Valverde 1

Bryana Vaverde-DeBartolo
Lesson Plan 5/19
Pd 6

Your Name: Bryana Valverde

Unit Name: And Then There Were None By Agatha Christie
Course Name: English Language Arts (ELA)
Lesson Number: #24: Middle of Unit: Presentation
Grade Level: 10th Self Contained
Length of Lesson: 47 mins
Date of this lesson: May 19, 2022

Standards Addressed:
WHST1d: Establish and maintain a formal style and appropriate tone while attending to the
norms and conventions of the academic discipline, purpose, and audience for which they are
writing.

Socio-emotional goal: Students will engage in appropriate turn-taking skills by attending to

peer’s turn and waiting for their own turn 4/5 opportunities to do so. (Accountable Talk)

9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly/implicitly and make logical inferences; develop questions for deeper understanding
and for further exploration.

Theoretical Principles/and or Research-Based Practices:

Freire, Paulo. Pedagogy Of The Oppressed. New York : Continuum, 2000. Print.

Unit-level big idea/enduring understandings:

1. Language and writing conventions help us to express our ideas in thoughtful and logical
ways.
2. Accountable talk is used to carry out discussions between people, it ensures all voices
are heard and respected.
3. How can we analyze our plot diagram and writing process, using textual evidence in our
analysis.

Learning objective language: Aim: How can we analyze themes in And Then There Were None
by Agatha Christie?
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20 mins Assessment: Group presentation of content material includes: use of Pear deck, use of
google classroom, second brief overview of oral presentation rubric, and student explanation of
their analysis. Students used a prewriting graphic organizer to complete their analysis paragraph
and organize their ideas. They then utilized their teacher made slideshow scaffold and wrote out
their analysis paragraph. Students also included cited textual evidence to establish credibility,
they could also use prior knowledge. Student presentation topics are student generated and
teacher polished, meaning the students came up with their own topics and the teacher helped
them to shape their topics by expanding their ideas. Students were placed in homogeneous
teacher assigned groups, based on ability and need. Student presentation slides are made from a
teacher created scaffold that was given to students to use as a guide and a basis for ensuring they
have the correct number of slides and the information required. This group presentation
encompasses many features that are emblematic of project based learning (PBL). For example,
this is student centered and led. Students complete independent practice with teacher guidance.
Students have designed their own research topics and created their own questions for research.
Additionally, this project started with the book, students have completed an extensive graphic
organizer (located under the important links section of this lesson plan). This graphic organizer is
their “crime dossier” and has served as a tool in the student’s investigation of the murders that
take place in the text. At the time of project completion and presentation, students will have
about 15 more pages left in the book, on these last pages the killer’s note and identity is revealed.
This section of the book is withheld until after the students present in order to further facilitate
creative and independent thinking during their investigations.

Assessment: Meeting Next-Gen state standards using oral presentation of content knowledge,
graded by rubric located on google classroom. Students will include textual evidence to support
their claims.

5/19 Agenda:

1. Attendance & do now

2. Rubric review & warm and cool feedback protocol review
3. Presentation and feedback
4. Reflection closure (exit ticket)

5/19 Do Now: Choose one of the following and answer in 3-5 sentences:

A. Free write.

B. Describe how you prepared for your in class presentation. Explain.

Student responses: Accountable talk includes students actively participating, not talking over
others, using language such as “I liked how you” or “next time you could try”, students asking
clarifying questions, evidence based work with in text citations, grounded in our text, can utilize
real world examples, respect for all, and an inclusive classroom setting. Students work on their
socio emotional goal during share out, as they take turns speaking. A class norm is to ensure
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everyone respects each other’s ideas. Other accountable talk sentence starters include: “I agree
with the previous speaker because…” and “I would like to respectfully disagree with that
statement because…”

Teacher Exemplar: Mini Lesson on feedback protocol and rubric review: Task modeled
using student responses. Discussion included sentence starters for giving feedback. Glossary of
terms with definitions and accompanying videos (for visual support) was provided to students on
Google classroom/pear deck/in class posters.

Important links: (viewable with TAEHS account)

1. Teacher made poem to murder analysis:

https://docs.google.com/document/d/14ngVuH90tlJ5qg7_RUkQ54wbsgrSHCiw8vKFNOC_yZc/
edit?usp=sharing

2. Teacher made and student completed graphic organizer:

https://docs.google.com/document/d/1FuBjZgkCThnDlJJdmByLzPOl5CpvcUlHm51cGUk7_iI/e
dit?usp=sharing

Exit ticket: Choose the prompt that applies to you and answer in 3-5 sentences:

A. If you presented, reflect on your performance, what went well, what could you improve?
Explain.

B. If you did not present yet and will present tomorrow, seeing your classmates present,
what techniques will you use tomorrow?

Student and Teacher materials: Pear deck, devices, google docs, powerpoint, google classroom
and gmail.

Teacher reflection of lesson: To be completed after lesson.