Component I: Classroom Teaching
Task A-2: Lesson Plan

Intern Name: Lindsay Ellis JohnsonDate: September 21, 2012Cycle: 1

Number of Students: 28Age/Grade Level: 10th Content Area: English

Unit Title: Novel Unit: Warriors Don’t CryLesson Title: Reading Day 1

Lesson Alignment to Unit:

  1. Essential Questions of Unit:
  1. How do the time and place in which a person lives influence his or her identity?
  2. How does a person’s cultural values and sense of identity affect his or her obligation to the community?
  3. In what sense are nonfiction texts such as photographs “true?”

Learning Targets:

  1. I can read and analyze a photograph. (wrap up from yesterday)
  2. I can acquire and use accurately academic words and phrases.
  3. I can apply strategies before, during, and after reading to increase my comprehension of that text.
  1. Kentucky Core Academic Standards:
  1. KCAS.9-10.R.L.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  2. KCAS. 9-10.K.I. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia) determining which details are emphasized in each account.
  3. KCAS.9-10.V.A Acquire and use accurately general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level.
  1. Prior Knowledge: We will complete a brief review of the notes taken on the Civil Rights movement. The essential questions of this unit make it crucial for students to always remember the context of the time and place in which this novel is set.
  2. The summative assessment for this unit will be an essay test. We will be reading the novel Warriors Don’t Cry and the short story Everyday Use and writing an essay examining the impact culture has on a person’s sense of identity.
  3. This is our first day reading and responding to this text. We will begin as a class, reading and the teacher will model how to take notes. Once students are released to read on their own, the teacher will be walking around the room the monitor progress students are making and ensure notes are being taken.
  4. We completed our pre assessment yesterday. Student analyzed a photograph that sparked discussion of their knowledge of the civil rights movement. After discussion, students took notes on important key facts about the civil rights movement that pertain to the novel.

Learning Targets / Assessment / Instructional Strategies/ Activities
Target 1:
I can read and analyze a photograph. / Assessment Description:
Students will complete the same formative assessment two times on this target. The first, they will work collaboratively after trying it on their own. The second time they will work entirely independently. This will be taken up as a Formative Assessment.
Differentiated Assessment Plan: Students will be encouraged to work at their own pace. The teacher (and collaborator) will be walking around to provide assistance. As a class, we will review what all the questions are asking before revealing the photograph. / Strategy/Activity:
Students will complete the same formative assessment twice. The first time the entire class will do the same picture. The second time, students with get to select from options.
Differentiated Strategies/Activities:
The teacher will place the student in pairs (small groups) to discuss their observations.
Media/Technology/Resources:
1. Projector show the first image
2. Classroom set of Warriors Don’t Cry contains the second set of photographs.
3. (2 Copies each of) The Formative Assessment Photo Analysis Worksheet
Target 2:
I can acquire and use accurately academic words and phrases. / Assessment Description:
Summative Assessment Vocabulary Quiz
Differentiated Assessment Plan: Students will receive accommodations. The collaborating teacher will take students receiving accommodations to the library. / Strategy/Activity:
Students will have 4 minutes to briefly review the terms. They will then complete a summative assessment on their vocabulary terms for the week.
Differentiated Strategies/Activities:
Students will have time to complete entire assessment.
Media/Technology/Resources:
1.Copies of Chapter 4 Vocabulary Quiz.
Target 3:
I can apply strategies before, during, and after reading to increase my comprehension of that text. / Assessment Description:
Formative Assessment: Class Notes from lecture, novel and response questions.
Differentiated Assessment Plan:
The teacher will model how to take these notes on the board. / Strategy/Activity:
Students will copy notes from the board. We will add to these notes as we read. It will be a mixture of notes from the text, responses to questions, and journal entries.
Differentiated Strategies/Activities:
Students will copy notes from the board. Response questions will be based off the experiences they have had as individuals.
Media/Technology/Resources:
Notebook Paper.

Procedures:

  • Students will be given 4 minutes to review Vocabulary Terms for assessment.
  • Assessment will be given over Vocabulary Terms from week.
  • Once all students have finished, assessments will be taken up.
  • Quick Review of key facts learned about the Civil Rights movement yesterday.
  • Warriors Don’t Cry novels will be handed out.
  • Students will take out the Photo Analysis sheet they were working on yesterday. Students will be given 5-10 minutes to complete this Formative Assessment. The teacher will walk around the room to ensure that all students are on task. This will be taken up.
  • We will begin reading the novel as a class. The teacher will model taking notes, as we will not always be reading this as a class and they will be expected to take notes on their own. We will look at the dedication section, noting that the first name listed is the woman from yesterday’s photo. We will, as a class, look at the Author’s Note and take note that this is a no-fiction book.
  • We will skip the update portion—we will read that once we have finished her story.
  • Before beginning chapter one the class will hold a brief discussion over the importance of keeping in mind the time period in which this was written. This book has inappropriate language that is offensive and will not be tolerated in this classroom or school. We are reading this novel written by someone who lived through this experience to learn about the struggles she faced as a teen. The students are expected to behave as the mature young adults that they are when they come to offensive language.
  • As we read the beginning of the first chapter aloud, the teacher will model taking notes.
  • After the section about the Merry-Go-Round incident, we will read “Incident” by Countee Cullen. Students will then respond on their notes about a time they have felt different or left out. Discuss with students the impact that these feelings have upon people. Remind students of Essential Question 1 by having them write a response to this question.
  • Tell students to place all notes in their notebooks for this class. These notes will be important as we continue reading this story.