Lesson Planning Template & Reflection
1. Teacher Name: / Christine Yee / 2. Course/Content/Grade: 9-12 / Film and Lit3. Unit/Module/Topic: / Film editing / 4. Plan Duration: 4 class period / 66 minutes
5. Core Standard(s): / CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. / 6. Objective(s): / Students will analyze evidence in Lord of the Flies while developing speaking and listening skills in a Socratic Seminar.
7. Essential Vocabulary: / Pace, rhythm / 8. Inter-Disciplinary Connections: / World Civ, AP European History
9. Assessing for Student Learning: / Project will be graded on the elements of editing.
10. Technology Integration:
(When applicable) / Teacher Use: / Computers, Internet, copyright free videos / Student Use: / Adobe Premiere, computers
11. Area for Content Specific Additions
12. Pacing
(mins.) / 13. Lesson Sequence
(What You Do When: Including Explicit Instruction/Guided Inquiry) / 14.
DOK Level / 15. Grouping and Scaffolding Structures (including interventions for diverse learners) / 16. Engagement & Checking for Understanding
(OTRs: What will students be saying,
writing, reading & doing)
30 / PPT structured notes on film editing / 1 / Whole-class. Students who choose not to participate in the discussion because of a 504 or IEP plan may have a copy of the notes to add to. / Teacher will gather feedback from students.
30 / Evaluate scenes in the film Rocky, which won an Academy Award for editing. / 1 / Whole class and small group discussion. / Teacher will ask students to identify editing tools.
15, day 2 / I do: Show students how to use Adobe Premiere and how to look for videos for the project. Show students how catalogue the video clips and piece them together to form story. / 1 / Whole class.
45 / Y’all Do: Students work in small groups to identify a narrative thread, catalogue shots, and piece them together to form a story in Adobe Premiere. / 1 / Small group. / Teacher will listen and offer feedback as students work.
60, day 3 / You Do: Small groups will present their videos to the class. Individuals will point out editing tools and explain how and why they used those shots and tools. / 3/4 / Small group. Individual. / Teacher will evaluate short films and student responses
17. Closure:
(Students reflecting on their learning and providing feedback on their understanding to the teacher) / Students spend the last six minutes of class, reflecting on their performance. Students give themselves a grade on the discussion based on the rubric and explain why.
18. Feedback to students:
(Teacher providing feedback to students on their learning and growth) / Teacher provides feedback to the class as a whole, at each break, and the end of the seminar.
19. Lesson Plan Reflection Questions
1. Were my students ready for this lesson? Which data support this?Yes. Students could not participate unless they could prove that they were prepared. Four students in my second period were unprepared. They completed their in-class assignment but did not complete the discussion on Canvas. Two students in second period were absent. They completed the graphic organizer and then the discussion on Canvas. All students in fourth period were prepared. Two students in this class had an accommodation that allowed them to opt out of the discussion, so they participated online. Three students were absent in fourth and two completed the discussion online.
2. Was the instructional objective met? How do I know students learned what was intended?
Yes. I observed students during the discussion and heard them express their knowledge, construct additional knowledge by discussing with their peers, and even change their minds about some topics.
3. Were the students productively engaged? How do I know?
Yes. Each student was responsible for him or herself as well as a peer. They depended on each other to do a good job.
4. Did I alter my instructional plan as I taught the lesson? How and why?
Not too much. After I gave the class feedback, I added terms to the board and tracked them. For example, after I noticed that students were not citing their evidence and quotes from the book, I added “citation/page number” to the board and marked every time a person did that during the discussion.
When I have done Socratic Seminars in the past, I have jumped in to end awkward silences or push quieter students to speak up. This time, I let the students manage themselves--which was painfully awkward for short periods of time. The students felt the awkwardness, built up courage and broke the silence with good questions and comments.
5. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?
I might add a writing activity on the following day so the students can use their new knowledge.
6. Are my students ready to “move on”? If yes, how do I know? If not, what adjustments/re-teaching do I need to make to ensure student understanding?
Yes. Through the discussion, I observed that students understood main ideas in Macbeth and could apply those ideas to the world. I observed students using quotes from the play and examples from the real world as evidence to support their claims. Students could use more practice in citing evidence properly. The next time we have a Socratic Seminar, one of the sentence frames should mention the act, scene and line of the quote being used. In the next unit, I will reteach how to cite evidence in writing and discussion.