UMF Unit-Wide Lesson Plan Template

Name: Maddie Owens Program: UMF Secondary Course: Student

Education English Teaching

Lesson Topic / Title: Book Talk Friday

Lesson Date: March 06, 2020 Lesson Length: 60 Minutes Grade/Age: 7

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards.

Learning Objective(s) Instructional Decisions / Reasoning

● Students will be able to identify the title, author,
and genre of their chosen book.
● Students will be able to accurately connect their
chosen book to a previous learning target.
● Students will be able to present their work to the
class in a clear and precise manner.
● By asking students to identify the
title, author, and genre, students
are being asked to be aware of
their book choices, and be aware
of who they are reading. This
helps students to build a
“relationship” with different genres
of books, different authors, and to
help them to find more books that
they might be interested in.
Content Standard(s) Instructional Decisions / Reasoning

“4. Present claims and findings, emphasizing salient Through the project of a book talk,
points in a focused, coherent manner with pertinent students are asked to pick a book, read a
descriptions, facts, details, and examples; use appropriate book, and then present on the following
eye contact, adequate volume, and clear pronunciation.” items:

1. Title, author, genre

2. Short summary without spoilers
3. Connect your book to a previous
learning target
4. Show evidence that the chosen
learning target is present in your
book

While they are presenting all of this, they

are being assessed on their public
speaking skills.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

1) Formative​: Book talk conference 1. Students will complete a formative

book talk conference before their
- Students will be expected (required) to book talk presentation. By
conference with myself or my mentor teacher requiring that students do this, it
prior to their designated presentation day. helps us as teachers to know who
- Failure to complete a meeting, and make the is ready and who is not, but it also
necessary changes (if any) will lose points on helps to ease any anxieties that
their summative presentation. students may be feeling for the
presentation.
2) Summative​: Book Talk Presentation 2. Students will present their book
talks to the class. This a short
- Students will present their book talk to the class presentation in which students are
on their designated presentation day. expected to present the
- Students will be assessed on the following things: information they’ve collected
- Title, author, genre about their books. This inlcudes:
- Short summary without spoilers a. Title, author, genre
- Connect your book to a previous learning b. Short summary without
target spoilers
- Show evidence that the chosen learning c. Connect your book to a
target is present in your book previous learning target
d. Show evidence that the
3) Summative​: Selfie Organizers
chosen learning target is
present in your book
- Students’ selfie organizers are due ​today​. This
assess their ability to craft a central idea
If students are unable to present any one
statement and identify evidence from the text.
of these features, they will be offered a
- THIS DATA IS REFLECTED ON IN LESSON #4,
chance to do it in written form. The only
AS THIS WAS THE LAST DAY STUDENTS
piece of this assessment that students can
WORKED ON IT.
not make up is the speaking element that
is being assessed.

3. Students will turn in their selfie

organizers for a formative grade in
powerschool. This is a summative
assignment but will only be
assessed in powerschool as a
formative, as students are still
working with this target.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Materials, Resources, and / or Technology Instructional Decisions / Reasoning

● Teacher laptop
● Student laptops
● Apple TV
● Projector
● Pencils
● Colored pens (for checking off student work)
● Expo markers

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.

Teaching and Learning Sequence Instructional Decisions / Reasoning

** Be sure to give specific times for students to stop

working...write on board.

** As students are walking in, greet them and ask if they

have their SSR books. If they don’t, students should go
get them from wherever they are, as long as their getting
them does not interrupt another teacher or cause them to
need to wander.

1. Agenda (5 Minutes)
a. Students will come in, settle down and
receive their workshop folders.
Attendance should also be taken during
this time.
b. Students will be introduced to today’s
agenda.
i. Agenda can be found in the same
spot every day: on the right hand
side of the board.
2. Directions & Snack (10 Minutes)
a. Students will be given oral directions as
well as written directions on the board.
 b. Students will be asked to take out their
“Blue Books I Want to Read” sheets. This
allows for easy access during
presentations.
c. Students will be dismissed by table group
to get a snack from the table.
3. Book Talks (25 Minutes)
a. Students who are scheduled to present
today will present their book talks.
Students who are not presenting are
expected to listen quietly.
4. Workshop (20)
a. Any students who are not yet finished
with their organizers, or need to make
corrections should use this time to make
them. They are due at the end of class
today!
i. Students who do not finish will be
instructed to check in and make a
plan to get it done before the end
of the trimester (next week).
b. Students who are finished (and have
made corrections) should use this time to
read or check in or check out books.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
Intrapersonal:
- Students have worked independently on their
book talks.
- Students will have the opportunity to work
independently during workshop time.
Interpersonal:
- Students will have the opportunity to ask and
answer questions about peers’ book talks.
Verbal:
- Students will listen and ask questions on the
presenter’s book talks.
- Students will listen to directions for today’s class.
- Students will listen to book talks.
Assigned Seating
- Students identified with an IEP/
504 plan are placed in preferential
seating.
- There are 2 504 plans in this class
- The assigned seating also aims to
help students by placing them in
spaces most conducive to their
success (away from distractive
individuals, facing where their
computer screen can be visible,
and placing them where they are
able to see the board best (ex: ifa
student wears glasses, they will
be placed closer to the front)).
Large Class
Visual: - allow more transition time
- Use whole class attention
- Student directions will be written as well as
grabbing strategies (ex: clap
spoken.
x-times if you can hear me)
- Students will have the option to create a visual aid
for their book talk.
- Ask students to get their SSR
books before class begins to
Adaptations: help with transitions and
management. This will also
○ Assigned Seating help keep students in the
○ Larger class so CM will need to be classroom & keep leaving
tailored to a large class, this means: disruptions at a minimum.
○ Intermission - By doing this, it also sets
students up for success
because there is always
something that they can be
working on. Students know this
expectation and are expected
to follow it.

Intermission

- Students will be provided a

brief intermission in the book
talks. This allows students to
get up, move, use the
restroom, or grab another
snack. This helps with student
focus, and takes away some of
the pressure for presenters--by
allowing them a last minute
opportunity to move, or use the
restroom before presenting.
- Students who are allowed a
walk during class are
encouraged to use this time to
do this, though it is not
required, as they have the
accomodation for a reason.
Field Courses Only – Post lesson

Reflection

Strength of the lesson & what went well

Somethings that went well during this lesson was the routine aspect. Students knew
there was an established routine for Book Talk Fridays and they appeared to settle into
this routine well. Students were also keen on asking questions to help the presenters
reach all of the learning goals. Specifically, if a student noticed that their peer missed a
section (ex: genre), then they would then ask the presenter during questions about what
the genre was. This meant that the student received full credit for that section, and their
peers got to know what genre of book it was.

Areas for growth & what would you change?

Areas for growth on this lesson plan would be not specifically this lesson plan, but in the
weeks before. I would have a conference schedule set up, rather than just working to
meet with each student during workshop time. I think this would bring extra
accountability to students and to myself to ensure that all students were met-with the
day before.

Another thing I would change about the way this lesson event is structured would be
myself scheduling the book talks, rather than having students schedule themselves.
Because of the way that students were allowed to sign up for their own presentation slot,
it allowed students to put it off as long as they possibly could and made for a more
resistant group of presenters. I think combining this with a scheduled conference would
help to decrease the amount of resistance felt from students and the running around
feeling that was felt in the days before students’ book talks.

Evidence of student learning/ interpretation of assessment

Did the students meet the learning goals? How do you know? What does your
assessment data tell you?

To analyze whether or not students met the specific learning goals of this lesson, it is
important to note that only 7 students are being assessed on these goals. This is due to
the fact that student book talks are set up by day. Each Friday, 5-7 students are
responsible for presenting their book talk. Looking at the learning goals, we can go
through and assess each individually. In the end, each student ended up with a single
grade out of twenty. The learning goals are as follows:

● Students will be able to identify the title, author, and genre of their chosen book.
○ 7/7 Students met this learning goal.
● Students will be able to accurately connect their chosen book to a previous learning
target.
○ 6/7 Students met this learning goal.
■ The 7th student will have the ability to complete this section of their book
talk and turn it in for full credit.
● They are able to turn this in for full credit because for this
specific learning goal, it is a learning goal, rather than a
summative assessment goal. Students’ ability to do this well is
more important than whether or not they were able to present it
to the class.
● Students will be able to present their work to the class in a clear and precise manner.
○ Meets: 2/7 Students met this learning goal.
○ Partially Meets: 5/7 Students partially met this learning goal.
○ Did Not Meet: No students “Did Not Meet” in this learning goal.

It is clear that of the 7 students, the majority met most of the learning goals. This
happened for two major reasons: the first is that students had conferences prior to
presenting their book talks. These happened throughout the week and were recorded as
whether or not they happened. Students were given feedback on whether or not their
book talk was good to go, or whatever they needed to do to get it ready to go. The
second, is that students had a model to work with and their work was scaffolded.
Students were able to work with a template and see two examples of what a finished
book talk should look like. This helped students to work independently and use their
resources.

After Analyzing the assessment data what will you do to help all students meet the
objectives?

To help students meet the learning goals, students will have the opportunity for a
“mostly-retake”. A mostly retake is the ability to turn in any missing information from their
book talk. If a student missed, for example, a learning target connection, they will be
able to turn in a written copy of the information on their learning target connection to get
credit on that piece of the assignment. The only piece that students cannot make up is
the speaking element, hence the “mostly” title.
Teaching Standards and Rationale

Standard: ​“The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical/creative thinking and collaborative problem
solving related to authentic local and global issues.”

In My Own Words: Standard 5 means that as the teacher, I will utilize different methods
of instruction to reach all learners and guide them towards authentic thinking
surrounding real world problems.

Indicator: ​ “5 (h): Develops and implements supports for learner literacy development
across content areas.”

In My Own Words: Indicator 5(h) means that I will develop and subsequently implement
assistive strategies and materials that help learners to learn best that spans across
multiple content areas.

Rationale: This lesson plan is a strong example of Standard 5(h) and indicator (h)
because of its reliance on the spoken element. This lesson plan works has students
giving an oral presentation, which is a skill they will use throughout their academic
career, in each content area. Students are also allowed and encouraged to choose
books from any genre, be it historical, science, science fiction, or horror--many of these
bridging two or more content areas.

Standard:

“Standard Six: The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to document learner progress, and to guide the
teacher’s on-going planning and instruction.”

In my own words:

Standard Six means that I will use multiple types of assessment, pre, formative, and
summative, in varying amounts, to measure, document, and gather data on student
learning to inform planning and instructional decisions.

Indicator: “6 (j) Understands the differences between formative and summative

applications of assessment and knows how and when to use each.”

In my own words: Indicator 6(j) means that I understand what the different types of
assessment are and that I know when and how to use them effectively.
Rationale:

This lesson plan, “Book Talk Friday” is a strong example of Standard 6 and 6(j) because
of its reliance on formative and summative assessment for documentation of student
work. There are two distinct types of assessment in this lesson plan, one formative and
one summative. The formative check to see if students have a conference and if they are
set to go, and the summative assesses their understanding of the material. By setting up
a formative before the summative, I am able to see who needs extra help as well as who
is ready to go. This ensures that all students get what they need to be able to perform
well on the summative.

Standard: ​“Standard #10 Collaboration The teacher seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.”

In my own words: I, as the teacher, take responsibility for student learning through
leadership within the educational community that helps to foster an environment for
continued learner growth and an advancement of the educational profession.

Indicator: ​“10 (l) Understands schools as organizations within a historical, cultural,

political, and social context and knows how to work with others across the system to
support learners.”

In my own words: Indicator 10(h) means that I understand how to work with the
social-political context of schools to ensure that all learners feel supported.

Rationale:

This lesson plan is a strong example of Standard 10 and 10(h) because of its
encouragement of student choice in books. Students are highly encouraged to choose
books that they’ve loved and think others should read. Throughout, this has allowed
students to share books about race, gender, and social issues, including others. This
opens up the discussion for students in an environment that is safe and welcoming to all
students. By allowing students to present books that might not be “safe” reads, we invite
the conversation that makes all the learner's views be heard.