HSOE Lesson Plan Template

Group Names: Vox, Kaitlin, Naimah, Gracie

GRADE Grade 11-12

SUBJECT Reading; Literature

Harry Potter and the Prisoner of Azkaban will facilitate a lesson that follows
our overarching theme of how to think critically about concepts of control,
power, and who has a say in what one becomes in this life and how they
become that.

LESSON SUMMARY This theme will be explored through a sorting hat activity in which students
will be ‘sorted’ into groups matching the four houses from the Harry Potter
universe.

After two 15 minute rounds of group activity, students will end the lesson by
applying themes from the activity to contemporary social events in their
journals to illustrate mastery of the day's topic.

Our lesson will be supported by behaviorist theories, specifically those found

under the theorist John Watson and Donald Hebb.

● Watson believed, “All animals, he believed, were extremely complex

machines that responded to situations according to their "wiring," or
nerve pathways that were conditioned by experience.” In relation to
Watson, we’ve decided to implement a lesson plan that focuses on
guiding students into a desired result (that they comprehend the days
lesson plan), this is done by giving physical and verbal directions.
Like Watson, our “stimulus” would be the lesson plan and activity
itself, this controls the desired output, which is that effective learning
takes place.

● In slight opposition to Watson, as the teacher, we will also invoke

How is Theory applied in this Hebb, whose stress on free will is vital in leaving space for student
lesson? agency. On Hebb, “Hebb believed that free will isn’t truly free, it is a
choice made within the constructs of what is hereditary and what is
environment.” We will take into consideration the more
soft-determinist approach to this, taking seriously the idea that free
will is apparent, even if it is genetically determined (according to
Hebb). Free will and determination is shown when students decide to
write what they write on their 3X5 cards during the two activities. It
is also invoked during journal entries and homework where critical
thinking is applied.

APA Citations
Part I: What is Behaviorism? (Baum, 2004.). Retrieved July 12, 2020, from
https://www.scirp.org/reference/ReferencesPapers.aspx?ReferenceID=225002
0
 Behaviorist Learning Theory. ( Culatta, 2015) Retrieved July 12, 2020, from
http://www.innovativelearning.com/teaching/behaviorism.html

OBJECTIVE.
What will your students be able to do?

Students will be able to analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are
introduced and developed).
Students will be able to site strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
Students will be able to analyze multiple interpretations of a story.
By the end of the lesson, through review and discussion of a given text, I will determine central ideas, cite, and
locate supporting evidence with at least 80% accuracy, thus scoring at least 4 out of 5 on a grading rubric.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

Use Formative Assessment this week (last week we used short-cycle assessment)

How will you know whether your students have made progress toward the objective:
One-Minute Essay: Two times slots will be allotted for one-minute essays to assess understanding of the text
material. These one-minute essays will be distributed in the middle of the class activity and will ask a question
about the given text (be more specific here) that can be answered in one to two minutes. A quick call on student
answers will allow me to take a quick assessment of where the classes comprehension level is at.
Hand Signal: I will ask students to use a thumbs up or thumbs down throughout the class period to bolster
continual assessment strategies when asking quick questions.

How and when will you assess mastery:

Journal Entry: Student’s will take the last five to ten minutes of class to write a journal entry that displays their
mastery of the lesson that day and their newly gained insights from the text. These will be read to see if the
student has displayed mastery of the lesson topic and textual insights.
COMMON CORE
How will you address Common Core standards?
CCSS.ELA-LITERACY.RL.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).

CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the

rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or
beauty of the text.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.

EL: Provide copy of PowerPoint with visuals. Ongoing informal assessment to check for understanding.
Differentiated homework/classwork, including text or verbal response submitted in native language. Handouts
with graphics. Offer translator, if applicable. Text provided in native language, if available.

SN: Use of visuals; Digital lesson (self-paced w/playback); copy of PowerPoint w/visuals; Text frontloaded
w/Ed. Specialist - discussion points drafted into written form (used in discussion).
https://www.youtube.com/watch?v=doxxfXqpKYA

At Risk: Provide audio version of text. Allow verbal answers during one-minute essay assessment rounds. Use
small groups to break up discussion of text into small sections. Meet with students at the beginning of the group
to assess prior-knowledge. Pre-teach and highlight potentially difficult vocabulary and concepts.

Gifted: Pre-test for prior knowledge and then present a quick mini lesson to the small group that tackles the most
difficult points of the lesson first. Administer higher level questions for one-minute essay rounds.

OPENING (10 minutes – suggested) MATERIALS/STRATEG

How will you communicate what is about to happen? How will you communicate how it will IES
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
What: Inform students that the lesson ● Students will sit down ● Teacher to student
5 is about to start. and will give their full call and response
attention to the quiz.
lecture/activity.
How: Ask students to take out journals ● Use of
● Students will engage PowerPoint with
and homework to front load the topic with the teacher during
of the day. Conduct a quick call and quotes and
the call and response visuals to enhance
response quiz to check in on the quiz. student learning.
information learned in the previous
 lesson. A PowerPoint will be ● Students will follow ● Printed copies of
presented showing quotes from the along with the the PowerPoint
text as well as what the daily objective PowerPoint and will (in multiple
is which students will record in their acknowledge their languages)
5 understanding of the ● Audio version of
journals. I will ask for a quick thumbs
lecture by giving either PowerPoint (to
up or thumbs down on whether a thumbs up or accommodate
students understand that tasks for the thumbs down to the hearing
day. teacher when asked. challenges)
● Students will write a ● Journals
Importance/connection: I will quick journal entry
illustrate to the students that today's which will highlight
their thoughts/opinions
lesson plan stacks onto readings we’ve on the quotes presented
digested before and will apply to in the PowerPoint.
future readings. I will inform the ● Students will listen to
students that it is important that they the activity instructions
understand the topics in today's lesson and will ask questions if
because they will need to show necessary.
mastery of the text while they are
journaling at the end of the day. That
journaling will be graded. Their active
participation in class will also be
graded using the one-minute essays
that are distributed. This is backed by
behaviorist theory.

engage students/capture interest: I

will present an activity that is
interactive and engaging. It will relate
to their personal life and social
experiences. The activity will have ties
to contemporary social happenings.
The end of the class reflection and the
homework will allow the student to
engage with real world scenarios of
power and control and relate them as
they are evident in Harry Potter and
the Prisoner of Azkaban.

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Engaged/Interested/Student’s taking ● Students will listen and ● Use of video
in information: After briefly engaging remain focused. clip from Harry
with students over quotes from the ● Students will watch the
Potter and the
book in the first few minutes of class, video and will take
Cornell notes on what Prisoner of
a video snippet from Harry Potter and Azkaban.
“control” means in the
the Prisoner of Azkaban will be ● Use of a
viewed clip.
shown. I will say: ● If selected to answer a notebook for
● “Class, now that we’ve question by the teacher, Cornell notes.
warmed up we are going to
 move onto watching a short the student will answer ● Teacher to
2-3 minutes segment from the to the best of their student question
movie adaption of the book ability. and answer
we are discussing. I want you ● Students who are not (lightning round
selected to give a
to think about the word of questioning).
response will remain
‘control’ when Harry meets quiet and will listen to
his Boggart. Who has control their classmates.
7 over Harry in this instance? ● Students will once again
After the video we will do a listen carefully to the
lightning round of word activity instructions.
association on the board
lasting one-minute, this word
map focuses on the word
‘control’ in relation to the
video. I will call on you at
random so be sure to take
Cornell notes for the short
video.”
● “After our lightning round of
questioning we will break up
3
into groups for the activity
which was listed on the
agenda right at the beginning
of class. I will explain the
instructions in depth when
our lightning round is over.”
I will put on the video:
https://www.youtube.com/watch?v=do
xxfXqpKYA

Key Points/Actively taking in

information/accessible to all students:
I will be sure to address differentiated
students with ensuring I speak clearly,
PowerPoints will have text written of
what I am saying so everyone knows
what to expect.

Potential Misunderstandings of
instructions: I will be sure to speak
clearly and ask for thumbs or thumbs
down as I am explaining instructions.

Potential Misunderstanding of
video/information: I will be sure to
ask students to not concentrate on
overt instances of control and power
(i.e. the fact that professor Lupin tells
them to get in line to meet the
Boggart) but instead to focus on the
more intangible forms of control (i.e.
the Boggart).
 The video and lightning round will end
and now we move to Guided Practice.

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Expectations, opportunities to ● Students will listen and ● Use of 3 X 5
practice, engaged and interested: will follow instructions note cards for
After the video and lightning round we given by the teacher. one-minute
will move onto the first of two ● When instructed, essay
activities, I will say: students will draw a
● Use of a
house name from the
● “Class, great job on our word “sorting” hat.
5 sorting hat.
Map! Look what we can ● Students will find and ● Use of
achieve after just one minute sit with their groups and PowerPoint.
of free association. Now, our will wait for further ● Student to
morning agenda listed that we instruction. student
have two activities for the ● Students will turn their communication
day. Both activities are the attention to the and discussion.
same but each one focuses on PowerPoint and will ● Student to
a different question. Each take notes on their
teacher question
specific houses
activity will last 15 minutes, I and response.
characteristics.
will help you for the first one, ● Together in their groups,
but you are on your own for students will discuss,
the second activity question. I analyze, and
will be ‘sorting’ you into the acknowledge their
four different houses from houses characteristic
Harry Potter at Random. ” and will answer the
question to the best of
their ability.
There will be a hat filled with paper ● Each student will write
that say the houses name on them on a their response to this
chair at the front of the room. question on the note
5 ● “After you are sorted you will card given to them
find your group and push during the one-minute
your desks together and wait essay.
for the next set of ● When instructed,
instructions.” students will turn in
their note cards.
● Students will remain in
While the students are picking and their groups and will
getting sorted into their respective wait for further
Harry Potter houses, I will fire up a instruction.
PowerPoint which has all four houses
and that houses characteristics beneath
(i.e. Gryffindor = Courage, Chivalry,
Brave, Reckless whereas Slytherin =
Ambitious, Cunning, Resourceful,
Cleverness, Fraternity etc.). Settled on
a separate slide, I will ask the focus
question “You’ve just heard that Sirius
Black has escaped from Azkaban,
according to the characteristics and
 personalities of your house, how do
you respond to this news?” I will say
(invoking behaviorist theory):
5 ● “Now that you are in your
respective houses, quickly
take note of your houses
characteristics and read the
focus question regarding
Sirius Black, we see he has
escaped from Azkaban. How
does your house respond to
this news? Discuss in your
groups, I will walk around
and distribute 3 X 5 cards as
there is a one-minute essay
you will each write at the end
of this 15 minutes activity. I
want you to each individually
tell me how your house
responds to this news. I will
collect them and they will be
graded towards your
participation grade. As I
mentioned, we will do this
round together, I will walk
around and answer any
questions, the next round you
are on your own.”

Behavior, performance, scaffolding: I

will walk around the room and assess
each groups level of understanding,
being sure to reformulate my
instructions based on group
understanding. I will take note of
various levels of comprehension and
adjust goals for each student based on
that assessment. (Behaviorist theory
and Free will)

The 15 minutes will be up and I will

say:
● “Alright! Time to start our
one-minute essay. Take your
3X5 cards, write how your
house responds to the news
that Sirius Black has escaped
Azkaban. Put your names and
date in the upper right hand
corner and I will collect them
in two minutes. After that, I
will put the second and last
question of our activity on the
 PowerPoint and we will start
the next 15 minute activity
right away.”

INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Expectations, mastery of the subject ● Students will remain ● Use of 3 X 5
5 with 3X5, engaged and interested: I focused and engaged in
note cards for
will start the next and last 15 minute their groups.
one-minute
activity of the day. I will keep the ● Independently, groups
will discuss the next
essay
Harry Potter house characteristics up ● Student to
question.
and change the slide to the next student
● Each student will write
question, “Considering the world of communication
their response to this
Harry Potter and your respective question on the note and discussion.
houses, who has helped form your card given to them
houses opinion of Sirius Black? I will during the one-minute
say: essay.
● “We are on the last activity of ● When instructed,
the day, You are solo here, I students will turn in
5 their note cards to the
want you to discuss with your
teacher.
groups our focus questions
about Sirius Black. What is
the perception of him driven
by? The media? We will do
one more one-minute essay
on your second 3X5 card at
the end of the 15 minutes. On
that card, list what drives this
5
perception of Sirius Black.
Really dig in and cite specific
instances from the text,
discuss them in your group,
and write your answer
individually on your 3X5
card. Remember, these count
towards your participaction
grade!” (Students will invoke
5
free will theory by working
independently of the teacher
in groups)

Extensions: Small groups,

collaborated expression, inclusion of
supplemental text, personal
connections

I will end the last activity and say:

 ● “Alright, I am coming to
collect your second round of
3X5 cards. We are going to
journal for the last 5 minutes
of class. Please put your
desks back and look at our
PowerPoint for your closing
prompt.”
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

TIME TEACHER STUDENTS

5 Summarize what they learned, ● Students will focus on ● Use of
significance, mastery: It is time for the PowerPoint and PowerPoint.
students to get out their journals and will listen to the ● Journals
answer one last question that relates instructions provided ● Teacher to
and summates the topic of that day's to them. student question
lesson. I will say: ● Students will listen and response
● “Class, great job! How are carefully to the last (check in’s)
you feeling? Right now, in prompt and will
our last five minutes, I would respond to the best of
like you to look at our their ability.
PowerPoint and see our last ● Students will write
prompt. Notice that I’ve their responses in
asked you to respond to their journals.
Sirius Blacks escape from ● When instructed,
Azkaban again, but this time I students will turn in
want you to do it from your their journals and will
own personal perspective. be dismissed.
You are no longer a
Gryffindor or a Slytherin, you
are you. Be thoughtful and
remember our theme of
power and who has control
over what one becomes. Feel
free to bring in current events
as well.”

Class will end. The students will know

that these journals are turned in every
Friday and graded and given back by
Monday to start the new week. This is
how students will display master of the
subjects presented during the week.

Each journal and 3X5 cards are graded

with differentiation strictly
considered.

HOMEWORK (if appropriate). How will students practice what they learned?
● Read chapters 18 and 19 of our book Harry Potter and the Prisoner of Azkaban
● Find a current event article in any media that reminds you of major themes from our text. The theme can
be the one we’ve been concentrating on in class, which is the theme of power and control or you can
choose another theme. Write 2 pages in your journal about this current event and attach an article or
website as a citation.