Lesson Design Template

Department of Teacher Education

Teacher Candidate:
Alexandra Boyd

Date:
11/10/15

Subject/Grade/Course
7th Grade Writers
Workshop

Lesson Title:
Reading from Different Perspectives

STAGE 1 DESIRED RESULTS

Established Goals / P-12 State Content
Standards
What relevant goals (content standards,
professional standards, course or program
objectives, learning outcomes) will this lesson
address? Cite name of standards document,
numbers & text, using only the parts specific to
this lesson.

7.4.1.1 Cite several pieces of textual

evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.

7.4.3.3 Analyze how particular elements of

a story or drama interact (e.g., how setting
shapes the characters or plot).

Context

Why is this important for the learner? Justify your

reason for teaching this lesson.

This lesson comes in the middle of a unit where

students are learning how to develop and
defend a claim in the form of a literary essay.
For the past few weeks, they have been working
on pulling important information out of a text
and using it to craft an argument. They have
also been working on finding important quotes
in a piece and explaining why these are
important. One of the essential questions for
this unit is how does writing about reading
clarify our thinking and this lesson aims to get
students to consider a piece of writing in a
unique way and write creatively about their
conclusions. A central question for this lesson is
how can considering a piece of writing from
different perspectives change how we
understand it? Following this lesson, the
students might go on to do a multiple
perspective exercise about a critical scene in the
text on which they were writing their literary
essay. They will also continue to practice making
claims based on textual evidence as they
develop their essays.

This lesson is important to the learner as a

way of introducing a creative method for
considering a text. This particular exercise
could lead into teaching the concept of
literary lenses. The lesson builds on students
previous work of making claims and pulling
important quotes out of text by asking them
to make inferences on different peripheral
characters perspectives based on specific
information in a short story. They are asked to
take the information from the short story
even further and put their own creative spin
on the perspective they are describing.
Overall, I want them to stretch themselves in
their ability to consider a piece of fiction in
multiple ways. This lesson is meant to be the
first step towards thinking about literary
lenses, which would give them an additional
angle to consider the claim they will make in
their literary essay.

Content Objectives
Students will be able to [SWBAT.]
What key knowledge and skills will students acquire
as a result of this lesson?
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Rationale

Where does this lesson fit in the curriculum?

[consider big ideas/enduring understandings,
essential questions at unit level; What came before
this lesson and what will come after?]

Academic Language Objectives

Students will be able to ..[SWBAT]
What are the language
functions/vocabulary/syntax/ that students will
need to be successful in this lesson?

Students will be able to pick out pieces of

information about a particular character
or setting in the text and summarize
them
Students will be able to make inferences
about that character based on the
information given
Students will be able to think creatively
about elements of the story and come up
with a new interpretation of a portion of
the story from the perspective they are
assigned
Students will demonstrate an
understanding of how the characters in
the story interact with each other based
on textual evidence

Students will understand the meanings

of unfamiliar words in If You Lived
Here, Youd Be Home By Now based on
the context whole class discussion
Students will be able to understand
what it means to consider the short
story from a certain perspective and
submit a written response
Students will discuss the text and
search for textual evidence in small
groups

STAGE 2 ASSESSMENT EVIDENCE

Students will show they have achieved Stage 1 learning objectives when

Students will be seen engaging in productive discussion to answer some of the important questions in the unit

Students will be engaged in full class activities and respond to large group discussion questions

Students will answer questions one and two verbally and share their responses with an instructor

Students will prove their understanding by responding to the Exit Ticket question in Socrative with a few sentences of writing they have been
working on

Criteria for Evaluating Student Work

What criteria will be used when examining students products or performances to know if they were successful? What constitutes acceptable work? [rubric,
percentage correct, weighted parts]
Note: established criteria may not be applicable to every assessment measure above.
I will monitor student small group work and individual work and provide instruction as needed to help them stay focused. If many groups seem to have
trouble with the same parts of the strategy, I may address the class again and provide additional examples of how to use this strategy correctly. I will also
work to engage the entire class in large-group discussion by addressing groups that seem to be getting off task and asking questions rather than only
lecturing.
The exit ticket students must complete to answer the third major question in the lesson will be evaluated based on whether it was filed out and the student
seemed to grasp the concept. I will consider the responses on a scale of 1-4, as is standard for assessments at Washington Tech.
4-Student used information given in the text to re-imagine the story from the point of a view of a peripheral character. Their response is creative and
interesting.
3-Student used information given in the text to re-imagine the story from the point of view of a peripheral character but did not include creative or
interesting details.
2-Student did not use information from the text to re-imagine the story; their piece of writing does not support what we are told in the text.
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1- Student summarizes the text and does not provide a particular point of view or textual evidence to support it.

STAGE 3 - LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Is there tight alignment with Stages 1 and 2? Is the plan
likely to be engaging and effective for all students? Lesson Guide may be tailored to type of lesson [direct instruction, inquiry, science lab, mock trial, etc.]
Use bullet points or numbered items format. Include discussion questions.

LESSON GUIDE

TIME

Opening//Motivation

Engage
Connect to prior
experience/learning
Communicate
learning goals,
expectations

Presentation/Instruc
tion

Teach/model/demo
the new
skill/strategy/concept
Scaffold
Use multiple
strategies

Structured Practice
Exploration/Inquiry
Model

Guide, interact
Question, think,
discuss
Explore key ideas,
issues
Check for
understanding

Central Question: How can considering a piece of writing from different perspective change how we
understand it?
3 mins

8-10
mins

2 min

Provide opportunities
for students to
rethink & revise
Tailor to different
needs, interests,
abilities
Correct
misunderstandings

Show students an example with a graphic

Introduce the idea of looking at stories in different ways or from different perspectives, recall prior
knowledge of explicit and implicit details from personal essays earlier in the year.
Read the story-tell students to look for information related to the comic book store-owner, since as a
class we will demonstrate how this story might look from his perspective. Depending on how the reading
is going, I may ask for volunteers to read a couple paragraphs, pause to define terms that might be
unfamiliar
Have students share the details they noticed about the boy and comic book store -owner.

2-4 mins

5-7 mins
5-7 mins

Guided
Practice/Feedback

LEARNING EXPERIENCE/EVENT

Do the demonstration, lead students through a series of questions:

1. What information does the text give us about this particular character?
2. What can we say about them based on this information?
3. What would their interaction with the boy look like from their perspective? Use the text, but be
creative, add details we do not find in it to bring them to life
Check for understanding before the class breaks up into small groups.
Assign each group of students a perspective to view the story from, have them work in groups to
answer the first and second questions, walk around to groups
Ask each student to respond to the third question in Socrative by typing a few sentences about the
character they were assigned

2 mins

Wrap up: restate the central question and why perspectives are important for looking at literature, recall
prior knowledge from earlier in the unit: this is another way of using evidence to make a claim like they
would in science class.

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Check for readiness

to work
independently
Provide feedback

Independent
Practice/Application,
Transfer

Check for acquisition,

meaning & ability to
transfer learning
Allow students to
evaluate their work
and its implications

Closure

Review key
concepts/points
How will students
articulate their
learning?

STAGE 3 LEARNING PLAN

Equity Measures / Differentiation

What scaffolds and universal design elements have you included to ensure
ALL students meet high expectations?
Scaffolds and UDL elements I will use include providing verbal and
visual options for students in the form of printed copies of the story and a
power point. Initially, I will introduce students to the idea of looking at a
scene from multiple perspectives by using a single panel of a comic strip, a
simple example with a visual element. Also, students will be working in
large groups, small groups and individually. These different types of
groupings will give them a chance to build meaning together, and for
students who do not understand the concepts to learn from each other.
Learners who are more verbal will have a chance to discuss their thoughts
before being asked to submit a short piece of writing. Learners who prefer
to write to think can work through their thoughts as they submit their exit
ticket.

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Progress Monitoring

How will you monitor students progress toward acquisition, meaning, and
transfer during this lesson? What are potential rough spots and student
misunderstandings? How will students get the feedback they need?
I will check in with at several points during the lesson. After I introduce it,
explain the concept and demonstrate it, I will ask students what points of
confusion they have. Additionally, I will try to check in with each group of
students as they are working in small groups and to correct any
misunderstandings that might have arisen during instruction. Additionally, I
will review the lesson in address any common points that I notice students are
having trouble with during their independent work time. Additionally, I will be
able to check students exit tickets to see if they were able to produce a piece
of work that indicates they understood the exercise. If not, I would need to
focus in on what part of the concept it causing the most trouble for students
and design another exercise with additional scaffolding.

Grouping

Will students work individually, in pairs, small groups? How are these
determined and why?
The students will work individually, in pairs and in large and small groups.
Students will work individually, in that they must all submit an individual
response to one of the questions in the lesson. They will have a brief pair
discussion after we read the story as a large group. They will work as a
large group in reading the story and completing two modeling activities in
preparation for small group and independent work. Finally, they will work in
small groups. The small groups are four or five students, determined by the
table seating. Students have some choice in where they sit when they
enter the class; however, the teacher is able to move students around
during the course of the lesson to make instruction more effective (for
example, if one group is continually getting off task, one or two students
may be told to move to more focused groups). I am building in
differentiation in the types of grouping in an effort to keep more students
actively engaged in the lesson.

Materials / Resources

What materials/resources/technologies will you need for this lesson? What

will students need?
For this lesson I will need:
A power point
Thirty copies of If You Lived Here, Youd be Home By Now for students to
write on
Assignment slips for each different perspective
A smart board (in the room)
A Socrative account
The students will need:
A writing utensil
IPads

Co-Teaching Model

Which co-teaching model(s) will be used [if applicable]?

The teaching model in this room is best be described by the One Teach, One
Support. For my lesson, Mr. Rolig will be present in the room, but I will be
primarily instructing. During the other portions of my observation, he provides
formal instruction while I check in with students individually and answer
questions.

Contingency Plan

What Is your plan for those who need additional time/finish early/need
support? Back-up if things dont go according to plan?
The time on activities such as writing time and small group discussion can
certainly be adjusted as necessary. I provided only a general estimate as to
how long we would spend on particular things. Students have independent
reading books or grammar assignments to work on if they finish writing up
their exit ticket early. If there are technological difficulties, I will have printed
copies of the story and my slides so we can still accomplish the exercises. I
will use the whiteboard to draw out a copy of the single panel comic and write
out the questions I need students to answer from the slides, so they will still
have a visual representation. I will be able to help students who need
additional support during the small group work time and later on in class if
they are still struggling.

POST-INSTRUCTION REFLECTION
Strengths: What did you do in your planning and teaching to ensure your students would learn? To what extent did the whole class or group learn what
you intended them to learn?

Opportunities for Growth: For whom did the lesson work best? What didnt work and for whom? What will be your next instructional steps?

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