Michael Hogan, 3/11/20

Urban Teaching Apprenticeship Program

Secondary Lesson Planning Template

GOALS

(A) What is the enduring understanding of the unit in which this lesson resides? What greater
understanding are you working towards in this lesson?
● Students will understand the power that language has to create divisions and false
perceptions
● Students will understand that authors use language for the purpose of creating and
talking about identity in fiction and poetry

(B) What essential question guides this learning?

● ​Is language, in and of itself, powerful? If so, how and why?

(C) What is the objective of this particular lesson or activity that you are planning? What do
you want your students to be able to demonstrate?
● Students will be able to practice speaking to one another in an academic setting using
norms that we have set
● Students will identify author’s purpose (Persuade, Inform, or Entertain) and discuss
how language is being used towards that purpose
● Students will be able to write a letter to their past self discussing their identity

(D) What state standards/school-based standards align with these goals?

● CC.1.3.11–12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a text.
● CC.1.5.9–10.A: Initiate and participate effectively in a range of collaborative discussions on grade-level topics,
texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

EVIDENCE

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

I will know if students achieved the goal of the lesson based on their class discussion and the
structured analysis they will be completing.
Michael Hogan, 3/11/20

I will be circulating throughout the lesson and checking in with students strategically.

LEARNING PLAN

Time Teacher Actions Student Actions Resources

9:55-10:02 Greet students as they walk in Retrieve do now book Do Now books
AM
Direct students to do now Pencils out Board
books and read off the board
Sit in a circle and respond Pencils
Select someone to lead to do now prompt on board
discussion (someone who did
not speak last class)

10:02-10:06 Project do now + habits of Do now leader responds to Do Now books

AM discussion on board do now prompts
Board
Monitor discussion Two or more students
respond (at least) Pencils

10:06-10:10 Select one student to pick up Preparing for class Packets

AM do now books
(predetermined) Questions pertaining to Pencils
today’s class
Select one student to pass out
note + poem packet

Select a third student to pass

out text

Project plan for today slide +

answer any questions

Tell students to put name/

date on top of packet

Informal discussion with

students
Michael Hogan, 3/11/20

10:06-10:22 Tell students that we will be
AM thinking about a new poem
today, but that it is by the
same author as “Occasional
Poem”
The new poem is called “the
right way to speak’ by
Jacqueline Woodson
(Structured reading)
We will read the poem three
times at least: twice as a class
and at least once more in
small groups or partners
Students will listen to the Packets
poem once
Pencils
Students will listen to the
poem a second time read
by a peer and make
annotations
Students will read the
poem once more in small
groups or with a partner
and work collaboratively to
analyze the poem

Read the poem

Select a student to read the

poem and then tell students to
work in groups--structured
analysis --Tell students they
are responsible for completed
analysis by end of class

Circulate and position

strategically

10:22-10:24 Lead review of norms for Students review norms

AM discussion

Emphasis should be on taking

notes during discussion
Michael Hogan, 3/11/20

10:24-11:04 Discussion: Engage in discussion Packets

Power of language Take notes Texts

“Occasional Poem”
“Am I Blue?”
“the right way to speak”
Circulate strategically and
faciliate discussion
Hold one another Pencils
accountable for creating
and maintaining an
academic environment

Pose questions:

Is language powerful? (Do

Now)

Language used by people to

talk about this school/ kids
who go to this school?

11:04-11:08 Lead debrief of discussion: Students reflect on Packet

AM discussion
What do you think you did Pencils
well?

What is one area in which

you can improve? Set a
SMART Goal.

What steps can you take to

reach that goal? This is the
exit ticket
Michael Hogan, 3/11/20

11:08-11:22 Tell students that they will be Students write letters to Packet
AM beginning a letter (this can be their past selves
a poem, etc) to their past Pencils
selves that discusses their
identity while paying
attention to the words they
are using to talk about
themselves

Circulate strategically and

have conversations as needed

11:22-11:25 Have one student collect Students turn in packets Packet

AM packets and chat informally
Pencils
Informal conversation

DIFFERENTIATION CONSIDERATIONS

What knowledge of students informs your lesson design?

My students have been working hard to apply habits of discussion, though their efforts remain
relatively inconsistent. That is to be expected, but given that they have been enthusiastic about
having the opportunity to speak to one another, I have chosen to make that a central part of this
lesson. Furthermore, given that they really enjoyed “Occasional Poem” by Woodson, I have
selected another of her poems.

How will you differentiate instruction (materials, inputs, outputs, modalities, etc.)?
I will differentiate the instruction by circulating throughout the room. I will be checking in
with every group/ pair, but will be spending more time with certain students. I have also
structured so that the analysis can be driven by what students find most interesting/
appropriately challenging and scaffolded.