Name:_Jared Laginess

Date: 3/02/15
Unit Essential Question: What is worldview, what components make
up a worldview and how do you deal with worldviews different from
your own? How do you identify the significance of the historical,
political, social and religious context and its relationship with the
literature written in that time? Why is this important to recognize as
human beings?
Lesson Topic: Collaborative Letter Writing
Class: 10th grade Pre-AP World Literature
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
All
of the Mission

NURTURING
Safe and Caring for

We are advancing the 4-part mission by becoming advocates for an issue in

our world that needs to be rectified. Students are experiencing a nurturing
pedagogy for the world. We are trying to raise the awareness of a
government official to help create change in a country that we are linked to
forever through the events of 9/11.

STANDARDS

(www.cde.state.co)

Content:
Standard 4.1a- Conduct
short as well as more
sustained research projects
to answer a question
(including a self-generated
question) or solve a
problem; narrow or broaden
the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation. (CCSS:
W.9-10.7)

Literacy and
Numeracy:
Write clearly and
coherently for a variety
of purposes and
audiences

Democracy and
21st Century Skills:
Read, write, listen and
speak effectively

Standard 2.1a- Cite strong

and thorough textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text. (CCSS: RL.9-10.1)

OBJECTIVES
Content:
Students will be able to
demonstrate conducting
short as well as more
sustained research
projects to answer a
question (including a
self-generated question)
or solve a problem;
narrow or broaden the
inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation by
examining multiple
sources for a human
rights violations that
they want to focus on.

Literacy and
Numeracy:
Students will be able to
demonstrate writing
clearly and coherently for
a variety of purposes and
audiences by writing a
formal letter to the U.S.
Ambassador to
Afghanistan.

Democracy and
21st Century Skills:
Groups of students will
be able to express their
concern about a human
rights violation in a
letter for the purpose of
reading, writing,
listening and speaking
effectively.

Students will be able to

apply citing strong and
thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text by writing a
letter to the
Ambassador that is
supported by research.

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:
Students will be
assessed by their
research into a human
rights violation.

Literacy and
Numeracy:

Democracy and

Students will be
assessed by following
the form of a formal
letter.

Students will be asked to

identify and find a solution
for the human rights
violation that they find in
their letter.

Literacy and
Numeracy

Democracy and

21st Century Skills:

Students will be
assessed by providing
research that supports
their argument in their
letter.

KEY VOCABULARY
Content
Human Rights

Formal Letter

21st Century Skills

Human Rights

HIGHER ORDER QUESTIONS for this lesson

Content
Why is it important to be
able to research a topic
without a lot of direction?

Literacy and
Numeracy
Why is it important to be
able to organize our
thoughts and ideas into a
formal letter?

Democracy and
21st Century Skills
How do we solve bad
situations that seem out
of our control?

How is an argument
enhanced by supporting it
with research?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

There is not a warmup for this lesson as students will only have
around 30 minutes of class time to begin drafting their
collaborative letter.

Time

Pre-Assessment
This lesson will not have a pre-assessment as it builds off of the last
lesson.

Time

Building Background

Link to Experience: Students will realize that all humans have

rights designated by the U.N.

Link to Learning: We will link this to human rights violation that

we have seen in our book.

Time

Activity Name
Collaborative Letter Writing

Anticipatory Set
Students will be introduced to the agenda for the day and begin
their regular reading time.

Time

Instructional Input Includes:

1. Students will take reading quiz
2. Students will begin drafting their collaborative letter to the

ambassador. I will give them the rubric for the assignment, and
we will go over it as a class.

Models of Teaching:
Non-Directive Teaching

Guided Practice:
Students will be guided on how to write a formal letter and what
the goal for this activity is.

Checking for Understanding:

Checking for understanding will be done as needed. I will be
going from group to group to check on progress.
Independent Practice:

Students will begin drafting their collaborative letter as a group.

Time

Accommodations, Modifications, and Student Adjustments

I do not have any accommodations, modifications, and student
adjustments that I am aware of.

Time

Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?

Content:
Students will be able to demonstrate conducting short as well as
more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under
investigation by examining multiple sources for a human rights
violations that they want to focus on.

Students will be able to apply citing strong and thorough textual

evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text by writing a letter to the
Ambassador that is supported by research.

Literacy and Numeracy:

Students will be able to demonstrate writing clearly and coherently for
a variety of purposes and audiences by writing a formal letter to the
U.S. Ambassador to Afghanistan.

Democracy and 21st Century Skills:

Groups of students will be able to express their concern about a
human rights violation in a letter for the purpose of reading,
writing, listening and speaking effectively.

Time

Closure
Students will be reminded that this leads into our collaborative letter
writing that will conclude during the next class period.

Time

Next Step
Continue to writing of collaborative letter.

Post-Lesson Reflection ( For the Teacher)

1.

To what extent were all objectives

achieved?
I believe that we achieved all objectives. Students seemed to grasp
the understandings from the lesson.

2.
What changes would you make if you
teach the lesson again?

I would try to make sure that the work done on the letters was more
equitable. Some groups had one student dominating the writing of
the letter.

3.

What do you envision for the next lesson?

We will finish writing our collaborative letter.

4.
To what extent does this lesson achieve
the Mission of the Agenda for Education in a Democracy? To
what extent does this lesson achieve the 21st Century Skills?
I believe this lesson achieves the missions goals because we are
challenging student to look at problem in our world and create a
solution. This makes them stewards of the world around us. They
are also experiencing writing a group letter, which is a hard thing to
accomplish for teenagers. This teaches them that they must listen,
react, and respond in positive ways with their peers during this
lesson.