Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Date: Teacher Name & CMT: Mrs. Borlik Class:

Payton Albregts English/humanites

Grade Level: 5th Unit Name/Topic: Lesson Number: 4 Length:

Notice and Note Memory Moment 10- 15 Minutes

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

5.RL. 1 Read and comprehend a variety of literature within a range of complexity appropriate for grades 4-5. By the end of grade
5, students interact with text proficetently and independently.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
Why certain moments or why might this memory be important in the
Authors include certain memories and flashbacks in a story for a specific story.
reason. It could be to tell a story, or to give context into why a character is Why might this memory be important?
acting a certain way. It can also be used as a foreshadowing or change the Questions to elicit deeper thinking or build upon about the topic...
way a character thinks in the book or movie.
Why might the author include these memory moments?
What can we learn about the characters through these memory moments?
Resource for Backward Design:
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/
UbD_WhitePaper0312.pdf

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .
Specific objectives as they demonstrate and show where in a story or movie the memory moments are
Why the flashbacks may be important to the story.
SMART objectives are:
 Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
 Measureable: Numbers and quantities provide means of measurement and comparison
 Achievable: feasible and easy to put into action
 Realistic: Considers constraints such as resources, personnel, cost, and time frame
 Time-Bound: A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

 Performance Task(s) tied to:
Students will show their learning by . . .
- Showing where in stories the memory moments take place
- Describing why the author might have included these moments
- Evaluative Criteria:
Students success would look like. . .
- They are able to describe and think critically into why the author
included the memory moments/flashbacks into a story or movie line.
- They will be able to think critically about authors actions In the
stories.
Other Evidence
Formative:
Essay or writing question
- Showing a movie scene or a book that has memory
moments and having students describe why the author
may have included it in the piece of literature
- Summative (if any beyond the performance task):
There is not a summative for this piece of the lesson, but can be
a summative task when the overall unit is done.

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom Resource Room or Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that

Assistive technology such as a pen reader for text to audio
sounds.
- Visual technology with movie and subtitles
Subtitles on films, small group work, provided by teacher within the classroom
Why? What’s the intention
- Pen reader for text to audio
Providing scaffolding support for students as well as visual and auditorial support for -
students.
Needed (Special support?
Education Support (support be provided? and/or accommodations
and modifications):

Intentional Co-Teaching or Grouping Strategies:

Small groups with a mix of students with
teacher to assess understanding of concept,
therefore students learn from each other
and there isn’t isolation.
 ❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect Rationale: (Based
& build in checks for understanding) to prior knowledge & assets): on Research/theory)

10 minutes Presenting a presentation on flashbacks Listening to presentation while taking notes and I do, we do, you do, metthods
participating by asking questions throughout the of work
presentation

10 minutes Teacher will be reading books with memory moments and Students will be answering questions and critically Socratic method of discussions
asking questions throughout about memory moments thinking about the flashbacks during the readings between teacher and students
throughout the lesson.

15 Minutes Teacher will be working with small groups to work through Students will be working in groups on a predetermined Small group learning theory,
memory moments and to check for understanding with students small groups and talking out loud about the memory
that they are understanding the memory moments. moments

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who needs
specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you anticipate the
result to be?

The result was that students understood more into why authors include memory moments or flashbacks into stories. They were able to
critically think about these moments and apply that thinking onto paper. The class did very well collectively and did very well on the
application of the lesson when they were doing it individually. Some of the patterns were that students did overanalyze the moments or try to
think about it too specifically, rather than more broad in some circumstances, but it showed that these students were thinking critically about
these moments. Some of the students that needed more support were those that could not figure out the specific moments, or needed more
time evaluation why the author may have included these moments in the story. They needed to figure out the overarching affect that these
memory moments had on the story. The next step is to include these into the other lessons that are about thinking more critically about stories
and novels. How they all fit together and how to apply it to all readings is the next step. Research- based wise, using scaffolding and previous
knowledge to expand upon new learning. I want the result to be that the students think more critically when reading texts and are able to
analyze text more effictevly.