Name: Grade Level: Title of Lesson:

Content Area(s) Political Philosophy 11 Aristotle on Happiness

F
S
The California Teaching Performance
E (Objective) CA Common Core/State CCSS.ELA-LITERACY.RH.11-12.2 Expectations:
Standards: Determine the central ideas or information of a primary or TPE 1 Engaging and Supporting All
S What California Common/Core State Students in Learning
secondary source (Aristotle’s Ethics, Book I); provide an accurate
T
A
Standards are addressed in this lesson? summary that makes clear the relationships among the key details TPE 2 Creating and Maintaining
N Interdisciplinary Standard (if and ideas. Effective Environments for Student
D applicable) Learning
A
R CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual TPE 3 Understanding and Organizing
D evidence to support analysis of what the text says explicitly as well Subject Matter for Student Learning
S as inferences drawn from the text. TPE 4 Planning Instruction and
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B UDL Strategies CHECKPOINT 2.2. Clarify main points: On screen are the main Designing Learning Experiences for All
A What UDL strategies are highlighted in questions discussed in Book I of Ethics. We clarify the main point of Students
S the lesson? Reference specific UDL TPE 5 Assessing Student Learning
E the question by positing possible answers to the questions and
Guidelines and Checkpoints in the box TPE 6 Developing as a Professional
D to the right and in the lesson. evaluating which answer is best.
Educator
L
CHECKPOINT 8.3: Foster collaboration and community: I ask them
E
S to pair-share to try to answer the main questions.
S
O CHECKPOINT 1.1: Offer ways of customizing the display of
N
information:
P Questions to ponder related to Book I of Ethics
L
A CHECKPOINT 8.4: Increase mastery-oriented feedback: Students
N
answer questions on the screen, I will provide feedback on their
answers, and then students will revise. No grade assigned. If several
students are having trouble, I will reteach the lesson
ELD Strategies Exchanging information and ideas with others through oral
What ELD strategies are highlighted in collaborative discussions on a range of social and academic topics: I
the lesson? Reference specific ELD ask them to pair-share on pertinent questions written on the screen.
Standards in the box to the right and in
the lesson. Offering and justifying opinions, negotiating with and persuading
others in communicative exchanges: We discuss and evaluate their
answers to the questions on Book I.
Do Now/Bell Ringer: Student: ADMIT SLIP/Activity: Journal writing: List the
Student: 5-7 minute independent characteristics of happiness that Aristotle articulates.
activity that connects to student Teacher: Take attendance, check and grade annotations.
learning (standards-based)
Teacher: What will you do
during/while students are working
independently?
Exit Slip: Student: EXIT SLIP/Activity: Most striking thing you learned
Student: 5-7 minute independent today?
activity that assesses student
Teacher: I make comments and ask questions about their
learning (standards-based)
answers.
Teacher: What will you do
during/while students are working
independently?
Conceptual Framework (5 Pillars) What educational technology will this lesson include? How is it “beyond what could
have been achieved in a non-digital format”? FSECF: 1,2,3,4,5
1. High Expectations
2. Choice and Commitment Students will be studying the large screen, which has questions on it for them to answer.
3. More Time
4. Focus on Results
5. Citizenship

Establish Environment
FSECF: 1,2,3,4,5 • Student expectations will be present in the room
• Classroom will be arranged in a square to set the mood and expectation of peer-discussion
Student Greeters
Evidence of School Culture
SLANT
SMART Goals
Department/District Objectives
Standards Driven Instructional Objective(s) Objective: To understand Aristotle’s claims and arguments about the nature of happiness.
FSECF: 1,2,3,4,5
Literacy: Reading Comprehension and Preliminary Critical Thinking
(Skill and Relevance, along with measurable
artifact) Understanding the main point of a text is essential for reading comprehension which is
*SWBAT/SWABAT, I Can…statements foundational for critical thinking.

A presentation of their journal writing and pair-share discussions.

Learning Target(s) Students will:
(RISAD Model)  Understand the central ideas of Book I.
  Provide an accurate summary that makes clear the relationships among the key details and
ideas.
 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Assessment Checks for understanding will happen throughout the lesson:
FSECF: 1,2,3,4,5
1. Students’ attempts at answering the journal question and the pair-share questions will serve as
Checking for Understanding; Formal and an informal check for understanding and we will first discuss their journal answers, and then come
Informal; differentiate back to them in a later lesson, or on an assessment.

2. In our discussion, students will be required to hear other students’ read their journal writing and
pair-share presentations so that they can learn to assess and evaluate.

3. Students’ answers to questions are given orally (for IEP students) and written.

4. Students Exit Ticket will determine if students can answer central questions about the text.

Formative: Provide answers to several questions about Book I, as well as its central points. I will
provide feedback on this, and then students will revise. No grade assigned. If several students are
not doing well, I will review the main points of Book IX

Summative: No summative at this time.

Teaching for Learning: TEACHER ACTIONS: STUDENT ACTIONS:

Lesson Design and Delivery
(Include estimated minute breakdowns)
FSECF: 1,2,3,4,5
● Background Knowledge (Schemata)
● Vocabulary Development
● Materials
Background Knowledge: A thorough
understanding of Aristotle’s thought
Vocabulary Development. We will discuss as a
class the meaning(s) of any unfamiliar words
and then I will add those words to future warm-
ups, exit tickets, and assessments.
Background Knowledge: Some understanding
of Aristotle’s thought.
Vocabulary Development. We will discuss as a
class the meaning(s) of any unfamiliar words
and then I will add those words to future warm-
ups, exit tickets, and assessments.

● Instruction (Steps 1, 2, 3…)
Possible pedagogy structures:
- Guided Practice
- Checking for Understanding
- Re-teaching Opportunities
- Learning Modalities
- SIOP
- Gradual Release Model (I do, We do,
You do)
Materials: Copy of the text, my laptop projected
onto classroom screen.
Instruction:
1. Admit Slip/Do Now: Journaling
2. Have students bring up circled difficult words and
have a class discussion about the meaning of
these words. Students share their journals.
3. We read together from the screen the study
Materials: Copy of the text journal, writing
instrument
Instruction:
1 Admit Slip/Do Now: Journaling
2. Students bring up circled difficult words and
have a class discussion about the meaning
of these words. Students share their
journals.

● Accommodations including Modifications
and/or Extended Learning
- RTI (Academic and Behavioral)
- WIDA (CLD), CELDT, CUM Files, BICS,
CALPS
- IEP
- Differentiated Instruction; Scaffolding
Data Analysis
FSECF: 1,2,3,4,5
● Assessment Tools Checklists, Anecdotal Notes,
Conferring Logs
questions on Book I. We discuss the student-
articulated answers to each question.
4. I ask them to get in small groups, with each
group answering a different question
5. Discussion of Book I
6. EXIT SLIP: What was the most striking thing
you learned today
Accommodations
 Students who need access to the text on audio
will be provided with that ahead of time, so
that they can preview the information before
being presented with it in class.
 Provide Think-Pair-Share opportunities for
students to potentially hear the correct answer
before asking them to share out
(wait-time/think-time)
 Typing answers instead of handwriting which
will help students with handwriting difficulties.
 Scaffolding for students having difficulty:
Reviewing the several study questions is
scaffolding for determining the thesis.
% Exceeded Standard(s): % Approaching the
Standard(s):
% Met Standard(s):
3. Students read the study questions from
Book I on the screen. We discuss the
student-articulated answers to each
question.
4. Student groups share on the question I
select for them.
5. EXIT SLIP: What was the most striking thing
you learned today
Accommodations:
Students who need access to the text on
audio will be provided with that ahead of
time, so that they can preview the
information before being presented with
it in class.
Provide Think-Pair-Share opportunities for
students to potentially hear the correct
answer before asking them to share out
(wait-time/think-time)
Typing answers instead of handwriting
which will help students with handwriting
difficulties.
Scaffolding for students having difficulty:
Reviewing the several study questions is
scaffolding for determining the thesis.
% Did not Meet Standard(s):
 ● Benchmarks
Reflect on Practice (Data-Driven Instruction) What are you doing to address data?
FSECF: 1,2,3,4,5

Addressing data % Exceeded Standard(s): % Approaching the % Did not Meet Standard(s):
Standard(s):
● Complete Lesson Reflection handout over the % Met Standard(s):
following areas: Preparation and
Implementation