Teaching/ Evolution of a Day One Lesson Plan

Week Three - Day One Lesson Plan

     The following three pages shows the evolution of day one of my lesson plan from week one of ITL 528 until week three. Included in the links below are the elements used to teach the first day of this five day lesson plan. All days were planned out, this set of pages only focuses on day one. Instructor feedback is below each table. This is followed by my reply. The reply explains my original thinking, or how the instructor's suggestions were incorporated into the extended learning map. Throughout the day-one learning maps, occasional notes in red explain changes and alterations over time.

1. Evolution of the Lesson Plan - You Are Here
2. Student Work/ Pics/ Rubrics/ Notes
3. Power Point/ Notes/ Graphic Organizers
4. PK - 12 Learners a Detailed Break Down

Lesson Plan Template – DAY ONE
Teacher:  Shayne M. Whitehead Subject: English Language Ares Lesson Title: Learning Theme
Classroom Details Time: 55 Minutes Equipment: Chrome Book Resources:  Paper, pencil, My Perspectives Book, Internet Connection.	Content Details Grade: 6th Standard(s): CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text (Ctc, 2018). Objective: Students will understand what a theme is and demonstrate its application by breaking down the theme of a popular narrative in a think-pair-share activity.

Time in mins. Lesson Element	What is the teacher doing?	What are the students doing?	Notes / Tips
5 mins. Student Friendly Objective	By the end of the lesson you should be able to identify a simple theme.	Students are learning the concept of theme through direct instruction, application, and reinforcing the concept through collaboration.	Do not assume students know the prior knowledge concepts. At the high school level, I had to explain that a narrative was a story. Be ready to elaborate.
5 mins. Link to prior knowledge (pre-assessment)	The instructor will ask about some key terms, focusing on tone, mood, and plot while introducing the term theme.	Students will link back to the definition of tone, mood, purpose, mood, setting, characters, conflict and plot.	The most important concept here is probably tone., Their purpose in writing is often conveyed through the tone.
10 mins. Input / Modeling	The instructor will play the video What is Theme, through the class projector.	Students will watch the video an Introduction to Theme, the Cinderella	Be careful that the audio and video is ready before class begins. Stumbling over technical errors can cause a real loss of momentum.
5 mins. Transition	The instructor will pause and ask the class what other fairy tales the class is familiar with.	The students will answer by reciting a list of similar fairy tales. This will lead into the discussion about the lessons those tales are trying teaching.	Be careful this activity doesn’t go to long. The primary purpose of the question is to transition into the assigned literature.
10 mins. Guided Practice (checking for understanding)	A check for understanding will involve asking about other fairy tales and fables and their theme	One to three students will answer questions about the theme of the narrative, and why they think it’s the theme.	Be aware there may be many answers to the question what the theme of this fable or fairytale is.
5 mins. Transition	The instructor will ask the students to think about a birthday the students found special. The instructor will write a link on the whiteboard: Sandra Cisneros reading Eleven on Youtube.	A few students will be called on to answer what birthday was special and why. Afterwards, table captains will get Chromebooks for their tables.	Care should be taken to point out that there are many cultural and personal differences about how we do and do not celebrate growing a year older.
10 mins. Independent Practice (ongoing assessment)	The instructor will be watching that students are keeping up with the narrative. On occasion the instructor will pause to ask questions to keep the students engaged.	Students will listen to and watch Cisneros deliver her story Eleven on Youtube. As the students listen, they will read along in the My Perspectives book, and annotate the text each place that Cisneros makes a statement about what it means to grow up	Students will have access to both the narrative in the ELA book and the Youtube video. Each has unique advantages. You can’t annotate a Youtube video. Coincidentally, Youtube videos visualize themselves for you.
5 mins. Transition	The instructor will ask table groups to put up Chromebooks.	One at a time, table leaders will collect Chromebooks and return them to the Chromebook cart.	Be careful to wait for one table to finish before calling the next.
5 mins. Closure (post-assessment)	The instructor will ask the students to think what Cisneros is saying about growing up and discuss their opinion with a shoulder partner.	Students will last think, pair, and share what they think Cisneros is saying about growing up. After students share with their shoulder partner, several groups will share with the class.	This closure activity is spoken not written. Be sure to record the answers so that the following day’s lesson can be connected to the lesson on day one.

Week Two - Day One Plan

DAY ONE TEMPLATE – Understanding Themes in Coming of Age Narratives – What is Theme

Common Core Standard(s) CCSS.ELA-LITERACY.RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist. (Ctc, 2018). CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text (Ctc, 2018). CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively (Ctc, 2018).

Lesson [Break Down of Day One Activities]: Students will watch the video an Introduction to Theme, the Cinderella Version [5 minutes]. A check for understanding will involve asking about other fairy tales and fables and their theme [10 minutes]. - Reduced in week three version to get right to the meat of the activity. They will be asked to write about a birthday that meant a lot to them any why it was so special [contrasting exercise] [10 minutes]. Students will get a ten-minute crash course the vocabulary for Sandra Cisneros Eleven [5 minutes]. - Reduced based on feedback Students will listen to and watch Cisneros deliver her story Eleven on Youtube. As the students listen, they will read along in the My Perspectives book, and annotate the text each place that Cisneros makes a statement about what it means to grow up.- Much of this is moved up based on feedback to increase engagement through visual UDL. - Also, hearing it in her voice ensures students will understand the story is personal to her, though they may not understand why. They will last think, pair, and share what they think Cisneros is saying about growing up. - Based on feedback, only the last part of the the day one remained. Instead we spent time focusing on the story and what the story says about human nature to apply later. Different students were asked to focus on different characters. Uncommon question: what does the prince's actions say about human nature, for instance.

Lesson objective(s): Students will understand what a theme is and demonstrate its application by breaking down the theme of a popular narrative in a think-pair-share activity.

Essential Question(s): What does coming of age mean to you and your family? Does Sandra Cisneros see growing up differently than you and your family? Why or why not?

Differentiation strategies to meet diverse learner needs: For students with special needs advanced organizers will be used that already have some of the annotations present next to the story. Spanish speakers will be allowed to complete this assignment in L1. For group work they will be partnered with more fluent students who can share their analysis with the group.

ENGAGEMENT (UDL) The opening video is meant to engage students by connecting the Common Core concept to a story they are very familiar with. The time spent on the tedious part of the lesson, vocabulary, has been significantly reduced. Also, rather than hear a dry interpretation, the students will start off by hearing the narrative in Cisneros unique voice. If the question involves comparing how students feel about coming of age to how the author feels about it, this is a great starting point.

REPRESENTATION (UDL) In this opening lesson the story that will be used to explore coming of age themes is introduced both audibly and visually. Additionally, the narrative is delivered in the author’s voice. There is an opportunity for students who thrive in tactile environments to annotate the My Perspective text as the author reads the narrative. In summary, all major input channels are addressed to cater to the three most basic learning styles from the start.

EXPRESSION (UDL) The initial free write about the birthday they found special is both an engagement and pre-assessment activity. It is meant to give students a window into how they feel about growing up, as they prepare to read about how a contemporary author plays down turning eleven. Expression is done through periodic checks for understanding based on random student generators – this is also the main ongoing assessment during the lesson. Expression is concluded with a think-pair-share activity. This is the post assessment that allows students to see if how their view of coming of age is different or similar to a contemporary author Sandra Cisneros.

ELABORATION Students will develop a sophisticated understanding about the concept of theme by seeing a simple break down of the concept and how it relates to their own lives. Elaboration also includes a brief break down of the vocabulary needed to understand the concept. When students think-pair-share their thoughts about what Cisneros is saying about growing up, they will compare their own ideas about growing up from the earlier prewrite. Part of themes is that they are universal, so this is when the students will start answering the larger question, what does it mean to come of age.

PREASSESSMENT The instructor will ask what students know about theme before playing the initial video. The initial prewrite about a special birthday is the major preassessment and engagement tool.- Moved closer to day four. Finally, before the related vocabulary is front loaded, the instructor will make a brief check to see what students already know.

ONGOING ASSESSMENT After the initial video on theme, three students will be asked to briefly summarize the meaning of theme and its importance. While students are annotating the text, the teacher will use proximity to ensure each student is following along. After the narrative ends, the instructor will ask three brief comprehension questions to gage how well the students understood the narrative.

EVALUATION (Post Assessment) Students will demonstrate they have met the lesson objective by articulating what Cisneros thinks it means to grow up. They will share their opinion with a partner, who will also share their opinion with them. Each partner will write the other’s opinion on a sticky note and turn it in as an exit pass that will also serve as a formative assessment.

REAL WORLD CONNECTION The real-world connection is the importance of theme and its relation to the students reading the text. Some students will see growing up, specific birthdays as a very big deal. Quince eras are a good example. Cisneros does not share that view. To her coming of age is something much less exciting, as each age seems so similar to the one that comes before it. Getting students to see those parallels is the first path to engagement, and it’s also the first step to the higher Common Core Standard the classing is working towards, comparing themes across similar texts. The remainder of days 2 through 5 are meant to bring students to that higher standard.

Instructor Feedback: You have UDL down pat, Shayne. We need to get more deeply connected with those students, given your thorough description of them. Parent members, I get not using them. Who you would listen to, perhaps. With gang member, that works. Rap and Hip Hop have many messages, some of which you can use. And, your students know the language. Vary next time, Cisneros, and add 2 other books that will appeal more broadly in terms of interests.  

Respect is the key word with gangs, and they use proximity to establish power hierarchies, so be careful with that one. When I was Principal at a school for inbound incarcerated teens, I found out who the leaders were first. Then, utilized them in getting order and interest into the classroom. Scored! They used proximity, black one and a brown one. You could feel the heat between them. When I approached in a calm manner, they cooled. 

You know this stuff, Shayne, you have been subbing successfully for years. There, There by Tommy Orange gives a clear picture of basic needs of youngsters who have nothing, not even hope. I believe you have and will make a big difference because you want to. Like the big birthday thing...Put into rap a message/theme about Cisneros book. Present. 

Put into action a dance that would describe what she went through. Gangs are tough, but respect, intelligence, and connections, you can make a big difference! You soar in the first two requirements. I am suggesting that you can still deepen those connections. 

My Reply: Much of these suggestions were added to a revised day four plan. The assessments were changed to rely less on proximity and more on students checking themselves. Also, the original plan used a compare and contrast poem idea. The poems were chosen originally, because being short, I knew they could be tackled in one day. Larger novels would require significantly more time. Regardless, this lesson was altered so that the compare contrast exercise relied much more heavily on student chose.

Week One - Day One Lesson Plan

Assignment 1B: Extended 5-Day Learning Map Template
Summary of Unit: Read Eleven by Sandra Cisneros and identify the themes or main ideas What topics will be covered? Students will read Eleven by Sandra Cisneros and identify the central idea of theme. The author is implying that as we grow older, each age we’ve ever been is still a part of us. When we are “Eleven” we are also still ten, nine, and eight all at once. And all the immaturity that we had in our younger days, will often follow us. She is implying there is no magical division between someone who is eleven and ten. They are pretty much the same person they were yesterday. What overall attitudes or sensitivities should students build towards these topics? Students should understand that some people view getting older with less enthusiasm. To the author, a birthday has very little significance. As the author turns eleven, she is still unable to speak up for herself, much like she was when she was five. From this, students can extrapolate, that their personal milestones [like turning 16] may be just another day to another student. While another student’s average day [the day that student finally feels like they are 16] may be a milestone to them. What should students know before this unit? Before the unit students should be introduced to the vocabulary in the narrative Eleven. Students will also need to understand metaphors and similes as many descriptions of growing up are conveyed through figurative language. They should also understand the difference between connotative and denotative meanings of words. They should also understand how these meanings give clues as to what the author feels about the subject matter. Those feelings will be used to identify the narrative’s theme or central idea. What should students know or be able to do by the end? By the end of the lesson students should be able to identify a narrative’s central idea, the lesson that central idea attempts to convey, and to support as well as defend their assertion with text evidence. The Use of UDL includes: Engagement through front loading vocabulary, the use of the authors biography, and the ability to collaborate on essential questions. Representation comes through reading Eleven, listening to the audio, and watching Cisneros read her own story on Youtube. Expression comes with advanced organizers for group work, annotations in the students’ text, and a short reflection after the students hear Cisneros read her own work.
	Day 1
Standard Copy the entire state standard being taught in this unit.	Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text (Ctc, 2018).
Essential question Write a student friendly question that is adapted directly from the standard.	How do you feel about getting older? Why?
Relevance in your class What is being covered before and after this content? What specific skill levels-- initiating, developing, and mastery--do your students to have? How will you develop them further?	Front load vocabulary. Distinguish between connotation and denotation. Learn literary terms like tone and mood. Listen to the story Eleven on audio. Annotate in your text how Rachel feels about growing up. Instructor’s Role: The instructor will guide students through initial vocabulary. Student’s Role: Students will follow along as the instructor guides them through Power Points related to the vocabulary. Then students must listen and annotate the narrative.- This entire activity is reduced based on assessing the need. If the students need the vocabulary front loaded, it happens. Otherwise we tackle it while reading. Based on feedback though, this was almost entirely;y eliminated from the lesson plan.
Purpose for learning in your subject area What are prevalent expectations in your content area for previous and following grades?	The purpose for the opening activity is to fill in knowledge gaps using vocabulary related to understanding a narrative’s theme.
Real world application of content How might some of these skills be applied in college or career settings outside of K-12 classrooms?	Outside the pk12 classroom, knowing connotation, denotation, and author’s tone will help students recognize bias and subtle persuasion. Students will also benefit from understanding concepts like mood and figurative language as they often are used to convey important information that is not easy to see.- Most of this was moved to a later point in the lesson based on feedback. It was shorten and used as a compare and contrast while building connections.

Instructor Feedback: Shayne, Your dullest day is Day 1 and your best Day is Day 5. I would suggest you start with the story. You can replay at the close of your unit. From the listening, students can find the vocabulary (language) and the theme and the dilemma. Consider UDL throughout input (you did Day 1) and engagement and output. 

My Reply: In order to apply this, you will note UDL on day one moves right to listening to the author tell the story. I figured with a story as short as Eleven, that would be a great way to incorporate UDL and make it compelling. Know the author and hear her story in her own voice. I also reduced the vocabulary front loading to about ten minutes.