1/15, MLK and fairy tale writing

TLSCC Planning Template

GOALS

(A) What is the goal(s) of the broader unit, lesson, or activity?

For students to begin critically engaging with the concept of freedom. Specifically, students
will be able to recognize and and draw meaningful connections across time, individuals, and
groups that have struggled to define and gain freedom.

(B) What is the goal(s) of the particular lesson or activity that you are planning for this
exercise? What do you want your students to understand, know, and/or be able to do?
The goal today is for students to recognize a connection between contemporary and historical
events and to begin grappling with the concept of symbolism.

Students also need to spend some time writing and doing peer reviews.

EVIDENCE

How will you know if your students have achieved the goal(s) that you listed in (B)?

I will be collecting an exit ticket and will be circulating throughout the lesson.

LEARNING PLAN

Time Teacher Actions Student Actions Resources

9:55-10:02 Read out do now, name Retrieve notebook and Do now

AM expectations, and circulate begin writing notebooks

10:02-10:05 Review do now Discuss the do now Do now

AM notebooks

10:05-10:07 Discuss the plan for the day Turn in notebooks Notebooks
AM Get textbooks Textbooks
Notebooks
10:07- Symbolism notes Take notes/ discuss Notebooks
10:11AM

10:11-10:12 Play video Watch video Slideshow

AM

10:12-10:18 Facilitate video sentences Writing sentences Slideshow/

AM notes

10:18-10:20 Facilitate mini discussion + Discuss sentences/ Slideshow/

AM share out sentences concepts notes

10:20-10:22 Pass out exit ticket slips Students work on exit Slideshow/
AM ticket notes/ exit ticket

10:22-10:24 Explain peer review process/ Students take any notes, Peer review
AM pass out peer review sheet etc. sheet

10:24-10:26 Instruct students to get Students get computers, Computers,

AM computers, log on, etc. log on, etc. peer review
sheet

10:26-11:20 Circulate as students write, Students write and Computers,

AM engage in peer reviews, conference peer review
conference, etc. sheet

11:20-11:25 Bring class together to wrap Turn in computers, etc. Computers,

AM up sentences, conferences, peer review
etc. and turn in computers/ sheets
peer review sheets

REFLECTION

What makes the goal(s) that you listed in (B) and this lesson/activity authentic? Consider the
following questions:

This is a bit of an unusual class in so far as I am attempting to keep us moving while also
wrapping up the writing (we have fallen behind). My thinking behind is that I would like for
certain students to have another opportunity to engage with the class while also setting the
stage for some conversations about being intentional about our writing (setting, symbolism,
choices).

I am attempting to bring in authenticity by framing our new unit as a part of contemporary

debate and by providing students with the opportunity to critically engage with their own
writing and that of their peers.
 Fairy Tale Peer Review Form

Reader’s Name: _____________________ Writer’s Name: _______________________

Peer reviews are a space for you to support your peers by offering your perspective, insights, and
feedback.

Steps:
1. Read the entire piece of writing.
2. Read through a second time, this time filling out this form. Include both positive and
constructive (things you think could be changed and/ or improved) feedback.
3. Once you and your partner have finished talk through the form and piece of writing
together.

What elements of a
fairy tale do you
notice?
(Setting, theme,
fantasy, etc.)

Are characters
introduced and
developed? What do
you learn about
them?

Are you able to

identify the conflict?
Is the conflict
engaging?

Is there a lesson in
this story? If so,
describe the lesson
and how you see it
being developed.

Is the story clear and

able to be followed?
Any other thoughts to
share?