Teacher: 

Ms. Meumann and Ms. Vigil                                                                      Date:    October 13, 2022

School: Thompson Valley High School                                                    Grade Level:  9 th

Grade                          

Content Area:  English             

Title:     American Voices                                                                                               Lesson #:  1  of  2

Lesson Idea/Topic and Our plan is to build on the skills from Ms. Reyes and Teacher Hebrinks
Rationale/Relevance:  lesson plan. We will allow students to write their own graphic memoir
about their experience in America, after they have read various pieces of
text in this unit about varying experiences. We are doing this because
they are in their American Voices Unit. We would like them to touch on
the question asked in the beginning of the unit which is, “what does it
mean to be American”. We will provide options for them to use their
own voices / creativity to create personal narratives (or start on their
personal narratives to seed for future narrative writing). 

-Option 2: Use excerpt from the graphic novel I Was Their American
Dream to show them another form of writing (building off the ideas of
poetry). Have them think of a picture they love or find important, and
power write in the narrative form to transfer it into a memoir. 

Could use C-S-I strategy 

Student Profile:  Students are often distracted. They often turn to their neighbors and
turn to their phones when bored. They often lose attention or have
trouble staying focused for more than 5 minutes at a time. Coming out of
a pandemic, and in turn coming out of online learning, students seem to
still be struggling with this shift. They tend to pay attention easier when
the class shifts often between independent work and group work, as well
as handing out stickers if they are willing to answer questions. They
might benefit from games that adhere to their daily “power writing”. 

Content Standard(s) addressed by this lesson:  (Write Content Standards directly from the standard)      

Understandings: (Big Ideas) 

-Work with alternative forms of writing

-Exposure to different types of texts (images) 

-To contextualize and historicize their own stories 

Inquiry Questions:  (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

How does student positionality connect to student voice and their interpretation of what it means to be
an American or residing within America, Specifically through varying forms of writing.   

            

Evidence Outcomes:  (Learning Targets) 

Students will be able to pinpoint and express identity through what they have learned about America
from the “American voices” unit and will demonstrate this in the written form. 

Every student will be able to: (Create your own lesson objectives from the standard using student
voice)  

I can: pinpoint and express my identity through seeding/narrative writing

This means: Being able to write about personal experiences in various forms of writing

List of Assessments:  (Write the number of the learning targets associated with each assessment)

            

            Planned Lesson Activities

LINK TO SLIDES: 10/13 TVHS Lesson Slides

Sarah 

Sophie

Name and American Voices: Seeding Strategies for Narrative Writing

Purpose of  
Lesson
 

Co-Teaching  Which model(s) will be used?                          

Will co-  We will be bouncing between teaching pieces of the lesson. One of us will read
teaching aloud and ask questions while the other will lead the creative portion of the lesson. 
models be Why did you choose this model(s) and what are the teachers’ roles?
utilized in this  We chose this model because we will both have an equal amount of time
lesson?      supporting one another  and directly talking to and explaining to the student.  
Yes       x         No  
___
 

Approx. Time Time: 20-30 Minutes 

and Materials Materials:  Powerpoint pen/pencil, stickers, processing sheet, magazines, Graphic
memoir processing sheet, Graphic memoir excerpts (printed out for student
access) 

Anticipatory The strategy I intend to use is: Asking an open-ended question about the topic. 
Set Question: 
  Does anyone here have experience reading graphic novels?
03 min What do you know about them?

I am using this strategy here because: The students seem to start with an open-
ended question often. We will also connect the open-ended question with a quick
write in their rehearsal notebooks. They will do a powerwrite for 3 minutes and we
will continue their word counting activity with this anticipatory set. 
 

Procedures The strategy I intend to use is: Read aloud and explain content
   
10 min I am using this strategy here because: It is a good strategy when introducing a new
topic, and it is relevant to graphic noveling, as colors, images, and symbols are used
to elevate the written word. 
 

Teacher Actions Student Actions Data Collected

Sarah will introduce the Students will listen and Student attention 
lesson plan and learning follow along   
target to the students   Both:
(Learning target clearly When Sophie is discussing Checking for
written on the powerpoint the graphic novel, students' understanding by
and projected for students input will be asked for (e.g. making sure students
to see) what could color here show they are paying
  02 min mean? How does this help attention through
our understanding as visible cues and / or
Sophie introduces beginning readers? are verbally
of lesson plan  participating 
 Explain what a
graphic memoir is
 Have excerpt from
book ready to
project 
 Read out loud to Student attention 
students are they
follow along 
 Take them through
the details: noticing
dialogue, images,
color, supplemental
 texts that inform
readers outside of
dialogue

05 min 

FIND AND INCLUDE THE

EXCERPT 

Sarah will conclude by

introducing the closure
activity and assessment

03 min

Closure to The strategy I intend to use is: Watch a video + Think Pair share
Objective  I am using this strategy here because: We want students to see a video of some
other graphic memoir’s to supplement the one we did in class so they can gain
06 min  more inspiration before starting on their assessment. We want the students to
discuss their work with one another (if they are comfortable). If they are
uncomfortable, they can continue working or discuss their thinking from the
activity. 
 
Video: ~03 min
Discussion: ~03 min

Differentiation     Content Process Product Environment

  Modifications:  -Students -For students -Students do -if a student
  might need who are not not need to needs, they
  more time confident finish all 6 can work in
finishing or with art skills, frames, just the computer
re-trying they can draw need to lab or ask a
their really simple demonstrat partner for
assessmen images–as e that they some
t from long as it are working guidance 
10/11 marks sense the whole
before to them and time
they can their story
elevate to
a graphic
lens 
-find more
examples if
they are
confused
and/or
need
 inspiration

Extensions: -Students –Students can -Students -Same as

  could write look at other could make above
  in a examples of more frames
different graphic novels and
style (a lot in order to continue
of them draw their story,
enjoy inspiration for tell another
Anime, or other ways to story, or add
comic book structure more color,
style) their frames images, or
  (The Magic dialogue 
Fish,
Persepolis,
Flamer, etc.) 

Assessment Today’s assessment will be formative. Because we just introduced a new idea to
  them (graphic noveling), we want to give them time to practice applying some of
10 min the strategies/techniques on their own, while doing so in a low stakes environment
  that simply lets us know how they took in the information/instruction from the day.

We will: pass out a piece of paper that has 6 frames where they can take their
writing assessment from 10/11 (brooklyn and Madison’s lesson) and add pictures
and dialogue, along with the occasional supplemental snippet in order to tell their
stories with the inclusion of images. 
 Template : Frames for Graphic Novel plan

We will 
 make sure to emphasize how artistic mastery is not the goal 
 Remind them of the inclusion of color and how that might introduce depth
to the story if they choose to use it 
 Walk around while they work
o Check for understanding by looking at their work 
o Use various techniques to make sure students are staying on task 
o Be available when students have question

Post Lesson Reflection

1.      To what extent were lesson objectives achieved? (Utilize assessment data to justify your
level of achievement)
 Although our lesson seemed to be a little rocky, I do think our lesson objectives were achieved.
Most of the work students turned in at the end of our lesson reflected the storytelling we
wanted them to achieve. I think they gained a basic understanding of how to think about a
story from their life and how to represent this story both visually and with written words.
Although they achieved this on a basic level, I do think we could have taken this further than we
did had we asked the students to think about personal narratives for a longer period of time. 

2.      What changes, omissions, or additions to the lesson would you make if you were to teach
again? 

I would add more context to our slides. I think I assumed that the students would know what to
do just based on verbal directions. Furthermore, I assumed that students would be able to
access previous literary skills when writing a narrative. I figured out pretty quickly that they did
not have much schema behind writing a personal narrative. I wish I would have added more
about the writing process as well as some prompts because it felt like we had too broad of a
task for them to be able to think of just one thing to write. I think the lack of choices
overwhelmed them a little. I would also ask more questions about the reading. We had quite a
bit of extra time at the end and I would have liked to think more deeply about the reading we
did. FInally, We had a pretty large class to teach. If I were to teach this again I would have
broken the group into smaller groups to do the reading and to answer questions. I also wish I
could have given them more time to be creative. There were a few unfinished pieces which I
feel like was our fault because we did not provide ample time for them to think about their
writing AND for them to actually produce a product. 

 3.     What do you envision for the next lesson? (Continued practice, reteach content, etc.)

I want my next lesson to be more scaffolded. I felt that this one was fairly loose in the content
we were teaching as well as the structure of the lesson. I think the students could tell that we
didn't quite know how to scaffold a lesson to meet their needs. We are in a challenging
classroom , with students who have not had a normal year since the 5th grade. Because of this
they are not as attentive as I remember students being. They are also often on their cell phones
and lose their attention much quicker than usual. My goal for my next lesson would be to
choose fun fast paced activities so we can keep the students engaged over the entire lesson.
Furthermore, I hope to be more confident in my next lesson. I am a quiet person, especially in
the midst of teenagers, so I need to work on having both a loud voice and brave demeanor
while teaching. I am sure these two things come with practice, so I am sure next time it will be
better, even if it is just a small change. 

4.     If you used co-teaching, would you use the same co-teaching strategy for this lesson if you
were to teach it again? Were there additional co-teaching strategies used during the lesson
not planned for initially? Please explain.

I would not use the same co-teaching strategy. I wish we would have utilized the fact that we
had two teachers in such a large classroom. We could have broken the group into two smaller
groups and had one go to the lab and one stay in the main room. I think this would have helped
with the engagement of the students as well as would have allowed for a deeper understanding
of student needs. It was hard to assess who needed help and when they needed help in a
classroom of that size. I think it has been hard to build rapport with these students because of
how many there are as well as the fact that there are already so many educators in the
classroom. I wish we could have utilized our lesson to break them up and to get to know them
on a more personal level during our lesson. Hopefully we can break up the group a little better
in our next lesson. 
 
 
 
 
 
 

Lesson Plan Appendix

 
Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?
 
Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.  
 
Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.
 
Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?
 
Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
  To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.
 
Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other
 
Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
·       To cue students to the fact that they have arrived at an important point in the lesson or the
end of a lesson.
·       To help organize student learning
·       To help form a coherent picture and to consolidate.
 
Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful?  To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?