Lesson Plan: Ms. Carter provided the following lesson plan prior to the evaluation.
Common Core State Standards Aligned to the LessonRI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RL.7.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well asinferences drawn from the text.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics,texts, and issues, building on others’ ideas and expressing their own clearly. / Clear Learning Targets
- I can cite textual evidence to support my analysis of what the text says.
- I can cite textual evidence to support my analysis of inferences I draw from the text.
- I can write a well-structured narrative.
- I can contribute to both my pod and whole class discussions.
- What is prejudice?
- Who discriminates and why?
- “The In Group” by Eve Shalen (nonfiction)
- Excerpt from Shakespeare’s Merchant of Venice - Act 3, scene 1, lines 58-68
Learning Plan: Ms. Carter Turned in the Following Learning Plan Three Days Prior to the Classroom Evaluation Visit
This lesson occurs during week two of our 7th Grade Discrimination and Acceptance Unit. Today, students will be reading a non-fiction account of a girl’s experience with her classmates where she made the choice to join a group of peers to ridicule a girl in her class. Having been the victim of prejudice herself, she reflects on this choice in an honest and self-knowing manner. Students will use textual evidence to both infer and support their analysis of a text.
Students will collaborate with peers to dig into a rigorous excerpt from Shakespeare’s Merchant of Venice. We will discuss the piece on a cold reading, then view actor Al Pacino as he plays the role of Shylock and recites this speech. We will discuss what makes the speech powerful. We will probably not finish this part of the lesson today. I expect to read it and have them work through a few questions.
Over the course of the next week, students will then be provided with the assignment to brainstorm different individuals or groups who face discrimination. We will discuss the class list, and students will choose a topic they want to use to write their speeches on discrimination. They will work in collaborative groups to brainstorm some main points they want to make in their speeches. Eventually, they will list at least three places/sources where they might find relevant and accurate information about discrimination against certain individuals or groups. This will lead to our research.
Students will access all lesson materials on the classroom wiki page of the day.
Initial Thoughts/Notes: