Hannah Richards

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

This lesson is an introduction to our new research unit. Students have just finished

writing analytical essays, and then we had an MCAS Preparation week in-between units.

Throughout the year, we have been focusing on different types of writing: Narrative,

argumentative, analytical, and now research. For each unit, students were given numerous

lessons and checks for understanding, leading up to a final paper. For the analytical unit, students

first did a first draft, and then made revisions with my feedback. These papers were longer, more

in depth, and required more higher-level thinking for students, which is why I decided to allow

them two drafts. Since students did well and responded to my feedback (most grades in the B or

A range), I feel comfortable moving forward to the next form of writing. Writing research papers

will give students an opportunity to explore and have more of a say in what they want to write

about, which could spark engagement in students. Writing research papers is an important skill

for students in their future years in high school, as well as in college.

Objective

By the end of the lesson, students will be able to draw evidence from the nonfiction text,

“Called Out” by Barbara Kingsolver in order to complete the Analyzing the Text questions by

using their close reading skills.

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.

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.

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

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.

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

 “Do Now” Journal Entry (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 respond to the following prompt in their journals: “Are we, as humans, intertwined

with nature? Do we affect it as much as it affects us?” Students will journal for five minutes, and

then we will briefly discuss. I will call on about five students (cold call or volunteer) to share

their answers (SIOP – Structured Quick Writes).

 Introduction (2 minutes)

I will introduce our new unit: Research Papers. I will let students know that the answer to

that prompt, which is our new essential question, will essentially become their thesis. We will be

reading a few texts from collections in class, and then students will develop their own research

proposal and can research whatever approve topic that fits – something with natural disasters,

global warming, the ecosystem, etc. I will ask if anyone has any questions so far. For today’s

lesson, we will start off with a quick check to see where students are at, and then we will close

read a nonfiction piece to see how to close read for nonfiction.

 Measure for Student Learning “Pretest” (8 minutes)

Before students enter, I will have numerous posters around the room. They will be labeled as

followed: Thesis, Selecting & Integrating Quotes, MLA Formatting and Citing, Conclusion

Development, Finding & Evaluating Reliable Sources, Outline of Research Paper. Students will

place a sticky note with their name on it on each poster, depending on how comfortable they feel

with that element: Blue = confident, yellow = okay, but need some help, pink = not sure where

too start, need help. These directions will be posted on the doc cam in case students need

clarification or if they forget which color is which. I will also be circulating if clarification is

needed, and to make sure that students remain on task (Lemov Technique #24 - Circulate). On

the doc cam under the instructions, I will also have instructions for what do to next. Students will

do another journal entry (described below) as a transition.

  “Do Next” Journal (5 minutes)

When students have finished the “pretest”, they will sit back in their seats and complete the

“Do Next” journal entry: “What do deserts make you think of? Use descriptive language to

describe a desert scene.” We will briefly discuss (approximately 3-5 students) and I will be

expecting answers like “dry”, “sandy”, and “lifeless” (SIOP – Structured Quick Writes). I will

then introduce the reading about flowers in the desert: “Called Out” by Barbara Kingsolver.

 Close Read “Called Out” (30 minutes)

We will close read “Called Out” as a class on the doc cam. I will first model close reading,

and explain that in nonfiction, we are now looking for key facts, data, and people. However, it is

still important to look out for figurative language, tone, and author’s purpose down (Lemov

Technique #22 - Board=Paper). After the first paragraph, I will annotate with help from students.

I will call on both volunteers or I will cold call, but I will try to only call on each student once.

While reading, we will go around the room so each student reads at least once. By the end of the

text, I will mostly be relying on students for annotations. If we do not finish reading, students are

to finish annotating for homework. My annotations are attached.

 “Exit Ticket” (5 minutes)

I will first explain the homework: Students will complete the Analyzing the Text questions

that following the reading. Then I will distribute exit tickets. For this unit, I have explained to

students that we will now be doing “Exit Tickets” at the end of every class. I have printed out

pieces of paper that I will hand out with the last five minutes of class. I will explain and post the

directions on the doc cam: On your exit ticket, write 3 things you learned in this lesson, 2 things

you found interesting, and 1 question you may have or something you are still wondering”.

Students will hand these in on their way out (SIOP – Exit Tickets).
Assessment

Throughout the class, I will ask for numerous “checks for understanding” in the form of

both verbal checks as well as “thumbs up / thumbs down”. I will also use the exit ticket as a

check for understanding. Students will be graded on their six Analyzing the Text questions that

will be completed for homework. These questions will show whether or not students grasped the

text and if they were able to draw evidence from the nonfiction piece. The Measure for Student

Learning “pretest” where show me where students are at before we start writing their research

papers, and it will give me a way to check for growth at the end of the unit.

Aim

For this lesson, my aim will be working on my SMART Goal, which is to facilitate

discussions where at least 85% of my B Block class participate in a meaningful or thoughtful

way. I will do so by using different techniques to have students participate (cold-call, think-pair-

share, increase wait/think time, journaling). Within this lesson, I will be practicing cold-calling,

increasing wait time, and students will be journaling. I check off students who participate on a

roster to keep track of which students do and do not participate during the discussion in order to

make adjustments to my next lesson in order to keep on track of completing my SMART goal.

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.