Lesson Plan #5 (DIVERSITY LESSON PLAN) Instructor: Rebecca Fundator Topic: A Lesson Before Dying: chapter 30 Subject: ELA

Check box if part of a larger unit: _X Where does the lesson fit in: Middle Duration of Lesson: 50 minutes Grade_9_ Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher_______ volunteer Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity)
In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners?

Lesson Objective/s: Students will be able to analyze the diverse group of characters from the text during DR-TA, as well as describe and compare their emotions and states of mind as Jeffersons execution is approaching. Students will be able to understand and question how perspective is an important element for the author to consider during DR-TA, their group discussion, and their additional paragraph activity. Students will write a narrative to further their understanding of how perspective and point of view plays a role in the events and experiences within a text. State Standard/s: ELA Reading Standard for literature 3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELA Reading Standard for literature 5: Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELA Writing Standard for literature 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELD Standard/s Formative Assessment/s: Students Choose Your Own Adventure Quiz is a formative assessment that will regularly give them practice for the ISAT. Students will be formatively assess throughout the in-class reading (DR-TA) to check for understanding, as well as being monitored by the teacher for their progress during the quick-write activity. Student participation in the group discussion activity is also a formative assessment. Summative Assessment/s: Students will be summatively assessed through their additional paragraph home work assignment. The teacher will use the evidence collected from students completing this activity to determine how well students understand Jeffersons character, as well as why it is important that his voice is not heard during most of the novel.

Our instructional group consists of ninth grade students at a local high school with a student population of approximately 1,200 students. The class of 25 is composed of approximately 50% male and 50% female. The class is approximately white and Asian, African American, and Latino. Two of the students are English Language Learners, and one student has an IEP. The students are from middle class and lowincome families. Most of the students read at a ninth grade reading level, but two students (Jennifer and Pam) read at an eleventh grade level, and a few students read below grade level around sixth or seventh grade level.

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IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus. Small Group / Individualized Instruction (< 5 students) Student(s) Emilio E. IEP Goal/Objective (standards based) Emilios first language was Spanish, but he has lived in the United States all his life. He picked up English early, as a young student in the public school system, but his parents never learned. He has some minor behavior issues and communicating those problems with his parents are difficult. There is a teacher who speaks Spanish in the school, but she is not always available to help. Alfredos native language is Spanish and he immigrated here three years ago. His English fluency is developing and his reading level is fairly high, but he struggles with speaking in class. When he needs to give oral presentations in any way, Alfredo will be allowed to use notes and has a more flexible time minimum and maximum. His grade will be geared more toward the context rather than the time spent speaking. Kelsey has dysgraphia. Her IEP requires that she use a variety of tools to help her succeed in the classroom. This includes but is not limited to access to her personal iPad at any time. She will have access to the same worksheets and assignments as other students on her electronic devices (whether her iPad or personal computer at home). Evernote will be a key tool in accessing her notes, worksheets, and general collections of class work. Any written exams or tests will be taken on the computer or orally dictated at a separate time. Her timing for the test will be adjusted based on this accommodation.

Alfredo M.

Kelsey B.

LESSON PLAN & PROCEDURES Lesson Elements Lesson Introducti Revised 7/29/2011 As students enter the room, they will select their Choose Tim e What are the students doing? The students are What is other Check adult doing? for Understandi ng N/A The teacher can use the Materials

5 min

Students will need

on (connect & build background knowledge)

Your Own Adventure Quiz at the front of the room, which they will have 5 minutes to complete. For more information about these quizzes, please refer to the Classroom Procedures tab underneath The Classroom page on The Lesson Before Dying unit website.

completing their Choose Their Own Adventure Quiz individually.

Choose Your Own Adventure Quiz as a formative assessment to ensure students comprehensio n throughout the unit.

to have their book of Lesson Before Dying, along with their class notebook. The class has a smart board.

Lesson Body Direct Instruction

The teacher will project the following Quick Write on the Smart Board and ask students to briefly write about it before we open the question up for class discussion: What happened at the end of Jeffersons diary (chapter 29). How has Jefferson developed over the course of the novel. How do you think he will approach his execution?

5 min

Guided Practice

DR-TA (chapter 30)

o

20 min

Ask for volunteers to read each paragraph (divided by characters perspective): Sidney deRodgers, Grant, the minister, the sheriff, Melvina Jack, Fee Jinkins, Clay Lemon, and Paul. o Read 235-236 she told him to have Lucy send

The students N/A will work individually to write for a few minutes about how he developed over the text and their predictions about how Jefferson will die (as a man). Students will N/A open their books and read along as the teacher and students read chapters 1-9 aloud.

The teacher will ask students if they understand the question for the quick write with a quick thumbs up/ thumbs down signal. The teachers discussion questions will reveal students understanding of the chapters. If

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the money some other time. What could be in the truck that is so fascinating to the people in town? Conversely, how do the two men who drove the truck behave compared to the people in town? o Read 236-238 he would have the coffin ready. How are the paragraphs divided in this chapter? (By characters perspective introduce why this might be important). What is similar between the ways that the various people described so far are reacting to Jeffersons upcoming trial? Ask a volunteer to write out on the board the various characters reactions we have heard about (Vivian, Grant, Tante Lou, the minister, Claiborne, Reverend Ambrose). o Read 238-end of chapter (245). Each paragraph, have a volunteer come up to the Smart Board to write out a descriptions (called out by students) of people described in that paragraph.

Independen t Practice

10 Work in groups of 3-4 to discuss why this chapter is told from a min diverse group of characters points of view. Questions to consider: Why is this chapter not told from Jeffersons point of view? What are the strengths of having it told from others points of view? What are the weaknesses? How might it be different if it was told from Jeffersons point of view?

The students will also participate in reading aloud designated sections and respond to discussion questions particular to each section (formative assessment), Students who are not orally reading will follow along to their classmates reading each section and listen respectfully to their classmates responses to discussion questions. The students N/A will work in their groups to discuss these discussion questions in detail.

students appear to be struggling, the teacher will prompt students to reveal where they are confused and reiterate themes and concepts to bring student comprehensio n back on track.

The teacher will monitor progress by sitting with each group for a few moments to listen (and potentially participate) in

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Extended Practice

10 Additional Paragraph activity: The teacher will introduce the short activity of creating min an additional paragraph (or if some students want to use another means of expressiona glogster, a picture collage, a cartoon strip, a song, a poem, etc.) explaining Jeffersons thoughts as he prepares for his execution. Include how he detects others observing him; how do the people he interacts with behave towards him, how do they look at and talk to him?

The students will work individually, using the knowledge they collected through their group discussion earlier, to help guide their

N/A

their discussion. If students are struggling to answer the questions, she can help facilitate discussion by prompting students to consider that Jefferson is really not the main character that we know the most about he is someone whom we mostly know about through others observations about him. The teacher will help guide any thoughts that students have as they work on this activity in the remaining time of class. The teacher will examine the students

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Lesson Closing

The teacher will ask students to complete their additional paragraph activity for homework if they are not finished (which most of them will not be). The teacher will explain that they will share their homework with a partner tomorrow and turn it in during class.

2 min

execution of this additional paragraph. Students can use other means of expression, but if they want to use a computer for the glogster, they will have to do so after school because there is not enough time left in class to go to the computer lab. The students N/A will listen attentively as the teacher explains that the activity is supposed to be completed for homework.

completed paragraphs, comic strips, pictures, etc. to formatively assess how well the students understand the role of perspective and authorial choice in this text.

The teacher will ask for any questions or need for clarification.

All

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All students will have equal access to participate in DR-TA. All students will participate to some extent in their group discussion of perspective in A Lesson

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Some

Few

Before Dying. All students will use the last 10 minutes of class to work on their additional paragraph from Jeffersons point of view. Some students will participate in DR-TA less consistently than others. Some students will have a difficult time understanding why Gaines chose to write the final moments of Jeffersons life from other characters points of view. Some students will struggle to write/create an additional paragraph/poem/collage/etc. describing Jeffersons thoughts in his final moments. A few students will not participate in DR-TA as often as others. Some students will not utilize their 10 minutes to work on the additional paragraph activity or put forth their full effort into finishing it for homework.

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