Name: Emily Foster Date lesson taught: 9/29/2020

Content Area: English Language Arts

Course Title & Grade Level: Language Arts, 8th Grade
Standards:
Iowa State Standard RL 8.2 “Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.”

Iowa State Standard RI 8.3 “Analyze how a text makes connections among and distinctions between
individuals, ideas, or events”

Objectives:

Content— Students will be able to determine the main ideas of two non-written texts and connect them to the
novel.

Language— Individually, students will watch and listen to two audiovisual texts in order to summarize their
main ideas and how they connect to the novel.

Student-friendly— I can summarize main ideas and make connections between texts.

Assessment:
Formative:
- Questioning
- Exit Ticket
- Notes/Worksheet
- Observation
Proactive Management:
Expectations:
- Limited/no talking
- Following along as we read

Instructional Strategies:
- Direction instruction
- Setting Objectives
- Non-linguistic representation
- Note-taking/Worksheet
Note Taking Strategy:
- Worksheet/Charting (ish)
Questions:
- Anticipatory Set:
Why are doctors calling Mr. Healy “John Doe” and why do the doctors on Grey’s Anatomy call their patient
“John Doe”?

-Lesson:
As you read, if you think it is necessary, pause to ask clarifying questions
GIST worksheet: What are the main ideas/phrases of this video? Form a 20 word summary of this video.

-Closure:
 What do you predict will happen next?

Anticipatory Set:

-Review that doctors are calling Mr. Healy “John Doe”

-Play clip from Grey’s Anatomy (embedded in slideshow)
- Ask students to think about:
Why are doctors calling Mr. Healy “John Doe” and why do the doctors on Grey’s Anatomy call their
patient “John Doe”?
-Connect to the objectives: making connections, main ideas

The Lesson:
- Anticipatory set (5-7 minutes)
- Read chapter 15 aloud together (15 minutes) (Shared Instruction)
- Assign students to characters if you’d like
- Pause for questions: do they need clarification on anything (2 minutes)
- Amnesia connection: Healy has amnesia (2 minutes)
- Since we say a little bit of what it looks like, does someone want to take a stab at what amnesia is?
- Prep for video on Amnesia (2 minutes)
- Students should open the GIST summary worksheet on Google Classroom under classwork
- Walk through GIST summary worksheet directions (Explicit Instruction) (2 minutes)
- Play video on Amnesia (embedded in slideshow, should start at 04:01 and end at 08:38) (8 minutes)
- Fill out worksheet as notes as they watch (Individual Practice)
- Leave time after the video to finish up thoughts
- Will one person share their summary with me?
- Read chapter 16 aloud (10 minutes)
- Closure (5 minutes)

Closure:
Procedural—
- Students fill out exit ticket question (Google Form, under classwork): What do you predict will happen
next?
Content Summary— Great job today! I know we had a packed class, but I hope that you were able to connect
those videos to the story. Make sure you submit your GIST worksheet and your exit ticket.
References:
ABC. (2016, November 8). Who is John Doe? Sneak peek – Grey’s Anatomy. [Video]. YouTube.
https://www.youtube.com/watch?v=LKr7_MHrJtY&feature=emb_logo
Foster, E. (2020). The juvie three: chapters 15 & 16. [PowerPoint slides].
Foster, E. (2020). What’s the gist. [Worksheet]
Korman, G. (2008). The juvie three. (pgs 106-123). Hyperion.
Osmosis. Amnesia – causes, symptoms, diagnosis, treatment, pathology. [Video]. YouTube.
https://www.youtube.com/watch?time_continue=241&v=62R0BsYe0iw&feature=emb_logo

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
demonstrate high expectations, make learning relevant, and motivate students?

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?