab-

strategies-ells

IRISCenter. (2019). Teaching English language learners. Vanderbilt University. Retrieved from

https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p01/#content