UMU Lesson Plan Template (redesigned to fit MCH 205 Advisory Lesson Plan including

some Planning Commentary PROMPTS)

Name: Adam, Blake, Nick
Date: 4-18-16
Grade Level: 6/7/8
Class Period:
Subject: Advisory
Lesson # & Title: Threats or Comments
Big Idea/Lesson Focus: Analyzing how comments can get out of hand
Essential Question: What do you need to know to be a good judge?
Context for Learning: Advisory lesson. Mix of 6th, 7th, and 8th graders who have had behavior
issues
.
Function of the Lesson (check all that apply):
Introduce New Skill
Review
Advisory Lesson
Remediation/Reteach
or Content
Practice
ing

Content Standards: RL.8.2 Determine the theme or central idea of a text and analyze its development over
the course
of the text, including its relationship with the characters, setting, and plot, provide an objective summary of the text.

Learning Objectives: By the end of this lesson, when given a visual prompt, students will be able to define
the academic language with 80% accuracy, and give their opinion regarding a key factor in the case study

Academic Language (or A.L. Demands, A.L. Objectives):

Threats, Comments, Homicidal, Prosecutor
Instructional Materials and Support: Copy of Adam15 a threat made in school, whiteboard,
Writing utensils
Link for Adam15 a threat made in school http://docplayer.net/storage/17/122148/1460786014/5I7nekh9VFD5gSMgveSHaA/122148.pdf

Prior Knowledge: N/A

Assessments:
Pre-Assessment for the unit: find out what the students already know about the judicial process and the
law surrounding
making threats against people. Find out if they know of any other punishments other than jail. Do this by asking
brief questions at the beginning of class

Introduction:
1. Introduce the lesson as a case study about a teenager who got into trouble and the consequences of his actions.
2. Briefly ask what the students already know about the justice system and if they know of any other punishments
other than jail.
3. Have a brief discussion of any points they make.

1.
2.
3.

Presentation/Explicit Instruction:
Start reading Adams background leading up to the crime Define homicidal as a class
Write key points on the board: Good student, good grades, bad temper, makes stupid comment
Read Adams crime to the class with expression to keep student interest and focus

4.

Write on the white board key points: says another stupid comment, reported, given community service

1.
2.
3.
4.

Structured Practice/Exploration:
Read Your concerns as a judge to the class
Discuss any key points, define prosecutor
Read the sentencing options, ask students to raise their hand when they hear the sentence they would give
This allows students to see what their classmate think about the sentencing options

Guided Practice/Specific Feedback :

1. Read Questions to consider before sentencing Adam
2. Ask the students after each example if they think it is serious enough
Independent Practice/Application:
1. Have the students complete You be the judge
2. They need to complete the sentence on the back of the packet.

Closure: Briefly talk about the actual sentence

1. Ask the students if this story has made them consider the seriousness of threats and comments and how they can get
out of hand.
2. Get them to fill out an exit slip to define the words homicidal and prosecutor, also what they think is one key factor
in the story that got Adam into so much trouble

Differentiation, Individualized Instruction, and Assessment: Students with potential

disabilities will be seated in the front of the class to minimize distractions and keep them focused on the teacher.
Students will be allowed to stand or kneel on the chair if necessary, student will be acknowledged positively
whenever possible to reinforce positive behavior.

Research and Theory: Blooms taxonomy cites applying, analyzing and evaluating near the top of the
triangle, this lesson encompasses those qualities, they also have to create by putting elements together and forming a
whole sentence for the case study. Piagets theories are also important for this lesson, trying to shift the students
from concrete thinking to more abstract thoughts and possibilities

Here are additional prompts (only the ones that are BOLDED
and ITALICIZED) you must answer for the Advisory Lesson
(MCH 205)

1. Content Focus for the Advisory Lesson. The summary can be holistic
covering the Advisory lesson, but be sure to show how the lesson
would connect to Advisory Lessons that come before and after this
lesson!
That they should think before they speak. Because then though they
think their words may have no meaning or power behind them but in
reality they do. They cant say what they want now because something
are inappropriate and are unneeded to say. The main idea is just to
watch what they say before they speak.
2. Knowledge of Students to Inform Teaching
a.
Academic language the academic language is very self
explanatory and if they are unsure of a word or two we will explain.
The student will looks and understand the language and realize how
powerful the words are.
b.
Young adolescent development, including cognitive, physical, and
social and emotional dimensions- we will keep in mind the
characteristics of adolescents and make sure we dont say things that
arent developmentally appropriate practice. And watch how we
explain things because we dont want the students getting the wrong
ideas.

3. Supporting Young Adolescent Learning in the Discipline

Be sure to cite research and theory, including concepts addressing
young adolescent learning, to support your explanations.
a.
How are the plans for instruction sequenced in the learning segment to build connections
between students prior learning and experiences and new knowledge?
Explain how, throughout the learning segment, you will help students make connections
between and among facts, concepts, interpretations, and claims/arguments regarding your
content area.

b.

c.
Describe any instructional strategies planned to support young
adolescents with specific learning needs. This will vary based on what
you know about your students but may include students with
individualized education programs (IEPs), English language learners,
or gifted students needing greater support or challenge. we wont
have to have to differentiate to much if we have a student with an IEP
or gifted because what we are teaching them is something they are
already aware of which is words. Also all we are really doing is
informing them of how powerful words really are. Our real challenge
would be an ELL because what we are teaching is the power of words
in the English language which might be difficult for them to
understand, but they should be able to relate because no matter
where they are from every culture as its own things that are
appropriate or allowed in their society.


The following sections are not required for the Advisory Lesson; however, you need
to be aware that these are some of the questions/prompts will be a part of Preclinical and Clinical Practice re: Lesson Planning.

4. Supporting Student Understanding and Use of Academic Language

Respond to the prompts below to explain how your plans support your students academic
language development.
a.
Identify the key academic language demand and explain why it is integral to the central
focus for the segment and appropriate to students academic language development. Consider
language functions and language forms, essential vocabulary, symbols, and/or phrases for the
concepts and skills being taught, and instructional language necessary for students to
understand or produce oral and/or written language within learning tasks and activities.

5. Monitoring Student Learning

a.

Explain how the informal and formal assessments were selected and/or designed to provide
evidence you will use to monitor student progress toward the standards/objectives. Consider how the
assessments will provide evidence of students understanding of facts, concepts, interpretations, and
analyses to make and explain claims/arguments about a significant historical event or social studies
phenomenon.
b.
Describe any modifications or accommodations to the planned assessment tools or procedures
that allow young adolescents with specific needs to demonstrate their learning.