Weekly Lesson and Asessment Plans 4 Keishunna Hardeman

TC Name: Keishunna Hardeman
Day & Date: Monday, February 10, 2020
Day 1: Lesson and Assessment Plan Context

Overview
This lesson plan is about identifying the mediums used to present information on a given topic in order to
evaluate the advantages and disadvantages of using different mediums to present the topic. This lesson will be
taught in an eighth grade English Language Arts classroom. Eight eighth grade girls and eight eighth grade boys
will be taught this lesson on identifying and evaluating different mediums. The class period lasts for fifty-five
minutes. The students are African American and Hispanic. Four students have IEPs and receive
accommodations. Each unit of study undertaken throughout the school year will contain one or more books.
The teacher will survey students about their prior knowledge of identifying and evaluating different mediums
through several activities. Based upon their prior knowledge, the teacher may need to review the process of
identifying and evaluating different mediums. The teacher will provide help with a lesson focused on different
mediums of literature. The teacher will survey students orally and using a handout with questions. It is
important to note that the eighth grade reading standard requires that students evaluate the advantages and
disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular
topic or idea. Reading skills are needed for a variety of subject areas which include reading, science, and social
studies. Evaluating different mediums is a complex skill that will develop over time and with experience. The
lesson will include guided practice on identifying and evaluating several mediums. Students will demonstrate
their understanding of evaluating various mediums through active participation in the guided practice. The
objectives will be assessed through various activities that students must complete collaboratively and
individually. Direct instruction, guided instruction, independent practice, and collaborative learning will take
place during the lesson.
Student Background, Culture, and Context
My school is an urban middle school located in the southeastern part of the United States. The school is an
International Baccalaureate school and strives to develop inquirers, thinkers, communicators, and risk-takers.
The school also strives for students to be knowledgeable, principled, open-minded, caring, balanced, and
reflective. I am teaching eighth grade English Language Arts to fifteen students. The community in which the
school is located is diversely populated with African American, Caucasian, and Hispanic communities. The area
surrounding the school is becoming gentrified. This is evident because of the new construction around the
school. The school is heavily populated with African American students from low-income families. According to
School Digger, 100% of the students receive free or discounted lunch. The student body is made up of 849
students. African Americans make up 91.6% of the student body. Hispanics and Whites make up 6.9% and
0.8%, respectively, of the student population. As of 2019, the school’s statewide rank is 443 rd out of 551 middle
schools. Students already know how to form complete thoughts through discussion and writing. They are
interested in technology-integrated learning and being active learners in the classroom. Their strengths are in
discussion, but they need to improve their skills in writing their thoughts on paper. Writing samples have
shown that they struggle with grammar mechanics. The students’ perception of content is a result of their
worldview of power, culture, ideology, and learning. According to Sensoy and DiAngelo (2017), our ideas,
views, and opinions are not simply individual, objective, and independent, but rather are the result of social
messaging and conditioning structural forces (p. 35). The students are curious and bring their own insights
into the learning environment.
Rationale
This lesson was developed for these students because students walk into school each day with varied opinions
and experiences. Students develop their ideologies and thought processes based on their pre-conceived
thoughts, opinions, and experiences. Lessons like this one help students form critical thinking skills. This lesson
teaches students how to evaluate the advantages and disadvantages of using different mediums to present a
MIDDLE AND SECONDARY EDUCATION Page 1

particular topic or idea. Students will review, identify, and evaluate various mediums. The teacher will provide
examples during the activity to model the identification and evaluation process. Modeling is a teaching strategy
that will encourage students to assess varying mediums on their own. The students recently learned how to cite
textual evidence from a memoir and narrative. It is logical to teach students how to cite textual evidence to
support their evaluations of mediums. In this way, the teacher can gauge their understanding of using evidence
to support their conclusions. This lesson is important because students have to learn how to evaluate the
manner in which they receive information. Interpretation skills have practical applications in the real world.
Middle school is the time period when students transform into the people they desire to be throughout their
lives. Social norms of a given culture, whether we conform to them or choose to challenge them, are powerful
and unavoidable (Sensoy & DiAngelo, p. 41). This lesson will help students discover their identities as social
and emotional learners. Evaluating the advantages and disadvantages of mediums is a complicated process. In
future lessons, students will have to model the process of evaluating mediums. This lesson will help students
begin to identify and evaluate mediums.
Day 1: Lesson and Assessment Plan

Purpose of the Lesson: Central Focus
• How do we identify the mediums used to present information on a given topic or idea?
• How do we evaluate the advantages and disadvantages of using different mediums to present a topic or
idea?
Learning Objective(s)
Students will be able to (SWBAT) identify the mediums used to present information on a given topic or idea in
order to (IOT) evaluate the advantages and disadvantages of using different mediums to present the topic or
idea.
GSE - Georgia Standards of Excellence
ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
ISTE Technology Standard
1: Empowered Learner- Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
SPLC Anti-bias Framework Standard
Identity
3: Students will recognize that peoples’ multiple identities interact and create unique and complex individuals.
Formal & Informal Assessment
The teacher will circulate the classroom in order to collect information on student progress (assess and assist
where appropriate). This assessment provides evidence of students’ understanding and fluency of the academic
language used in this lesson because the teacher may or may not hear students using the vocabulary introduced
in the lesson. The evidence of student learning will be the students’ participation throughout the class period.
The evidence aligns with the learning objective because students should be identifying the mediums used to
present information on a given topic or idea in order to evaluate the advantages and disadvantages of using
different mediums to present the topic or idea. This is an informal assessment of student learning. (Formative
Assessment)

Students will review several versions of the play, Fences, by August Wilson. They will have to evaluate the
advantages and disadvantages of using each medium to present the story. The students will record their
evaluations of the mediums in five to seven sentences. This assessment provides evidence of students’
understanding and fluency of the academic language used in this lesson because the students’ answers may or
may not reflect a proper evaluation of the literary works. The evidence of student learning will be the students’
written reflection. The evidence aligns with the learning objective because their reflection should identify the
mediums used to present information on the topic. Their reflections should also evaluate the advantages and
disadvantages of using different mediums to present the topic. This is an informal assessment of student
learning. (Formative Assessment)
The written reflections will show if students can appropriately identify and evaluate different mediums.
The teacher will use a rubric as a scoring guide.
Students will receive written and verbal feedback from the teacher. The students will receive verbal feedback
during the activity and written feedback when they submit their reflection. The assignments will be graded for
accuracy to the literary work. The teacher will determine the students’ score based on a rubric. A score of
eighty or above is exceptional. A score between seventy and seventy-nine is average. Any score below seventy
is unacceptable. Students who receive lower than a seventy will have the opportunity to resubmit the
assignment.
Students will use the feedback to continue identifying and evaluating different mediums.
Facilitation & Safety
The teacher will ensure that students understand the instructions by verbally stating the instructions and
displaying the instructions on the Smartboard. The teacher will quickly respond to disruptions and
interruptions with the intention of not wasting valuable class time. Students who continue to disrupt the
classroom will be removed by the eighth-grade administrator. Students who are disengaged will be asked to
take a more active role in the lesson. They will be called on to respond to questions, asked to pass out papers or
other materials, etc. Students who do not understand the content will be paired with students who understand
the content. Each transition is noted in the PowerPoint presentation that will be used during the lesson.
Classroom norms are reinforced daily because the classroom norms are displayed on a wall in the classroom
for students to view. All supplies for the lesson will be located at each group’s table before the students arrive
to class. The students will be placed in cooperative learning groups that support the learning objectives. Each
cooperative learning group contains four students and desks. Students who tend to be more active are placed
with some who are normally calm. There are four groups on the right side of the classroom and four groups on
the left side of the classroom. There is a wide aisle in the middle of the classroom and on both sides of the
groups. The aisles provide easy access for the students and teacher. Each student faces and sits next to another
student, which makes group work and think-pair-shares easier.
Academic Language
Language Function
Evaluate
Vocabulary
The teacher will review the following vocabulary words with the students at the beginning of the lesson:
1. Advantage: to bring into consideration or notice, suggest; propose
2. Disadvantage: an unfavorable circumstance or condition that reduces the chances of success or
effectiveness
3. Evaluate: to decide the value or worth of after study

4. Idea: a thought or conception; plan of action

5. Medium: a means of communicating information
6. Multimedia: of or related to the use of more than one means of communicating information
7. Topic: the subject of the text
Students will demonstrate their understanding of the vocabulary words through activities provided by the
teacher. Students will identify the mediums used to present information on a given topic or idea in order to
evaluate the advantages and disadvantages of using different mediums to present the topic or idea. They will do
this by reading, identifying, and evaluating several different mediums of literary works. The students must
support their evaluations with logical reasoning and relevant evidence. Knowledge of the vocabulary will help
them conduct their evaluations. They will review these vocabulary words, among others, throughout the class
period to participate in activities. The teacher will use the vocabulary throughout the current class period and
future class periods to reinforce the vocabulary words. The teacher will also encourage students to use the
vocabulary verbally and in written assignments. The vocabulary and accompanying definitions will be posted
on the board, so students can refer to them when needed. Vocabulary handouts will be provided to students as
well.
Syntax or Discourse
Students will understand discourse in this lesson. Students will participate in knowledge construction, written,
and oral activities pertaining to identifying and evaluating different mediums. The teacher will support
students’ understanding of discourse by modeling the ways students can evaluate the advantages and
disadvantages of various mediums. Students will mimic the structure that the teacher uses to conduct their own
evaluations of literary works. Students will demonstrate their understanding of discourse primarily through
written communication. Text talkers or scripts are displayed in the classroom and serve as instructional
supports for teaching discourse. Sentence starters will also serve as an instructional support for students.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction (15 minutes)
1. The teacher will get students excited about the lesson.
a. The teacher will pose the following question to students: Do you agree that the book is always
better than the movie? This question serves as the hook or engaging activity to activate student
thinking. The short discussion will connect the lesson to the current lesson about identifying
and evaluating different mediums.
2. Students will complete the warm up activity.
a. Students will participate in Mistake Monday. They will view a three-minute video about
mistakes made in various plays. The students will determine if the mistakes made in the plays
change the stories that the actors are portraying. The video will be played on the smartboard.
Students will record their responses in their journal. The activity connects to today’s central
focus which is identifying and evaluating different mediums.
b. The students will use their prior knowledge to answer the question based on the video.
c. Three students will share their responses with the class.
3. The teacher will read the guiding question to the students and ask the students to keep the question in
mind throughout the lesson (see PPT slide #4).
4. The teacher will ask students to read the performance-based objectives and interpret the objectives
(see PPT slide #5).
5. The teacher will help students deconstruct the academic vocabulary of the objective (see PPT slide #6-
8).
Body (35 minutes)

1. The teacher will teach an interactive mini-lesson on the mediums used to tell stories or communicate
ideas.
a. The mini-lesson will be taught through a PowerPoint (see PPT slide #9-14).
2. The teacher will distribute the play, Fences, by August Wilson to the students. We will read pages 44
through 54 of the play aloud.
a. Three students will volunteer to read the roles of Troy, Rose, and Cory.
3. We will view a movie clip from the movie, Fences.
4. We will view a clip from the live performance of Fences.
a. Students will evaluate the disadvantages and advantages of the movie clip, live performance,
and written play. They will do this through a discussion that will be facilitated by the teacher.
5. The students will participate in an activity regarding Fences.
a. They will identify each version of the literary work that we reviewed. Young adolescents will
compare and contrast the different mediums of Fences. They will also select which medium
they preferred. They will record their responses on a sheet of lined paper.
b. Students will share their response with the class.
Closure (5 minutes)
1. The teacher will review the vocabulary with students by asking them to loosely recall the definitions of
the vocabulary.
2. The teacher will mention that the vocabulary connects to the following class sessions because students
will continue to evaluate different mediums.
3. The teacher will tell students that tomorrow they will identify and evaluate different mediums.
4. The students will put their work from today into their manila folders. The folder collector will collect
the folders and file them in the folder bin.
Differentiation, Modification(s), & Accommodation(s)
The teacher will ensure that task demands and assessments are content rich for accelerated students. They
will do this by creating opportunities for gifted students to work together. The teacher will provide accelerated
students with challenging work to ensure that they are academically progressing. The teacher will re-teach
struggling students using their gaps in understanding and student work as the foundation for re-teaching. They
will reassess struggling students and reconsider teaching methods. Text will be read aloud to struggling readers
as well.
There is a co-teacher present in the classroom to assist students with exceptional difficulties with reading,
writing, and understanding content. The four students with an IEP receive the following modifications and
accommodations: classroom assignments (extra time for completion in the classroom); grading modifications
(students will be graded for completion as opposed to correctness); test preparation (oral reading of test
questions in English only by reader or assistive technology in a testing area); test scheduling (frequent
monitored breaks and extended time in testing area); test setting (small group in testing area).
Materials
1. Exploring Multimedia PowerPoint presentation.
2. Vocabulary PowerPoint slide.
3. Fences by August Wilson (class set of pages 44-54).
4. Fences movie clip.
5. Fences live performance clip.
6. Structured reflection rubric.
7. Smartboard.
8. Pencils, ink pens, and journals.
References

[H Moga]. (2017, March 15). Fences 2016 - TV Scene, "I ain't got to like you'" Scene. Retrieved
from https://www.youtube.com/watch?v=TbkUwE_Po-s&t=2s
King Middle School. (n.d.). Retrieved from
https://www.schooldigger.com/go/GA/schools/0012000025/school.aspx
[Niko Papastefanou]. (2011, July 8). James Earl Jones - Fences "You Ain't Never Liked Me". Retrieved
from https://www.youtube.com/watch?v=K_kGtQmvrVI
[Pandapiano], P. H. (2018, November 28). Piano Hits .♪ ♫ Pop Songs November 2018 : Over 1 hour of Billboard
hits - music for classroom ,study. Retrieved from https://www.youtube.com/watch?v=x7wmLhxH640.
Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal?: An introduction to key concepts in social justice
education. Teachers College Press.
[TPMvids.] (2017, April 22). TOP 20 FUNNY THEATER FAILS, STAGE FALLS & THEATRE BLOOPERS | Theatre
Fail Compilation. Retrieved from https://www.youtube.com/watch?v=1yF63CZQq_M
Vocabulary Fun. (n.d.). Retrieved from https://www.educationworld.com/a_special/vocabulary.shtml.
Wilson, A. (2016). Fences. NY, NY: Plume.

Day 1 Instructional Materials
Exploring
Multimedia
February 2020
Discussion: Do you agree
that the book is always better
than the movie?
Mistake Monday (0:00-3:24)
Do theatre mistakes change the story that the actors are trying to portray? Why or why
not?
Guiding Question: How do we
evaluate the advantages and
disadvantages of using different
mediums to present a topic or
idea?
Performance-Based Objective
Students will be able to (SWBAT) identify the mediums
used to present information on a given topic or idea in
order to (IOT) evaluate the advantages and
disadvantages of using different mediums to present the
topic or idea.
Vocabulary
❏ Advantage
❏ Disadvantage
❏ Evaluate
❏ Idea
❏ Medium
❏ Multimedia
❏ Topic
Vocabulary
❏ Advantage: to bring into consideration or notice, suggest;
propose
❏ Disadvantage: an unfavorable circumstance or condition
that reduces the chances of success or effectiveness
❏ Evaluate: to decide the value or worth of after study
❏ Idea: a thought or conception; plan of action
Vocabulary
❏ Medium: a means of communicating information
❏ Multimedia: of or related to the use of more than one
means of communicating information
❏ Topic: the subject of the text
Different Mediums
Mini-lesson
❏ An account of imaginary or
real people and events told for
entertainment.
Story ❏ EX. “Seventh Grade” by Gary
Soto, “Thank You, Ma’am” by
Langston Hughes, “Stop the
Sun” by Gary Paulsen
❏ A play for theater, radio, or
television.
Drama
❏ EX. Romeo and Juliet by
Shakespeare, Fences by August
Wilson, Heathers by Laurence
O'Keefe and Kevin Murphy
❏ A piece of writing that includes
the nature of both speech and
song that is nearly always
rhythmical, usually
metaphorical, and often
Poem
exhibits such formal elements
as meter, rhyme, and stanzaic
structure.
❏ EX. I, Too by Langston Hughes,
Phenomenal Woman by Maya
Angelou, Invictus by William
Ernest Henley
Audio Version
❏ A recording of a book or
magazine being read aloud.
❏ Usually made in a concert
Live Recording
venue or a theatre, with an
audience attending the
performance.
Let’s read the play, Roles:
Fences, by August 1. Rose

2. Troy
Wilson 3. Cory
Fences
August Wilson
PG. 44-47; 51-54
Fences
August Wilson
PG. 51-54
1. Identify each version of Fences
we reviewed.
2. Compare and contrast the
different mediums of Fences.
3. Was the story different in any
Activity
of the mediums? Explain,
4. Which medium did you prefer?
Why?
Fences by August Wilson 5. Responses should be 5-7
sentences.
6. Be prepared to share response
with class.
References
[H Moga]. (2017, March 15). Fences 2016 - TV Scene, "I ain't got to like you'" Scene. Retrieved from
https://www.youtube.com/watch?v=TbkUwE_Po-s&t=2s
[Niko Papastefanou]. (2011, July 8). James Earl Jones - Fences "You Ain't Never Liked Me". Retrieved from
https://www.youtube.com/watch?v=K_kGtQmvrVI
[Pandapiano], P. H. (2018, November 28). Piano Hits .♪ ♫ Pop Songs November 2018 : Over 1 hour of Billboard hits - music
for classroom ,study. Retrieved from https://www.youtube.com/watch?v=x7wmLhxH640.
[TPMvids.] (2017, April 22). TOP 20 FUNNY THEATER FAILS, STAGE FALLS & THEATRE BLOOPERS | Theatre Fail
Compilation. Retrieved from https://www.youtube.com/watch?v=1yF63CZQq_M
Wilson, A. (2016). Fences. NY, NY: Plume.

24249
august wilson
troy (calling): Cory!! Get your butt out here, boy!
(with lust in his eyes)
When you coming back?
rose (enjoying this:) I’ll be right back.
troy: When?
rose: I’m just going down the street.
As Rose leaves, Troy turns, climbs the

steps.
EXT. THE BACKYARD—DAY
Troy comes out of the house. He goes

to the tarp covering the lumber. Cory
comes out onto the porch.
troy: You just now coming in here from leaving this

morning?
cory: Yeah, I had to go to football practice.
troy: Yeah, what?
cory: Yessir.
troy: I ain’t but two seconds off you noway. The gar-
bage sitting in there overflowing . . .
you ain’t
done none of your chores . . .
and you come in
here talking about, “Yeah.”
cory: I was just getting ready to do my chores now,

Pop . . .
44
9780735217867_Fences.indd 44 11/15/16 1:50 PM

24249
fences
troy: Your first chore is to help me with this fence

on Saturday. Everything else come after that. Now
get that saw and cut them boards.
Cory takes the saw and begins cutting

the boards. Troy continues working.
There is a long pause.
cory: Hey, Pop . . .

why don’t you buy a TV?
troy: What I want with a TV? What I want one of them

for?
cory: Everybody got one. Earl, Ba Bra . . .

Jesse!
troy: I ain’t asked you who had one. I say what I want
with one?
cory: So you can watch it. They got lots of things on

TV. Baseball games and everything. We could watch
the World Series.
troy: Yeah . . .
And how much this TV cost?
cory: I don’t know. They got them on sale for around

two hundred dollars.
troy: Two hundred dollars, huh?
cory: That ain’t that much, Pop.
troy: Naw, it’s just two hundred dollars.
(pointing with his pencil)
See that roof you got over your head at night?

Let me tell you something about that roof. It’s
been over ten years since that roof was last
45
9780735217867_Fences.indd 45 11/15/16 1:50 PM

24249
august wilson
tarred. See now . . .

the snow come this winter
and sit up there on that roof like it is . . .
and
it’s gonna seep inside. It’s just gonna be a lit-
tle bit . . .
ain’t gonna hardly notice it. Then
the next thing you know, it’s gonna be leaking all
over the house. Then the wood rot from all that
water and you gonna need a whole new roof. Now,
how much you think it cost to get that roof tarred?
cory (stops sawing): I don’t know.
troy: Two hundred and sixty-

four dollars . . .
cash
money. While you thinking about a TV, I got to be
thinking about the roof . . .
and whatever else
go wrong around here. Now if you had two hundred
dollars, what would you do . . .
fix the roof or
buy a TV?
cory: I’d buy a TV. Then when the roof started to

leak . . .
when it needed fixing . . .
I’d fix it.
Cory hurls a finished plank aside and

grabs the next one.
troy: Where are you gonna get the money from? You done
spent it for a TV. You gonna sit up and watch the
water run all over your brand-
new TV.
cory: Aw, Pop. You got money. I know you do.
troy: Where I got it at, huh?
cory: You got it in the bank.
troy: You wanna see my bankbook? You wanna see that

$73.22 I got sitting up in there?
46
9780735217867_Fences.indd 46 11/15/16 1:50 PM

24249
fences
cory: You ain’t got to pay for it all at one time. You
can put a down payment on it and carry it home
with you.
troy: Not me. I ain’t gonna owe nobody nothing if I

can help it. Miss a payment and they come and
snatch it right out your house. Then what you
got? Now, soon as I get two hundred dollars clear,
then I’ll buy a TV. Right now, as soon as I get
two hundred and sixty-
four dollars, I’m gonna
have this roof tarred.
cory: Aw . . .
Pop!
troy: You go on and get you two hundred dollars and

buy one if ya want it. I got better things to do
with my money.
cory: I can’t get no two hundred dollars. I ain’t

never seen two hundred dollars.
troy: I’ll tell you what . . .

you get you a hundred
dollars and I’ll put the other hundred with it.
cory: All right, I’m gonna show you.
troy: You gonna show me how you can cut them boards
right now.
Cory begins to cut the boards. There

is a long pause.
cory: The Pirates won today. That makes five in a row.
troy: I ain’t thinking about the Pirates. Got an all-

white team. Got that boy . . .
that Puerto Rican
boy . . .
Clemente. Don’t even half-
play him.
47
9780735217867_Fences.indd 47 11/15/16 1:50 PM

24249
august wilson
That boy could be something if they give him a

chance. Play him one day and sit him on the bench
the next.
cory: He gets a lot of chances to play.
troy: I’m talking about playing regular. Playing ev-

ery day so you can get your timing. That’s what
I’m talking about.
cory: They got some white guys on the team that don’t
play every day. You can’t play everybody at the
same time.
troy: If they got a white fellow sitting on the

bench . . .
you can bet your last dollar he can’t
play! The colored guy got to be twice as good be-
fore he get on the team. That’s why I don’t want
you to get all tied up in them sports. Man on the
team and what it get him? They got colored on the
team and don’t use them. Same as not having them.
All them teams the same.
cory: The Braves got Hank Aaron and Wes Covington.

Hank Aaron hit two home runs today. That makes
forty-three.
troy: Hank Aaron ain’t nobody. That’s what you sup-

posed to do. That’s how you supposed to play the
game. Ain’t nothing to it. It’s just a matter of
timing . . .
getting the right follow-
through.
Hell, I can hit forty-
three home runs right now!
cory: Not off no major-

league pitching, you couldn’t.
troy: We had better pitching in the Negro leagues. I
48
9780735217867_Fences.indd 48 11/15/16 1:50 PM

24249
fences
hit seven home runs off of Satchel Paige. You

can’t get no better than that!
cory: Sandy Koufax. He’s leading the league in strike-

outs.
troy: I ain’t thinking of no Sandy Koufax.
cory: You got Warren Spahn and Lew Burdette. I bet you
couldn’t hit no home runs off of Warren Spahn.
troy: I’m through with it now. You go on and cut them

boards.
(pause)
Your mama tell me you done got recruited by a

college football team? Is that right?
cory: Yeah. Coach Zellman say the recruiter gonna be

coming by to talk to you. Get you to sign the
permission papers.
troy: I thought you supposed to be working down there

at the A&P. Ain’t you supposed to be working down
there after school?
cory: Mr. Stawicki say he gonna hold my job for me

until after the football season. Say starting
next week I can work weekends.
troy: I thought we had an understanding about this

football stuff? You suppose to keep up with your
chores and hold that job down at the A&P. Ain’t
been around here all day on a Saturday. Ain’t
none of your chores done . . .
and now you tell-
ing me you done quit your job.
49
9780735217867_Fences.indd 49 11/15/16 1:50 PM

24249
august wilson
cory: I’m gonna be working weekends.
troy: You damn right you are! And ain’t no need for
nobody coming around here to talk to me about
signing nothing.
cory: Hey, Pop . . .

you can’t do that. He’s coming
all the way from North Carolina.
troy: I don’t care where he coming from. The white man

ain’t gonna let you get nowhere with that foot-
ball no way. You go on and get your book-
learning
so you can work yourself up in that A&P or learn
how to fix cars or build houses or something, get
you a trade. That way you have something can’t
nobody take away from you. You go on and learn how
to put your hands to some good use. Besides haul-
ing people’s garbage.
cory: I get good grades, Pop. That’s why the recruiter

wants to talk with you. You got to keep up your
grades to get recruited. This way I’ll be going
to college. I’ll get a chance . . .
troy: First you gonna get your butt down there to the
A&P and get your job back.
cory: Mr. Stawicki done already hired somebody else

’cause I told him I was playing football.
troy: You a bigger fool than I thought . . .

to let
somebody take away your job so you can play some
football. Where you gonna get your money to take
out your girlfriend and whatnot? What kind of fool-
ishness is that to let somebody take away your job?
50
9780735217867_Fences.indd 50 11/15/16 1:50 PM

24249
fences
cory: I’m still gonna be working weekends.
troy: Naw . . .
naw. You getting your butt out of here
and finding you another job.
cory: Come on, Pop! I got to practice. I can’t work

after school and play football too. The team
needs me. That’s what Coach Zellman say . . .
troy: I don’t care what nobody else say. I’m the

boss . . .
you understand? I’m the boss around
here. I do the only saying what counts.
cory: Come on, Pop!
Troy comes right up to Cory, in his

face.
troy: I asked you . . .

Did you understand?
cory: Yeah . . .
troy: What?!
cory: Yessir.
troy: Yessir.
cory (pause): Can I ask you a question?
troy: What the hell you wanna ask me? Mr. Stawicki the
one you got the questions for.
cory: How come you ain’t never liked me?
troy: Liked you? Who the hell say I got to like you?
What law is there say I got to like you? Wanna
stand up in my face and ask a damn fool-
ass ques-
51
9780735217867_Fences.indd 51 11/15/16 1:50 PM

24249
august wilson
tion like that. Talking about liking somebody.

Come here, boy, when I talk to you.
Cory hesitates, then goes to Troy.
troy: Straighten up, goddamn it!
Cory does.
troy: I asked you a question . . .

what law is there
say I got to like you?
cory: None.
troy: Well, all right then! Don’t you eat every day?
Cory looks down.
troy: Answer me when I talk to you! Don’t you eat ev-

ery day?
cory: Yeah.
troy: Nigger, as long as you in my house, you put that

sir on the end of it when you talk to me!
cory: Yes . . .
sir.
troy: You eat every day.
cory: Yessir!
troy: Got a roof over your head.
cory: Yessir!
troy: Got clothes on your back.
cory: Yessir.
troy: Why you think that is?
52
9780735217867_Fences.indd 52 11/15/16 1:50 PM

24249
fences
cory: ’Cause of you.
troy: Aw, hell, I know it’s ’cause of me . . .

but why
do you think that is?
cory (hesitant): ’Cause you like me.
troy: Like you? I go out of here every morning . . .

bust my butt . . .
putting up with them crackers
every day . . .
’cause I like you? You about the
biggest fool I ever saw. It’s my job. It’s my re-
sponsibility! You understand that? A man got to
take care of his family. You live in my house . . .
sleep your behind on my bedclothes . . .
fill you
belly up with my food . . .
’cause you my son.
Rose is in the kitchen, listening

through the screen door.
troy: You my flesh and blood. Not ’cause I like you!

’Cause it’s my duty to take care of you. I owe a
responsibility to you! Let’s get this straight
right here . . .
before it go along any fur-
ther . . .
I ain’t got to like you. Mr. Rand
don’t give me my money come payday ’cause he
likes me. He gives me ’cause he owe me. I done
give you everything I had to give you. I gave you
your life! Me and your mama worked that out be-
tween us. And liking your black ass wasn’t part
of the bargain. Don’t you try and go through life
worrying about if somebody like you or not. You
best be making sure they doing right by you. You
understand what I’m saying, boy?
cory: Yessir.
53
9780735217867_Fences.indd 53 11/15/16 1:50 PM

24249
august wilson
troy: Then get the hell out of my face, and get on

down to that A&P.
Cory runs up the stairs, yanks open

the screen door to discover Rose,
standing there. He pushes past her,
letting the door slam. She comes out
onto the porch.
rose (coming down into the yard): Why don’t you let the boy
go ahead and play football, Troy? Ain’t no harm
in that. He’s just trying to be like you with the
sports.
troy: I don’t want him to be like me! I want him to

move as far away from my life as he can get. You
the only decent thing that ever happened to me. I
wish him that. But I don’t wish him a thing else
from my life.
He starts to put away the sawhorses.
troy: I decided seventeen years ago that boy wasn’t

getting involved in no sports. Not after what
they did to me in the sports.
rose: Troy, why don’t you admit you was too old to
play in the major leagues? For once . . .
why
don’t you admit that?
troy: What do you mean too old? Don’t come telling me

I was too old. I just wasn’t the right color.
Hell, I’m fifty-
three years old and can do better
than Selkirk’s .269 right now!
rose: How’s was you gonna play ball when you were
54
9780735217867_Fences.indd 54 11/15/16 1:50 PM

Structured Reflection Rubric

Student Name: __________________________________ Date: ____________ Period: ______
Criteria Score
Response answers each question. /4
Response meets the sentence # requirement. /4
Response accurately reflects the literary /4

work(s).
Student used a variety of sentences in /4

response.
Total /16
Day & Date: Tuesday, February 11, 2020

Overview
Rationale


idea?
idea.
Identity
Assessment)

Students will review several versions of the following poems: “I, Too,” by Langston Hughes and “Phenomenal
Woman” by Maya Angelou. They will have to evaluate the advantages and disadvantages of using different
mediums to present an idea. The students will record their evaluations of the mediums in seven to ten
sentences. This assessment provides evidence of students’ understanding and fluency of the academic language
used in this lesson because the students’ answers may or may not reflect a proper evaluation of the literary
works. The evidence of student learning will be the students’ written reflection. The evidence aligns with the
learning objective because their reflection should identify the mediums used to present information on the
topic. Their reflections should also evaluate the advantages and disadvantages of using different mediums to
present a topic. This is an informal assessment of student learning. (Formative Assessment)
The written reflections will show if students can appropriately evaluate different mediums.
accuracy to the literary work(s). The teacher will determine the students’ score based on a rubric. A score of
assignment.
Students will use the feedback to continue evaluating different mediums.
Academic Language
Language Function
Evaluate
Vocabulary
effectiveness


well.
Syntax or Discourse
a. The teacher will pose the following question to students: Would you rather look at a movie or
read a book? This question serves as the hook or engaging activity to activate student thinking.
The short discussion will connect the lesson to the current lesson about identifying and
evaluating different mediums.
a. Students will participate in Tuesday Term. The term is medium. They will write about their
favorite medium (story, drama, poem, audio version, or live recording). The question will be
displayed on the smartboard. Students will record their responses in their journal. The activity
connects to today’s central focus which is identifying and evaluating different mediums.
b. The students will use their prior knowledge to answer the question.
c. Three students will share their responses with the class.
(see PPT slide #5).
8).
Body (40 minutes)
1. The teacher will distribute the poem, “I, Too,” by Langston Hughes to the students. One student will
volunteer to read the poem aloud.

a. We will view a forty-five second clip of Denzel Washington performing the poem in the movie,
The Great Debaters.
b. We will view a one-minute live performance of the poem.
c. We will view a one-minute visual representation of the poem.
2. The teacher will distribute the poem, “Phenomenal Woman,” by Maya Angelou to young adolescents.
One student will read the first two stanzas of the poem. Another student will read the remainder of the
poem.
a. We will view two live performances of the poem, which are each two-minutes.
b. We will view a two-minute visual representation of the poem.
3. Students will evaluate the disadvantages and advantages of the written poems, live performances, and
visual representations of the poems. They will do this through a seven to ten sentence written
reflection.
Closure (5 minutes)
the vocabulary.
3. The teacher will tell students that tomorrow they will identify and evaluate different mediums.
as well.
Materials
3. “I, Too” by Langston Hughes (class set).
4. “Phenomenal Woman” by Maya Angelou (class set).
6. Smartboard.
References
[2Toulon3]. (2015, April 19). The great debaters. I, too, sing America. Retrieved
from https://www.youtube.com/watch?v=6CmKf9nZ_4I&t=31s

[ClassicBlackCinema]. (2014, May 29). Maya Angelou Recites Phenomenal Woman. Retrieved
from https://www.youtube.com/watch?v=egrQH2UTaWE
[Get Lit - Words Ignite]. (2012, December 12). Classic Slam 2012: "Phenomenal Woman" by Maya Angelou.
Retrieved from https://www.youtube.com/watch?v=GD5Jhc0S320
[JerseyArtsTV]. (2011, April 27). Poetry Out Loud NJ 2011 State Finals: Amber Knox Performs "I, Too".
Retrieved from https://www.youtube.com/watch?v=8fF8iqtcCvQ&t=1s
[OWN]. (2018, March 21). Oprah Recites Dr. Maya Angelou's Poem "Phenomenal Woman" | SuperSoul Sunday |
Oprah Winfrey Network. Retrieved from https://www.youtube.com/watch?v=PTR-2kRCXj4
[William Sexton]. (2010, March 31). I Too Sing America By Langston Hughes: Visual Representation. Retrieved
from https://www.youtube.com/watch?v=RaDMSKZVKNY

Exploring
Multimedia
February 2020
Discussion: Would you rather
look at a movie or read a
book? Explain.
Tuesday Term
What is your favorite medium (story, drama, poem, audio version, live recording)?
Why?
idea?
topic or idea.
Vocabulary
❏ Advantage
❏ Disadvantage
❏ Evaluate
❏ Idea
❏ Medium
❏ Multimedia
❏ Topic
Vocabulary
propose
Vocabulary
Let’s read “I, Too” by
Langston Hughes
“I, Too”
Live Performance in a Movie
(0:00-0:45)
“I, Too”
Live Performance
“I, Too”
Visual Representation
Let’s read “Phenomenal
Woman” by Maya Angelou
“Phenomenal
Woman”
Live Performance
(0:00-2:05)
“Phenomenal
Woman”
Live Performance
(0:00-2:20)
“Phenomenal
Woman”
Visual Representation
1. What is one advantage and
disadvantage of a printed poem?
disadvantage of the live
performance of a poem?
Activity
disadvantage of a visual
representation of a poem?
Poems vs Live Performances 4. Use “I, Too” and “Phenomenal
Woman” to make your argument.
5. Response should be 7-10
sentences.
References
[2Toulon3]. (2015, April 19). The great debaters. I, too, sing America. Retrieved from
https://www.youtube.com/watch?v=6CmKf9nZ_4I&t=31s
[ClassicBlackCinema]. (2014, May 29). Maya Angelou Recites Phenomenal Woman. Retrieved from
https://www.youtube.com/watch?v=egrQH2UTaWE
[Get Lit - Words Ignite]. (2012, December 12). Classic Slam 2012: "Phenomenal Woman" by Maya Angelou. Retrieved from
https://www.youtube.com/watch?v=GD5Jhc0S320
[ JerseyArtsTV]. (2011, April 27). Poetry Out Loud NJ 2011 State Finals: Amber Knox Performs "I, Too". Retrieved from
https://www.youtube.com/watch?v=8fF8iqtcCvQ&t=1s
[OWN]. (2018, March 21). Oprah Recites Dr. Maya Angelou's Poem "Phenomenal Woman" | SuperSoul Sunday | Oprah
Winfrey Network. Retrieved from https://www.youtube.com/watch?v=PTR-2kRCXj4

References
[William Sexton]. (2010, March 31). I Too Sing America By Langston Hughes: Visual Representation. Retrieved from
https://www.youtube.com/watch?v=RaDMSKZVKNY
I, Too
BY L A N G S TO N H U G H E S
I, too, sing America.
I am the darker brother.

They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
Langston Hughes, "I, Too" from The Collected Works of Langston Hughes. Copyright © 2002 by Langston
Hughes. Reprinted by permission of Harold Ober Associates, Inc.
Source: 2004
C O N TA C T U S
N E WS L E T T E R S
Phenomenal Woman
B Y M AYA A N G E L O U
Pretty women wonder where my secret lies.

I’m not cute or built to suit a fashion model’s size
But when I start to tell them,
They think I’m telling lies.
I say,
It’s in the reach of my arms,
The span of my hips,
The stride of my step,
The curl of my lips.
I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
I walk into a room

Just as cool as you please,
And to a man,
The fellows stand or
Fall down on their knees.
Then they swarm around me,
A hive of honey bees.
I say,
It’s the fire in my eyes,
And the flash of my teeth,
The swing in my waist,
And the joy in my feet.
I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
Men themselves have wondered

What they see in me.
They try so much
But they can’t touch
My inner mystery.
When I try to show them,
They say they still can’t see.
I say,
It’s in the arch of my back,
The sun of my smile,
The ride of my breasts,
The grace of my style.
I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
Now you understand

Just why my head’s not bowed.
I don’t shout or jump about
Or have to talk real loud.
When you see me passing,
It ought to make you proud.
I say,
It’s in the click of my heels,
The bend of my hair,
the palm of my hand,
The need for my care.
’Cause I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
Maya Angelou, “Phenomenal Woman” from And Still I Rise. Copyright © 1978 by Maya Angelou. Used by
permission of Random House, an imprint and division of Penguin Random House LLC. All rights reserved.
Source: The Complete Collected Poems of Maya Angelou (Random House Inc., 1994)
C O N TA C T U S
N E WS L E T T E R S

Criteria Score

work(s).

response.
Total /16
Day & Date: Wednesday, February 12, 2020

Overview
Rationale


idea?
idea.
Identity
Assessment)

Students will review several versions of the song, “This is America,” by Childish Gambino. They will have to
evaluate the advantages and disadvantages of using different mediums to present the song. The students will
record their evaluations of the mediums in seven to ten sentences. This assessment provides evidence of
students’ understanding and fluency of the academic language used in this lesson because the students’
answers may or may not reflect a proper evaluation of the literary works. The evidence of student learning will
be the students’ written reflection. The evidence aligns with the learning objective because their reflection
should identify the mediums used to present information on the topic. Their reflections should also evaluate
the advantages and disadvantages of using different mediums to present a topic. This is an informal assessment
of student learning. (Formative Assessment)
The written reflections will show if students can appropriately evaluate different mediums.
accuracy to the literary work(s). The teacher will determine the students’ score based on a rubric. A score of
assignment.
Students will use the feedback to continue evaluating different mediums.
Academic Language
Language Function
Evaluate
Vocabulary
effectiveness


well.
Syntax or Discourse
a. The teacher will pose the following question to students: Should all people think the same? This
question serves as the hook or engaging activity to activate student thinking. The short
discussion will connect the lesson to the current lesson about identifying and evaluating
different mediums.
a. Students will participate in Wise Word Wednesday. Young adolescents will analyze a quote by
Tom Hiddleston. The quote will be displayed on the smartboard. Students will record their
responses in their journal. The activity connects to today’s central focus which is identifying
b. The students will use their prior knowledge to analyze the quote.
c. Three students will share their analysis with the class.
d. The teacher will display a possible interpretation of the quote on the smartboard.
(see PPT slide #6).
9).
Body (40 minutes)

1. The teacher will distribute the song lyrics of “This is America” by Childish Gambino to the students. Five
volunteers will read the song lyrics to the class.
a. We will listen to the four-minute song with no visual.
b. We will view the music video for the song.
2. Students will select the medium that they think most effectively communicated the song’s message.
a. They will provide five reasons why they chose the medium they chose as the most effective.
b. Their written responses should be seven to ten sentences.
3. Young adolescents will share their selection with their elbow partner (the person sitting next to them).
4. Each student will read their written response to the class.
Closure (5 minutes)
the vocabulary.
3. The teacher will tell students that tomorrow they will evaluate different mediums of a memoir.
as well.
Materials
3. “This is America” by Childish Gambino song lyrics (class set).
5. Smartboard.
References
Childish Gambino – This Is America. (2018, May 6). Retrieved from https://genius.com/Childish-gambino-this-
is-america-lyrics
[Donald Glover]. (2018, May 5). Childish Gambino - This Is America (Official Video). Retrieved
from https://www.youtube.com/watch?v=VYOjWnS4cMY

Thought Provoking Quotes (656 quotes). (n.d.). Retrieved from
https://www.goodreads.com/quotes/tag/thought-provoking

Exploring
Multimedia
February 2020
Discussion: Should all people
think the same? Why or why
not?
Wise Word Wednesday
What is your interpretation of the following quote:
“Every villain is a hero in his own mind.”
- Tom Hiddleston
Everyone’s perception is
different.
idea?
topic or idea.
Vocabulary
❏ Advantage
❏ Disadvantage
❏ Evaluate
❏ Idea
❏ Medium
❏ Multimedia
❏ Topic
Vocabulary
propose
Vocabulary
Let’s read the song lyrics.
Yeah, yeah, yeah, yeah, yeah Party just for free
Yeah, yeah, yeah, go, go away Girl, you got me dancin' (Girl, you got me dancin')
Yeah, yeah, yeah, yeah, yeah Dance and shake the frame (Yeah)
Yeah, yeah, yeah, go, go away We just wanna party (Yeah)
Yeah, yeah, yeah, yeah, yeah Party just for you (Yeah)
Yeah, yeah, yeah, go, go away We just want the money (Yeah)
Yeah, yeah, yeah, yeah, yeah Money just for you (You)
Yeah, yeah, yeah, go, go away I know you wanna party (Yeah)
We just wanna party Party just for free (Yeah)
Party just for you Girl, you got me dancin' (Girl, you got me dancin',
yeah)
We just want the money
Dance and shake the frame (Ooh)
Money just for you (Yeah)
This is America
I know you wanna party
Don't catch you slippin' now
Guns in my area (Word, my area)
I got the strap (Ayy, ayy)
Look what I'm whippin' now
I gotta carry 'em
This is America (Woo)
Yeah, yeah, I'ma go into this (Ugh)
Yeah, yeah, this is guerilla (Woo)
Yeah, yeah, I'ma go get the bag
Look what I'm whippin' now
Yeah, yeah, or I'ma get the pad
This is America (Skrrt, skrrt, woo)
Yeah, yeah, I'm so cold like, yeah (Yeah)
Don't catch you slippin' now (Ayy)
I'm so dope like, yeah (Woo)
Look how I'm livin' now
We gon' blow like, yeah (Straight up, uh)
Police be trippin' now (Woo)
Ooh-ooh-ooh-ooh-ooh, tell somebody
Yeah, this is America (Woo, ayy)
You go tell somebody
Grandma told me Don't catch you slippin' now (Woah, ayy)
Get your money, Black man (Get your— Black man) Don't catch you slippin' now (Ayy, woo)
Get your money, Black man (Get your—Black man) Look what I'm whippin' now (Ayy)
Get your money, Black man (Get your—Black man) Look how I'm geekin' out (Hey)
Get your money, Black man (Get your—Black man) I'm so fitted (I'm so fitted, woo)
Black man I'm on Gucci (I'm on Gucci)
This is America (Woo, ayy) I'm so pretty (Yeah, yeah, woo)
Don't catch you slippin' now (Woo, woo, don't catch I'm gon' get it (Ayy, I'm gon' get it)
you slippin' now)
Watch me move (Blaow)
Don't catch you slippin' now (Ayy, woah)
This a celly (Ha)
Look what I'm whippin' now (Slime!)
That's a tool (Yeah)
This is America (Yeah, yeah)
On my Kodak (Woo) Black
Ooh, know that (Yeah, know that, hold on) Grandma told me
Get it (Woo, get it, get it) Get your money, Black man (Black man)
Ooh, work it (21) Get your money, Black man (Black man)
Hunnid bands, hunnid bands, hunnid bands Get your money, Black man (Black man)
(Hunnid bands)
Get your money, Black man (Black man)
Contraband, contraband, contraband (Contraband)
Black man
I got the plug in Oaxaca (Woah)
(1, 2, 3—get down)
They gonna find you like "blocka" (Blaow)
America, I just checked my following list, and
Grandma told me, "Get your money"
You owe me
Black man
You just a black man in this world
You just a barcode, ayy
You just a black man in this world
Drivin' expensive foreigns, ayy
You just a big dawg, yeah
I kenneled him in the backyard
No, probably ain't life to a dog
For a big dog

Let’s listen to the song with
no visual.
“This is America”
Childish Gambino
1. Which medium most
effectively communicated the
song’s message?
a. Lyrics, Audio, or Music Video?
2. Provide 5 reasons why you
“This is America”
chose the medium you chose.
3. Response should be 7-10
sentences.
Childish Gambino 4. Share your selection with your
elbow partner.
5. Be prepared to share out with
the class.
References
Childish Gambino – This Is America. (2018, May 6). Retrieved from
https://genius.com/Childish-gambino-this-is-america-lyrics
[Donald Glover]. (2018, May 5). Childish Gambino - This Is America (Official Video). Retrieved from
https://www.youtube.com/watch?v=VYOjWnS4cMY
Thought Provoking Quotes (656 quotes). (n.d.). Retrieved from https://www.goodreads.com/quotes/tag/thought-provoking


Criteria Score

work(s).

response.
Total /16
Day & Date: Thursday, February 13, 2020

Overview
Rationale


idea?
idea.
Identity
Assessment)

Students will write a personal memoir. They will write their memoir and make digital versions of their memoir.
The students’ written memoir should be ten or more sentences. Their digital memoir (video) should be one
minute or more. This assessment provides evidence of students’ understanding and fluency of the academic
language used in this lesson because the students’ memoir may or may not effectively use different mediums to
present their life story. The evidence of student learning will be the students’ written and digital memoir. The
evidence aligns with the learning objective because their memoir should use different mediums to present their
personal narrative. This is a formal assessment of student learning. (Formative Assessment)
The memoirs will show if students can appropriately use different mediums.
during the activity and written feedback when they submit their memoirs. The assignments will be graded for
effective use of the mediums. The teacher will determine the students’ score based on a rubric. A score of eighty
or above is exceptional. A score between seventy and seventy-nine is average. Any score below seventy is
unacceptable. Students who receive lower than a seventy will have the opportunity to resubmit the assignment.
Students will use the feedback to continue using different mediums to present a topic or idea.
Academic Language
Language Function
Evaluate
Vocabulary
effectiveness


well.
Syntax or Discourse
a. The teacher will pose the following question to students: Is your life story important? This
question serves as the hook or engaging activity to activate student thinking. The short
discussion will connect the lesson to the current lesson about identifying and evaluating
different mediums.
a. Students will participate in Thoughtful Thursday. Young adolescents will view a two-minute
video of an acceptance speech by Denzel Washington. They will write about what stood out to
them from the speech. The video will be played on the smartboard. Students will record their
responses in their journal. The activity connects to today’s central focus which is identifying
b. The students will use their prior knowledge to respond to the video.
c. Three students will share their response with the class.
(see PPT slide #5).
8).
Body (40 minutes)
1. The teacher will review what a memoir is with the class through a PowerPoint slide (see PPT slide #9).
2. Students will view a three-minute video of a student’s digital memoir.
3. We will go over an example of a memoir that was adapted into a film, Eat, Pray, Love by Elizabeth
Gilbert.

a. Young adolescents will watch a two-minute trailer of the film.

4. We will review another example of a memoir, Bad Boy by Walter Dean Myers.
a. Students will watch a three-minute digital book trailer of Bad Boy.
b. Young adolescents will be familiar with the book because we read it during the Fall semester.
5. Students will begin writing their own memoir. Their memoirs should be ten sentences or more.
a. Their memoirs should include details about their lives up until current day. Moreover, the
memoirs should be a narrative version of their life.
6. The teacher will write and display a personal memoir to use as an example for students.
Closure (5 minutes)
the vocabulary.
3. The teacher will tell students that tomorrow they will finalize their memoir.
as well.
Materials
3. Memoir rubric.
4. Smartboard.
References
Bad Boy Audiobook. (n.d.). Retrieved from https://audiobookstore.com/audiobooks/bad-boy-2.aspx
Beebe, J. (2014, July 7). Analyzing Argument in Video. Retrieved
from https://betterlesson.com/lesson/574941/analyzing-argument-in-video
Eat, Pray, Love. (2019, December 4). Retrieved from https://en.wikipedia.org/wiki/Eat,_Pray,_Love
[Judy Anne Sirilla]. (2017, September 20). My Autobiography. Retrieved
from https://www.youtube.com/watch?v=y2xUcM9Vu9o

[Krista W.]. (2012, March 7). Bad Boy by Walter Dean Myers Digital Book Trailer. Retrieved
from https://www.youtube.com/watch?v=0QZGbkF2ez4
[Max]. (2017, March 29). Amazing Motivational Speech by Denzel Washington - Claim Your Dream 2017 |
Motivational video 2017. Retrieved from https://www.youtube.com/watch?v=EBGb40yh4SY
[Sony Pictures Entertainment]. (2010, March 18). Watch the Official EAT PRAY LOVE Trailer in HD. Retrieved
from https://www.youtube.com/watch?v=mjay5vgIwt4

Exploring
Multimedia
February 2020
Discussion: Is your life story
important? Why or why not?
Thoughtful Thursday
What stands out to you from Denzel Washington’s speech?
idea?
topic or idea.
Vocabulary
❏ Advantage
❏ Disadvantage
❏ Evaluate
❏ Idea
❏ Medium
❏ Multimedia
❏ Topic
Vocabulary
propose
Vocabulary
❏ A historical account or
biography written from
What is a memoir? personal knowledge or special
sources.
❏ Similar to an autobiography.
Memoir Writing (Example)
Eat, Pray, Love
Memoir by Elizabeth Gilbert
Eat, Pray, Love
Film Adaptation Movie Trailer
Bad Boy
Memoir by Walter Dean Myers
Bad Boy
Digital Book Trailer
1. Write your memoir.
Let’s Write a
2. Your memoir should include
details about your life up until
Memoir
this point.
3. Your memoir should be a
narrative version of your life.
Activity 4. Memoirs should be 10
sentences or more.
References
Bad Boy Audiobook. (n.d.). Retrieved from https://audiobookstore.com/audiobooks/bad-boy-2.aspx
Beebe, J. (2014, July 7). Analyzing Argument in Video. Retrieved from
https://betterlesson.com/lesson/574941/analyzing-argument-in-video
Eat, Pray, Love. (2019, December 4). Retrieved from https://en.wikipedia.org/wiki/Eat,_Pray,_Love
[ Judy Anne Sirilla]. (2017, September 20). My Autobiography. Retrieved from
https://www.youtube.com/watch?v=y2xUcM9Vu9o
[Krista W.]. (2012, March 7). Bad Boy by Walter Dean Myers Digital Book Trailer. Retrieved from
https://www.youtube.com/watch?v=0QZGbkF2ez4
[Max]. (2017, March 29). Amazing Motivational Speech by Denzel Washington - Claim Your Dream 2017 | Motivational video
2017. Retrieved from https://www.youtube.com/watch?v=EBGb40yh4SY

References
[Sony Pictures Entertainment]. (2010, March 18). Watch the Official EAT PRAY LOVE Trailer in HD. Retrieved from
https://www.youtube.com/watch?v=mjay5vgIwt4

MEMOIR RUBRIC Name: ____________________
• Engage and orient the reader by 1 2 3 4

establishing a context and point of view
and introducing a narrator and/or
characters.
• Organize an event sequence that unfolds 1 2 3 4

naturally and logically.
• Use narrative techniques, such as 1 2 3 4

dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
• Use a variety of transition words to 1 2 3 4

convey sequence and signal shifts.
• Use precise words and phrases, relevant

descriptive details, and sensory 1 2 3 4
language to capture the action and
convey experiences and events.
• Provide a conclusion that follows from 1 2 3 4

and reflects on the narrated experiences
or events.
• Produce clear and coherent writing in 1 2 3 4

which the development, organization,
and style are appropriate to task,
purpose, and audience.
• Demonstrate command of the

conventions of standard English 1 2 3 4
grammar and usage.
• Demonstrate command of the 1 2 3 4

conventions of standard English
capitalization, punctuation, and
spelling.
• Include a title that is meaningful and 1 2 3 4

insightful.
COMMENTS/CONCERNS/KUDOS:
TOTAL POINTS: _____ / 40
RUBRIC: _____ / 4
Day & Date: Friday, February 14, 2020

Overview
Rationale


idea?
idea.
Identity
Assessment)

Students will write a personal memoir. They will write their memoir and make digital versions of their memoir.
The students’ written memoir should be ten or more sentences. Their digital memoir (video) should be one
minute or more. This assessment provides evidence of students’ understanding and fluency of the academic
language used in this lesson because the students’ memoir may or may not effectively use different mediums to
present their life story. The evidence of student learning will be the students’ written and digital memoir. The
evidence aligns with the learning objective because their memoir should use different mediums to present their
personal narrative. This is a formal assessment of student learning. (Formative Assessment)
The memoirs will show if students can appropriately use different mediums.
during the activity and written feedback when they submit their memoirs. The assignments will be graded for
effective use of the mediums. The teacher will determine the students’ score based on a rubric. A score of eighty
or above is exceptional. A score between seventy and seventy-nine is average. Any score below seventy is
unacceptable. Students who receive lower than a seventy will have the opportunity to resubmit the assignment.
Students will use the feedback to continue using different mediums to present a topic or idea.
Academic Language
Language Function
Evaluate
Vocabulary
effectiveness


well.
Syntax or Discourse
a. The teacher will pose the following question to students: Could you go an entire day (24 hours)
without technology? This question serves as the hook or engaging activity to activate student
thinking. The short discussion will connect the lesson to the current lesson about identifying
a. Students will participate in Flowcab Friday. Young adolescents will write name poems. The
teacher will display two examples of a name poem on the smartboard. Students will write their
name poems in their journal. The activity connects to today’s central focus which is identifying
b. The students will use their prior knowledge to write their name poem.
c. Three students will share their name poem with the class.
(see PPT slide #5). The teacher will help students deconstruct the academic vocabulary of the objective
(see PPT slide #6-8).
Body (42 minutes)
1. The students will edit and finalize their written memoir.
2. The teacher will pass out iPads to each student. The young adolescents will use the iPad to make a video
that depicts their written memoir.
a. The video will serve as the students’ digital memoir. The teacher will walk students through
the steps of making a video with an iPad. The digital memoirs will be submitted in Google
classroom.

2. Students who finish making their video will share their digital memoir with the class.
a. The digital memoirs will be played on the smartboard.
3. Students will reflect on the process of writing their memoir and making a digital version of the memoir.
a. They will write one advantage and disadvantage of their written and digital memoir.
b. Young adolescents will share their reflection with their elbow partner (person sitting next to
them).
c. Students who do not complete their reflection will have time to finish it during the following
class period.
Closure (3 minutes)
1. The teacher will tell students that tomorrow they will continue using different mediums to
communicate about a topic.
as well.
Materials
3. Memoir rubric.
4. Smartboard.
5. iPads (class set).
References
Acrostic Name Poems For Girls starting with letter C, Carla, Free example: Acrostic poem for kids, Poems about
girls, Lettering. (n.d.). Retrieved from https://www.pinterest.com/pin/408420259942384584/
Name poems example: Acrostic Name Poems: Poems for boys, Poems, Names. (n.d.). Retrieved
from https://www.pinterest.com/pin/337207090823659826/

Exploring
Multimedia
February 2020
Discussion: Could you go an
entire day (24 hours) without
technology?
Flowcab Friday
Write a name poem.
Examples:
idea?
topic or idea.
Vocabulary
❏ Advantage
❏ Disadvantage
❏ Evaluate
❏ Idea
❏ Medium
❏ Multimedia
❏ Topic
Vocabulary
propose
Vocabulary
1. Edit and finalize your written
memoir.
2. Your memoir should include
details about your life up until
Memoir this point.
3. Your memoir should be a
narrative version of your life.
4. Memoirs should be 10
sentences or more.
1. Make a digital memoir using
your written memoir.
2. Use iMovie.
Digital Memoir 3. Upload digital memoir to
Google classroom.
4. Be prepared to share your
digital memoir with the class.
disadvantage of your written
memoir?
Memoir Reflection
disadvantage of your digital
memoir?
3. Share responses with your
elbow partner.
References
Acrostic Name Poems For Girls starting with letter C, Carla, Free example: Acrostic poem for kids, Poems about girls,
Lettering. (n.d.). Retrieved from https://www.pinterest.com/pin/408420259942384584/
Name poems example: Acrostic Name Poems: Poems for boys, Poems, Names. (n.d.). Retrieved from
https://www.pinterest.com/pin/337207090823659826/

MEMOIR RUBRIC Name: ____________________
• Engage and orient the reader by 1 2 3 4

establishing a context and point of view
and introducing a narrator and/or
characters.
• Organize an event sequence that unfolds 1 2 3 4

naturally and logically.
• Use narrative techniques, such as 1 2 3 4

dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
• Use a variety of transition words to 1 2 3 4

convey sequence and signal shifts.
• Use precise words and phrases, relevant

descriptive details, and sensory 1 2 3 4
language to capture the action and
convey experiences and events.
• Provide a conclusion that follows from 1 2 3 4

and reflects on the narrated experiences
or events.
• Produce clear and coherent writing in 1 2 3 4

which the development, organization,
and style are appropriate to task,
purpose, and audience.
• Demonstrate command of the

conventions of standard English 1 2 3 4
grammar and usage.
• Demonstrate command of the 1 2 3 4

conventions of standard English
capitalization, punctuation, and
spelling.
• Include a title that is meaningful and 1 2 3 4

insightful.
COMMENTS/CONCERNS/KUDOS:
TOTAL POINTS: _____ / 40
RUBRIC: _____ / 4

Weekly Lesson and Asessment Plans 4 Keishunna Hardeman

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Weekly Lesson and Asessment Plans 4 Keishunna Hardeman

Uploaded by

Copyright:

Available Formats

TC Name: Keishunna Hardeman

Day & Date: Monday, February 10, 2020

Day 1: Lesson and Assessment Plan Context

MIDDLE AND SECONDARY EDUCATION Page 1

Day 1: Lesson and Assessment Plan

MIDDLE AND SECONDARY EDUCATION Page 2

MIDDLE AND SECONDARY EDUCATION Page 3

4. Idea: a thought or conception; plan of action

MIDDLE AND SECONDARY EDUCATION Page 4

MIDDLE AND SECONDARY EDUCATION Page 5

MIDDLE AND SECONDARY EDUCATION Page 6

Fences, by August 1. Rose

for classroom ,study. Retrieved from https://www.youtube.com/watch?v=x7wmLhxH640.

Compilation. Retrieved from https://www.youtube.com/watch?v=1yF63CZQq_M

Vocabulary Fun. (n.d.). Retrieved from https://www.educationworld.com/a_special/vocabulary.shtml.

Wilson, A. (2016). Fences. NY, NY: Plume.

Day 1 Instructional Materials

troy (calling): Cory!! Get your butt out here, boy!

(with lust in his eyes)

When you coming back?

rose (enjoying this:) I’ll be right back.

rose: I’m just going down the street.

As Rose leaves, Troy turns, climbs the

EXT. THE BACKYARD—­​DAY

Troy comes out of the house. He goes

troy: You just now coming in here from leaving this

cory: Yeah, I had to go to football practice.

troy: Yeah, what?

cory: I was just getting ready to do my chores now,

9780735217867_Fences.indd 44 11/15/16 1:50 PM

troy: Your first chore is to help me with this fence

Cory takes the saw and begins cutting

cory: Hey, Pop . . . ​

troy: What I want with a TV? What I want one of them

cory: Everybody got one. Earl, Ba Bra . . . ​

cory: So you can watch it. They got lots of things on

cory: I don’t know. They got them on sale for around

troy: Two hundred dollars, huh?

cory: That ain’t that much, Pop.

troy: Naw, it’s just two hundred dollars.

(pointing with his pencil)

See that roof you got over your head at night?

9780735217867_Fences.indd 45 11/15/16 1:50 PM

tarred. See now . . . ​

cory (stops sawing): I don’t know.

troy: Two hundred and sixty-­

cory: I’d buy a TV. Then when the roof started to

Cory hurls a finished plank aside and

cory: Aw, Pop. You got money. I know you do.

troy: Where I got it at, huh?

cory: You got it in the bank.

troy: You wanna see my bankbook? You wanna see that

9780735217867_Fences.indd 46 11/15/16 1:50 PM

troy: Not me. I ain’t gonna owe nobody nothing if I

troy: You go on and get you two hundred dollars and

cory: I can’t get no two hundred dollars. I ain’t

troy: I’ll tell you what . . . ​

cory: All right, I’m gonna show you.

Cory begins to cut the boards. There

cory: The Pirates won today. That makes five in a row.

troy: I ain’t thinking about the Pirates. Got an all-­

9780735217867_Fences.indd 47 11/15/16 1:50 PM

That boy could be something if they give him a

EXT. THE BACKYARD—DAY

cory: Hey, Pop . . .

cory: Everybody got one. Earl, Ba Bra . . .

tarred. See now . . .

troy: Two hundred and sixty-

troy: I’ll tell you what . . .

troy: I ain’t thinking about the Pirates. Got an all-

cory: Not off no major-

cory: Hey, Pop . . .

troy: You a bigger fool than I thought . . .

troy: I asked you . . .

troy: I asked you a question . . .

troy: Aw, hell, I know it’s ’cause of me . . .

troy: Like you? I go out of here every morning . . .