Hannah Richards

Professor Ostendorf
ED 409
08 November 2018
Announced Observation #2 Lesson Plan

Specific Rationale

For today’s lesson, we will be doing two activities: Students will work independently to

close read two articles from their MCAS packets, and students will also be having one-on-one

conferences with me to discuss their analytical essays. This has been an “MCAS Prep” week. We

are doing MCAS preparation early in order to collect data. These assignments are for us teachers

to see where our students are in order to know how to prepare them when it gets closer to MCAS

time in the Spring. Previously this week, we close read (with highlighting and annotating) two

texts about the “Migrant Mother” together. I modeled this strategy. I then gave them “tips” on

how to answer multiple choice questions, and we went through those questions together the next

day. Today, students will be using those same techniques and strategies that I showed them, but

they will work individually so we can get a better sense of where students will need more help.

While students are individually working on their packets, I will be meeting individually with

students. After reading and writing comments on their rough drafts, I have decided that it would

be best to meet with each student individually since it seems the students all need help in

different areas. This is also a chance for students to catch up with me one-on-one to check how

they are feeling in my class in general.

Objective

By the end of the lesson, students will be able to independently read “When Mindfulness

Meets the Classroom” and “Instead of Detention, These Students Get Meditation” closely by
highlighting and annotating key details. By highlighting and annotating key details, students will

draw evidence from the texts to answer questions in their MCAS packets.

General Rationale

“Independently and proficiently read and comprehend literary nonfiction representing a variety

of genres, cultures, and perspectives and exhibiting complexity appropriate for the

grade/course.”

MA Curriculum Framework for English Language Arts & Literacy, March 2017, RI.10, Grade 9-

10, pg 102.

“Draw evidence from literary or informational texts to support written analysis, interpretation,

reflection, and research, applying one or more grades 9-10 Standards for Reading Literature or

Reading Informational Texts as needed.”

MA Curriculum Framework for English Language Arts & Literacy, March 2017, W.9, Grade 9-

10, pg 111.

This lesson is important in preparation of MCAS coming up in the spring. All

sophomores need to be able to pass the English 10 MCAS in order to graduate high school. It

seems early to be prepping for MCAS, but this is more of a diagnostic check to see where

students are for when Sable takes over and goes more in depth later on. In this lesson, students

are just reading, annotating, and answering multiple choice questions, but the new Next-Gen

MCAS will be online, so the next class will be typing the open response question about the same

articles that students will be close reading today on Chromebooks.

Methodology

 Students with Special Services

A Block: I am still getting to know these students, but I know that there are three girls (S, N
and J) who may need redirection as they tend to chat and get off topic. I also do not have a list

for this class, so I will first ask students if anyone wants to come up to conference with me first,

so students who want my help will definitely receive it. I will then go around the room.

B Block: B block typically does not need redirection. I may need to redirect J.G. or give him

more explicit directions since I have noticed that sometimes he does not hear/understand/listen to

my instructions. I will have the instructions written on the board. Some students will need my

individual help more than others, and that is indicated on the attached list. The list in order of

highest need to lowest need, so I will definitely be able to meet with students who will benefit

from and need my help the most in this class period.

G Block: A few students in G block will most likely need redirection. Since we are not

discussing and students are working individually, D.C. and J.B. will most likely not need

redirection as they work well individually. However, C.M., C.S., and D.H. may require

redirection. They tend to chat with each other, which can be disruptive. If they do not respond to

my first redirection, I will have them separate. Some students will need my individual help more

than others, and that is indicated on the attached list.

There are no ELLs or Students with Disabilities who require IEPs in my classes.

 “Do Now” (5 minutes)

Before students enter the room, I will have their daily agenda and lesson objective written

on the board (Lemov Technique #18 - Post It) (UDL – Posted Lesson Goals). Students will

enter class and sit in their seats. B block has a delayed start due to the morning

announcements. Students will take out their journals to prepare for their daily journaling

prompt, which will be posted on the doc cam: “I will meet with you each individually to

discuss your analytical essays. Write in full sentences at least three questions or concerns
you have to share with me. Also, write at least three strengths that you feel are shown

through your essay.” Students will be given 5 minutes to journal (Lemov Technique #46 –

Strong Start) (Lemov Technique #20 - Do Now) (SIOP – Structured Quick Writes). I will tell

students to take out their MCAS packets that we have been working on this week, as well as

their analytical essays that my students have drafted on themes in To Kill a Mockingbird.

These were handed back yesterday with my feedback written on them.

 Introduction (10 minutes)

After journaling, I will introduce the lesson for today: “Today we will be doing two

things: You will all be close reading the “mindfulness” essays in your MCAS packets

individually. You will be highlighting and annotating, like we did in class on Monday with

the “Migrant Mother” texts. Throughout the class, I will be conferencing with each of you

individually about your analytical essays. This will be your opportunity to ask me any

questions you may have, hear my suggestions, or ask for clarification about my comments.

Bring your journals with you so we can talk about what you wrote.” I will post my

expectations on the doc cam (attached) and ask students what I am looking for when they are

annotating (key details, themes, tone, word choice, etc.). I will ask for a “thumbs up” if they

know what they should be doing, or a “thumbs down” if they need clarification.

 Students work Individually (35 minutes)

I will explicitly tell students to work individually on reading and annotating. The text

starts on page 17 of their MCAS Packets. The questions begin on page 24. Typically, we

work in groups and pairs, so this will be a lesson that appeals to my students who prefer to

work alone. This will also allow for a quiet environment for me to be able to conference with
 students. I mainly want students to complete the reading. If they do not finish the questions,

that is okay. The expectations will be posted on the doc cam.

 Conferences (35 minutes, each conference lasting approximate 5 minutes depending on

student need)

I will call on students to come talk to me at my desk so I can help them one-on-one with

their essays. I will first ask students if they have any immediate questions that they’ve

wanted to ask me. After answering their questions, or if they have no questions, we will read

through their essay together and stop at my comments. Most of my comments are about

quote integration, analysis over summary, introduction development, and conclusion

development. What I talk about will differ with each student based on what they need. I will

call up students in order of those who may need more of my one-on-one guidance over others

because we will most likely not get through everyone. There are 22 students in B block and

20 students in G block, and I plan to get through approximately 8 conferences in class. I will

hold another opportunity for my individual help next class, afterschool, or during lunch if

other students want to meet with me. I will also stress that I am available via email, which is

always written on the board. (List attached).

 Next Class (3 minute)

With the last three minutes of class, I will explain the homework: Students will read,

annotate, and answer the questions for the next text in their MCAS to further prepare them

for the MCAS. If students did not finish the questions from class today, those will also be

homework. I will ask students if they have any questions. Then I will ask for a “thumbs up”

if everyone know what they’re doing.

Assessment
 Tomorrow, I will be collecting their MCAS packets that students have been working on

all week. This will be a classwork grade and it will be graded based on completion and effort. I

am looking for highlighting, as well as annotations/notes that show that students read the articles

closely. Students will be graded based on completion of the multiple choice – they will not be

marked down for wrong answers. Sable will keep this as data for when she prepares MCAS

again later on. This was the first look at MCAS 2.0 for these students, so this week is mostly to

see where students are so we know what we need to focus more on next time.

Aim

In this lesson, I am working on meeting diverse needs. I have noticed that I tend to teach

the same lesson to all students, but I want to make sure that I reach out to each student. By

meeting with each student individually, I can really focus on their individual needs. I can also get

a better sense of what they need from me as a teacher, so I can keep this in mind when planning

my lessons. This also helps with creating a safe learning environment since I am giving students

a chance to speak one-on-one with just me.

References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

http://udlguidelines.cast.org

Echevarria, Jana and MaryEllen Vogt. 99 Ideas and Activities for Teaching English Learners

with The SIOP Model. Pearson, 2008.

Lee, Harper. To Kill a Mockingbird. Harper Perennial Modern Classics, 2002.

Lemov, Doug. Teach Like a Champion 2.0. Uncommon Schools, 2015.