The Madeline Hunter Model TPA Expanded Teacher Name: Ellen Nelson Lesson Date and Time: 11/12/13,

, 9:25 10:37 am Number of Students: 28 Miscellaneous Information (special considerations for instruction): - 5 students on IEPs or 504s - No ELs Instructional Context: What do I know about my students that will inform this lesson? - Most students are freshmen, havent done much formal academic writing - One sophomore who is taking 9A for the third time I need to be creative in reaching this kid - 21 boys and 7 girls How does this lesson connect with and build on previous lesson(s) or learning? -These students and I are just getting started together, but Im using the anticipation guide to draw on students backgrounds and experiences with topics relevant to Lord of the Flies. -(This will be more relevant to tomorrows lesson, when we will start to review the parts of speech.) How do you expect to build on this lesson in subsequent lessons? -The entire Lord of the Flies unit rests on the success of this lesson. These pre-reading activities are meant to provide students with some relevance and interest; without them, I would have far too many students who wouldnt read a single page outside of class. -Specifically, the anticipation guide is something we will return to at the end of the unit. After we have finished reading and discussing and analyzing, Ill ask students to fill out the after column and see how their thinking may have changed. I love using anticipation guides as a kind of framework; they allow kids to see how books change lives. -The soft skills instruction on how to have a polite and thorough discussion should also carry over into future lessons. Materials and Resources: -Overhead projector and PowerPoint -Anticipation guides -Stress ball -Stickers -Survival quiz (on Moodle) -Author notes (on Moodle) -iPads What is the lesson objective? (What will the students learn and/or demonstrate?) -CO: SWBAT start building a framework of ideas and experiences that will help them comprehend Lord of the Flies. -LO: SWBAT read and discuss two texts relating to Lord of the Flies (a survival quiz and author notes) in their small groups and as a class.

Standards addressed and expectations of students: (MN State or National Standards)

9.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, including those by and about Minnesota American Indians, building on others ideas and expressing their own clearly and persuasively. b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Anticipatory Set: (The hook - something to excite the students about the subject matter) Survival Quiz #1 Academic Language/Language Function Objectives: (Vocabulary that is essential for you as a teacher to include in this lesson and for the students to understand and use) Anticipation guide I have no idea whether or not students have used one of these before, so I need to explain how it works in case its something new. Discussion Im sure these kids are great at talking, but the different expectations for a group discussion need to be laid out right away. This discussion is going to be something completely different from what theyre used to! Agree/disagree An important part of teaching students to have a respectful group discussion, as stated in Standard 9.9.1.1 d above, is being able to summarize points of agreement and disagreement. This is one of those language functions that students will comprehend but may need to practice using on a regular basis.

Teaching/Instructional Strategies and Learning Tasks (procedures and timelines): (Teacher talk/Input, modeling, and checking for understanding) Time 15 min. Instructional Strategies and Learning Tasks Survival Quiz -Throughout the Lord of the Flies unit, students will be seated in survival groups. The idea is to recreate the sense of competition that permeates the novel. In their groups, students will complete multiple survival quizzes that will get them thinking about what it would be like to be stranded on an island, as the characters in the novel are. Purpose Opening hook; framing the text/ frontloading

-Survival quizzes can be found on Moodle. The groups with the most correct answers will earn points (stickers) for their team. 40 min. Anticipation Guide & Discussion -The anticipation guide consists of 8 statements about topics relevant to Lord of the Flies. Students must think about each statement and decide whether they agree or disagree with it. -Once students have completed the anticipation guide, we will have a class discussion. I will have signs posted on the walls agree on one side of the room and disagree on the other. Students will have to take a stand and explain their reasoning, and the physical movement will help keep them awake. -Since these kids are freshmen and I dont know how much experience theyve had with group discussions, I also get to embed discussion skills (listening to the speaker, raise your hand if you want to talk, agree/disagree sentences, etc.) in this lesson. -I have a stress ball with a smiley face that I use as the talking ball only the person holding the ball is allowed to speak. This is especially pertinent to Lord of the Flies because it parallels the role of the conch in the novel. These connections might not be apparent to students right away, but Im hoping to see some light bulbs go on as we read. Author Notes -William Golding crafter Lord of the Flies very carefully and deliberately. The novel is full of symbolism and allegories, but we need to learn about the author before we can pretend to understand any of the decisions he made. I can draw on what kids know to help them build this kind of background. -If we get to this reading in class, I will assign a short written reflection question to be answered as homework for Wednesday. If not (I suspect this is the more likely option), I will assign the reading as homework and begin Wednesdays lesson with the written reflection. Closure -Before the bell rings, I will repeat the homework assignment and preview what we will be doing the next day. Framing the text/ frontloading; soft skills instruction

15 min.

Framing the text/ frontloading

2 min.

Closure

Guided practice and monitoring and assessments: (Monitor orally individually or together; monitor via written language or via a task performance; monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the lesson and the objectives are being met) -The anticipation guide discussion will be a good way for me to monitor and gauge each students discussion skills as well as his or her investment in the material. From there, I can adjust the depth and breadth of the discussion.

-The same discussion will allow me to give students reminders as we go; Im all for high expectations, but I certainly dont expect them to do this perfectly the first time. Independent Practice/Assignment: (This can be a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.) -Ideally, the soft skills instruction embedded in this discussion will carry over into future discussions, where students will have opportunities to continue practicing discussion skills. Closure: (Statements or actions by you that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned) -Before the bell rings, I will repeat the homework assignment and preview what we will be doing the next day.

Reflection: (What worked and didnt work for whom and why? What are instructional next steps abased on the data from this plan?)

IEP/504 Accommodations and/or Modifications: (How have you adapted your lesson for individual students with IEPs or 504 Plansaccommodations and/or modifications? How will your assessment reflect individual differences in learning and understanding? Are planned supports aligned with the learning outcomes while addressing IEP/504 requirements? Are planned supports scaffolded for a variety of studentsEnglish learners, struggling readers, and underperforming or gifted students?) -I have some information on my IEP kids, but nothing on those with 504s yet (those are usually sent out during the first week of the quarter). Even so, I can provide general accommodations: -The discussion gets kids up and moving (especially beneficial for those of my kids who have attention issues). -Students are required to listen respectfully to their classmates, but they are not required to speak if they dont want to. Cultural Responsive Teaching: (What are any personal/philosophical/research-based approaches to teaching (including diverse students) methods you have included in this lesson/unit?)

-Of the four language domains reading, writing, speaking, and listening American school culture relies heavily on reading and writing. Other cultures, however, focus on speaking and listening. I have made a conscious effort to embed speaking and listening skills into as many of my lessons as I can, and this lesson is a great way to set the stage for the rest of the quarter in terms of speaking/listening expectations.