Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: Marissa De Ruiter __________________________Date: April 8th, 2021______

Subject: English________________________ Grade Level: 9th__________________

I. Topic: Characterization/Dear Martin

II. PA or Common Core Standards

A. CC.1.2.9-10.C: apply appropriate strategies to analyze, interpret, and evaluate

how an author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed,
and connections that are drawn between them.
B. CC.1.2.9-10.L: read and comprehend literary nonfiction and informational text on
grade level, reading independently and proficiently.
C. CC.1.4.9-10.S: Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade-level reading standards for
literature and literary nonfiction.

III. Learning Objectives: Objectives must be written using observable verbs

A. SWBT draw evidence from the MLK infographic and interpret it.
B. SWBT organize their interpretations of the MLK infographic into a graphic
organizer.
C. SWBT read the informational text in the MLK infographic independently.
D. SWBT make connections between the informational text in the MLK infographic
reading and Dear Martin.

IV. Materials
A. T-Chart organizer.
B. Dear Martin by Nic Stone
C. Infographic ( “Civil Rights Movement Infographic.” Create Infographic - Sign In,
venngage.net/p/162785/civil-rights-movement-infographic. )
D. iPad.
 E. Projector.
F. Notability.

V. Lesson Development
A. Introduction
To introduce the lesson, I will start by asking some essential questions.
EQs: How do everyday people become civil rights activists? What are some
things you could do to become aware of the civil injustice still present in our
society?
B. Lesson development (activities, procedures)
After asking the essential questions, I would handout the infographic on the civil
rights movement. With the infographic, they will be given a T-Chart organizer to
use as an informal response. I will model using my iPad and Notability what the
T-Chart should look like. One side of the T-Chart will be “What does the graph
say?” and the other side of the chart will be “What does the graph not say?”. The
bottom of the T-Chart will be their conclusions that they’ve drawn from the
infographic. I will model how this it can be connected to Dear Martin and ask for
the students input on how we can see a civil rights movement begin in the story.
As well as how the civil rights movement influences the whole story. The
students will be given time to read the infographic and work on filling out their T-
charts. During this time, I will be walking around the room and talking with my
students about their T-charts. Once each student is finished with their T-Chart
they will be put into small groups of 3-4 students. In the groups, they will discuss
the similarities and differences in their charts and what each of their conclusions
are. After the groups have finished their discussion, we will discuss as a whole
class what they put on their T-chart.

C. Evidence of differentiated instruction (content, process, product, or learning

environment)
i. Content: If a student has problems with reading, they can be paired up
with a student who can read it to them. If a student has problems with
writing, they can be paired up with a student to complete their T-Chart or
they can use their iPad to fill in the T-Chart.

D. Closure (summary)
i. In closure, I will ask my students what connections they can make
between the infographic and Dear Martin. What kinds of implications and
 context does it give to the story? Is this helpful to fill in any knowledge
gaps they have? Do they still need more information to fill in those gaps?

VI. Assessment/evaluation
The students will be informally assessed on their T-Charts and class discussion. It will
determine how well the students understand the information and the connections they
make between the infographic and Dear Martin.

VII. Modifications or accommodations

Students who need examples of a T-chart will be given my notes. They will have it on
their iPad to reference but will still need to complete their own T-chart. If they need any
extra help I will go over and assist them.

I. Self-evaluation
The students did a really good job with this lesson. I was happy with how it turned out
and the small group discussions that they had. During my one period, we had some tech
issues, but besides that, the lesson went over really well.

Cooperating Teacher Approval _________________________________ Date _____________

What does the infographic say? What does the infographic not say?

Conclusions drawn from the infographic: