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SEI Endorsement Template For Lesson Plan #___1____

Lesson Background and Overview:


This lesson is an introductory lesson that will tie previous knowledge and discussion about
decision making into a specific text of Literature. It is the first in a unit on the short story
Identities by W. D. Valgardson, and the theme of decision-making and characterization. The
class atmosphere is very cooperative and there is a strong sense of camaraderie amongst the
students. In this lesson students will spiral back their previous knowledge about decisionmaking, and begin to connect that information to the current text. Students will be exposed to
key vocabulary, make notes about the text, and generate personal reactions to the text.
Activities will include think-pair-share, group discussion, oral reading, vocabulary worksheets,
comprehension questions, and cumulative paragraph analysis. The introductory, or
prerequisite knowledge on Decision-Making was chosen specifically because it relates
directly to the content of the text. At the end of the unit students will be able to explain and
cite specific factors, both internal and external, that affected main characters decision, and
impacted the conclusion of the story.
Name: Fraser Watson
District: Landmark High School

Date: 9/21/15
Lesson Length:
1 Week Overall
[55 Minute Portion]
Content Area /Grade level:
Lesson Topic:
9th-10th Grade English
Who do you KNOW?
Exploring Greed and Knowledge in
Button, Button
Focus Language Domain(s) (R, W, L, S): Reading, Speaking,
CURRICULUM FRAMEWORK:
CCSS.ELA-LITERACY.L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and


phrases based on grades 9-10 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-LITERACY.L.9-10.4.A

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.4.C

Consult general and specialized reference materials (e.g., dictionaries, glossaries,


thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology.
CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one,


in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
Content Objective:
All students will be able to express and
discuss their opinions about what it means
to really know another person as it relates
to the short story, Button, Button.

Language Objective for students at WIDA


ELD levels 1-3 (choose one level):
ELD Level 3 students will be able to describe
and discuss with a partner in English what it
means to know someone provided with the
prompt in English and with sentence frames
written in English for them to answer.
ELD level 3 students will define key
vocabulary in English on instructional
worksheets, use the word accurately in
speech, and complete sentences frames that
target the specific vocabulary.

Key Content Vocabulary:

Set 1
Immoral [2]
Intrigue [2]
Eccentric [3]
Proposition [2]
Set 2
Genuine [1]
Incredulous [3]
Authentic [1]
Peasant [1]
Materials/Equipment:
Whiteboard
Markers
Pens/Pencils
Notebooks (Journals)
Dictionaries/Online access
Copies of Button, Button

Language Objective for students at WIDA


ELD levels 4 or 5 (choose one level):
ELD Level 5 students will be able to describe
and discuss with a partner in English what it
means to know another person after
completing a short journal entry.
ELD Level 5 students will define key
vocabulary in English on provided worksheets,
use the words correctly in independent
sentences, and generate appropriate
synonyms after reading two example
sentences in English that demonstrate the
above tasks.
Prerequisite Knowledge:
Students will have previously analyzed what
Greed is as a trait, used the adjective
Greedy to describe characters or people, and
have discussed what effects greed can have
on people or characters. Students will have
identified one example of greed from their
background knowledge (personal experience,
history, literature, etc.), and how it affected the
outcome of that situation.
Students will have also examined the
definition of Know, that knowledge refers to
accumulated information about topics, and

what it means to know something. They will


have identified and explained one thing in their
life that they feel that they know completely.
This lesson is a transitional bridge for
connecting background information to a
literature text. Students have been discussing
what Greed and Knowledge are in general,
and will begin to connect them to the text of
the short story Button, Button.
Through building the background knowledge
independently of the text I will have been able
to gain better insight into the level and range
of each students understanding of the above
concepts.
Instructional Procedure
The activities below should reflect the targeted language and content objectives for this
lesson.
Duration
Description
10 min
Connection to prior learning or background building activity:
When students arrive to class they will be asked to complete a journal writing
activity based on the following questions:
-Is it possible to know another person?
-What would it mean to know someone?
-Is there someone that you know? How/Why do you feel that way?
Each question will be read aloud by the teacher and written on the whiteboard.
Before the students begin their responses the teacher will lead a brief review of
what it means to know something, and write those ideas on the board to allow
students the opportunity to call on their background knowledge. Next, students
will have approximately 5 minutes to brainstorm and write an informal response
in their journals.
Next, students will be asked to meet with a partner for a think/pair/share
activity. Each student will have the opportunity to explain their response and
discuss their ideas. Students will be asked to create a list of three similarities
and one difference between their answers.
After the individual discussion, each pair will be asked to share their list of
similarities and differences with the group.
15 min

Activities, resources, and materials to present new language knowledge


or skill:
The teacher will project the key vocabulary for the upcoming reading section
[Set 1: eccentric, immoral, intrigue, proposition] on the board, and hand out
vocabulary worksheets. The teacher will read the word and have students

repeat each word orally as a group. Students will next identify the number of
syllables in each word; teacher will syllabicate the word on the board
(Ec/cen/tric).
After each word has been syllabicated, students will read the word round robin
style; each student will read one syllable, the student to their right will read the
next syllable, and so forth until all words have been read completely.
Next, the teacher will then read the word in a contextual sentence (and project it
onto the board): The strangely dressed man was thought to be eccentric
because he always wore a cowboy outfit. Students will have to verbally explain
why this man is eccentric. The teacher will next provide the part of speech
(adj), and indicate to students that eccentric is used to describe other nouns
(people, places, or things).
Students will review the definitions on their vocabulary worksheets or look up
the word independently, and select the appropriate definition to write down.
After each word has been defined, students will get into pairs and using their
vocab sheets, verbally explain to each other what each word means.
Students will be asked to complete the remaining exercises for H/W:
writing/using the words in sentences (Level 3 is fill in the blank while Level 5 is
independent sentences).
20 min

Activities, resources, and materials to present new content area


knowledge or skill:
The teacher will transition into the last segment of the class by passing out
copies of the story Button, Button and the companion worksheets. Students will
be asked to make notes about things that relate to basic details, Greed,
Knowing, and identify key vocabulary. The teacher will begin reading the story
aloud after a brief introduction to the material. This will provide ample modeling
for pace, pronunciation, and enunciation. Students will then take turns reading
round robin style. During the class students will take turns reading, making
connects, and taking down notes in teacher led discussions. Students can use
their journals and vocabulary sheets to make connections to the text regarding
the concept of Greed and Knowledge.

10 min

Activities, resources, and materials to assess or review learning of new


language, content, and/or skill:
Students will be asked to analyze and explain what they Know about each
character so far in the story. The companion worksheets will have a section to
fill in about each character that includes basic information and description, what
their perspectives are about pushing the button, and how their behavior or
thoughts reveal information about what they believe.
In addition, the worksheets will have a section asking students to examine how
the concept of Greed has emerged in the story. Students will be expected to
connect the idea of $50,000 to this section and identify which character it affects

the most (Norma). Students will be asked to respond to the prompt If I won
$50,000, I would{do, buy, go, build} in 3-5 sentences.
Students will also be instructed to examine the key vocabulary in the context of
the story and verbally explain the meaning.
Homework/Extension Activities:
Vocabulary Homework:
Complete the vocabulary sentence prompts either independent or fill in the blank format (level
depending).
Content Homework:
Complete the companion worksheet questions if not completed in class. Make a prediction
about what will happen in the story.
Reflection
What do you consider to be the most effective elements of this lesson to be for English
learners?
I think the vocabulary section would be the most effective for ELL leaners because
of the level of repetition, scaffolding, and thoroughness. The opportunity to be
exposed to the vocabulary in terms of syllables, definitions, and context will allow
ELLs (and all learners) to gain more control and ownership of the vocabulary. The
think pair share activity at the beginning will be a benefit for ELL students in that it
will allow them an opportunity to discuss ideas with native English speakers and
hear their explanations/connections. It will create an opportunity for speech
patterns to be developed in an, informal, or conversational setting. I also believe
that ELLs will benefit from tying the previous discussions of Greed and Knowing
into the text.

What feedback did you get from others (or determine for yourself) regarding the
PLANNING of this lesson?
I definitely became aware of how much time it takes to compile a lesson plan as
outlined above. In many respects, I create the materials and generate concepts for
my students to discuss, but I may neglect to analyze and organize them in a more
comprehensive fashion.