EDUC 472 Cooperative Learning Lesson Template

 
INSTRUCTIONAL UNIT
 TEACHER: DATE:  GRADE/Acquisition LESSON TITLE:
 Jamie Bell  November 29, 2016 Level:  Stay Gold.
7th Grade/ Bridging
** please note that the
teacher’s classroom is SUBJECT: LESSON OBJECTIVE:
split into two periods. English Language Arts SWBAT show their
understanding of theme
by constructing a 6-
word found poem.
 
LANGUAGE STANDARDS AND CONTENT OBJECTIVES
California Content Standard Common Core Language Arts Standard
RL.7.2 Determine a theme or central idea of a text
and analyze its development over the course of the
text; provide an objective summary of the text.
W.7.9 Draw evidence from literary or
informational texts to support analysis, reflection,
and research
SL.7.1 Engage effectively in a range of
collaborative discussions with diverse partners on
grade 7 topics, texts, and issues building on others’
ideas and expressing their own clearly.
   Common Core ELD Standard  
SL.7.1;6 Contribute to class, group, and partner
discussions by following turn-taking rules, asking
relevant questions, affirming others, adding
relevant information and evidence, paraphrasing
key ideas, building on responses, and providing
useful feedback.
RL.7.1-9: Express inferences and conclusions
drawn based on close reading of grade level texts
and viewing of multimedia using a variety of
precise academic verbs.
 
Culturally Responsive Pedagogy
Students will be asked to share their 6-word memoirs, reflect on the readings by
making personal connections, and their summative assessment has students drawing
from their own personal experiences and opinions on character/theme. All of these
activities give voice to the students.
 
ADAPTATIONS FOR LEARNERS
MODIFICATIONS FOR ELs RATIONALE  REFLECTION
The Teacher (T.) will use a The Picture File will work as a
Picture File while the lesson is visual aide for the EL students,
being taught, including during and help to lower the affective
instruction time, and time of filter of students who are
independent practice. Students nervous about keeping up with
will also be working in groups the pace of the class. Partner
throughout the class periods. work will allow students to learn
Students only have to share if from their peers, and the choice
they feel comfortable. in sharing frees EL students
from the fear of being called on.
This lowers their affective filter
and allows for EL students to
focus on the assignments.
MODIFICATIONS FOR
Special Challenges
Autism: Student will have
access to the Resource Teacher
in the classroom. S. also sits
with strong students who can
help when needed. Resource
Teacher will work directly one-
on-one with student while he
constructs his character phrases.
ADHD: Student will be sitting in
front, with an unobstructed view
of the teacher and picture file. S.
sits with strong students, and
will be allowed to partner with
her table.
Other modifications made for
Resource class will be
highlighted in yellow.
RATIONALE  REFLECTION
Both students will benefit from
the aide of the Resource teacher
as an additional source of help.
Knowing there is help if needed
will lower their affective filter.
The designated partner work
throughout class will allow
students to feel like an important
part of the class.
Other modifications are made to
help provide equitable education
for students in the resource class,
by allowing them to work at
their own pace and with more
scaffolding.

Multiple Intelligences Addressed RATIONALE  REFLECTION

Bodily Kinesthetic: Students
are moving around the room
during activities.
Verbal Linguistic: Students
have to write, and read.
Interpersonal: Students must
reflect on their own personal
connections to the text.
Intrapersonal: Students are
working with groups, gleaning
ideas from their peers, and
presenting.
Visual/Spatial: Students have to
construct a poem by using pieces
of paper.
Musical: Teacher will have
music playing in the background
during their work.
Based on the Multiple
Intelligence survey given out
students rank highest in
Interpersonal, and Bodily
Kinesthetic. Activities within the
lesson will allow students to use
those strengths. Students must
learn to use all the intelligences,
so interpersonal, musical, and
visual will also be utilized within
the lesson. Every ELA lesson
requires the use of
verbal/linguistic.

ASSESSMENT
STRATEGY FOR ASSESSMENT: Dialectical journal summaries, symbolism picture, participation in
group activities, sharing of 6-word memoir all work as formative assessments. Their final group poem
will serve as their summative assessment.
 
LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED: Every student will need their own
copy of The Outsiders, writing utensils, dialectical journals from day before and paper. Teacher will
need paper strips, Picture File, markers, tape, large poster paper, and access to the text.
 
INTO, THROUGH, and BEYOND
INTO RATIONALE  REFLECTION
T. will introduce the lesson with The Sort Out activity gets
a Sort Out activity. Each table students to work together, and
group will receive pieces of refreshes their memories of what
paper in an envelop. The pieces happened. By allowing S. to use
contain plot points within The their dialectical journals, they
Outsiders, each group will have
a different chapter. They must
work together to put the items in
order. T. will allow for a certain
amount of time. Resource class
will be allotted more time.
Tables will share out, in order of
the Chapters. If there is
something in the wrong order,
they may “phone a friend” at
another table to help.
T. will ask the class to review the
previous day’s reading together.
T. will lead S. in a quick Four
Corners activity where students
must go to “I think it will
happen” or “I don’t think it will
happen” when asked prediction
questions about Chapter 9.
THROUGH
Students will read pages 143-149
of The Outsiders in class. The T.
will lead the reading for the first
half, the second half S. will read
in their table groups either
outside or inside. Students in the
Resource class will read out loud
with the teacher. Any groups that
finish early will begin their
dialectical journal summaries
Who, What, Where, When, Why.
Finish their vocab, and draw
their symbolism picture. T. will
review vocabulary words with
students under the ladybug
camera. S. volunteers will come
up to share their summaries and
symbolism picture.
S. will be split into groups for a
Jigsaw. S. will be given a theme,
or character and asked to discuss
with their group and reflect in
their dialectical journal.
Resource students will have
more time for this activity and
only be given characters.
S. will return to their original
groups for the final activity.
utilize the tool they’ve been
constructing over the course of
the semester. S. take ownership
of their learning. The sharing
aloud allows the class to hear
from their peers, and make sure
their answers are correct. The
quick four corners activity allows
for an engaging prediction
activity, and gives students the
time to focus their thoughts on
Chapter 9.
RATIONALE  REFLECTION
Students have to read in class,
because the books are a class set.
The teacher sets the precedence
of how to read, so S. have an
example of what it looks like to
read with inflection, and proper
pronunciation. The small group
participation will give every S. a
chance to read out loud in a
“safer” environment. Switching
between the T. and S. for the
Resource class will allow the T.
to monitor student progress and
process. The dialectical journals
allow students to practice their
summary skills, and is a study
tool for students. The guided
practice is necessary at the
beginning of the year to set the
expectation.
S. sharing summaries and
symbolism pictures might help
other S. who are having a more
difficult time, it also allows S. to
express their own thoughts and
ideas about the text.
The Jigsaw activity will allow S.
to work with other students, and
get them out of their seats. It also
gives a sense of ownership to the
S. because they have to report
back to their group. S. will take
more of a role in their learning
when their peers are counting on
them.
 BEYOND
S. will quietly write one word to
summarize their character or
theme based on the discussions
from their groups. Together the
table will put together their
words on a large poster paper to
create a 6-word Theme Poem.
Each group will tape up their
poster and share their poem out
loud with the rest of the class.
RATIONALE  REFLECTION
 Coming back together solidifies
the team dynamic of the original
groups, thus creating as stronger
bond. Allowing students to
choose their word, gives S.
control over their learning, and
works as a summative
assessment for each student
while still participating in a
group activity. S. can take pride
in their work when they share,
and it helps keep each S.
responsible for his or her
contribution. The final poem
keeps in line with Johnny’s quote
from Robert Frost’s poem
“Nothing Gold Can Stay” at the
end of Chapter 9. This helps S.
see the power of words, and the
importance of poetry.