Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Mariclare Touhy

Lesson Title: Stopping Modern Slavery
Grade Level: 11
Lesson Goals: In groups, construct a campaign including a poster to present an example of an idea to help stop one form of
modern slavery.
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
The central focus of the unit is students will develop an understanding of Native American slavery and its impact on a personal level
and on a global level. This will be done through reading Andres Resendezs The Other Slavery and other relevant works. In this
lesson, the students will work collaboratively to create an example of a solution to one aspect of modern day slavery. The students
will then make a poster of the key ideas surrounding the solution. In researching more deeply into how events such as those
described in The Other Slavery led to the types of modern slavery we have today, the students will see the larger impact on the
global scale described such in the central unit focus.
List the title, author, and write a short description of the text(s) used in this lesson.
The Other Slavery by Andres Resendez is a factual text that follows the corruptions and history behind Native American slavery and
demise in North America beginning from Columbus landing in North America and spanning until the late twentieth century. Through
stories, endless examples, and most importantly statistics, The Other Slavery provides the minimally seen true perspective on the
treatment and effects of this treatment on Native Americans in North America throughout more than five centuries.
The End Slavery Now article is a source that provides examples of modern day slavery. These examples then give descriptions as
well as facts addressing the misconception that just because physically owning someone is illegal, slavery is gone.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
Online discussions and social networks offer students exciting new ways to use writing to gather and generate ideas, as the example
of students using Google Groups to brainstorm ideas for an upcoming paper about Hamlet shows (Burke, 79).
In the previous lesson the students posted singular ideas on research about slavery in todays society and posted it to Google
classroom. In this, classmates are allowed to see and respond to other students work. Due to this, when the students are split into
groups, they are able to go on Google classroom, go back to their previously brainstormed ideas, and collaborate on which singular
topic to choose. In having the students brainstorming responses in front of them, the group can make a quick and collaborative
decision on which topic to choose.

They become the type of literate, as well as creative, thinkers that well need to learn well at college, to do well at work, and to shape
discussions and find solutions to tomorrows problems. (Burke, 152).
As this example from Burke states, the ultimate goal is to prepare students for higher education and to be thoughtful citizens.
Therefore, in having the students collaboratively create solutions to a modern day problem, the students are being prepared to do so
in their own lives in the future. Aside from that, as the problems are clear but the solutions have not heavily addressed by the general
public, the students will have to work creatively in order to find an example.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience's knowledge of the topic.
Illinois Professional Teaching Standards
4C) Understands how to help students work cooperatively and productively in groups;
Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
The first Common Core State Standard (CCSS) asks students to work collaboratively with classmates in order to make democratic
decisions. The students are doing this by working within their groups to problem solve the large yet very real issues of modern day
slavery. The students then have to use facts, research, articles, anchor texts, and videos to create a strong argument to present.
Therefore, the second CCSS is addressed due to the students needing to choose the most important facts and information to present
to an audience. Lastly, the Illinois Professional Teaching Standards (IPTS) entails students working productively in groups, which is
exactly the task of this lesson.
Materials/ Instructional Resources:
Chromebooks

Posters
Markers
Print out of Rubrics

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1:

Related Assessment:

Students will form a successful, research based, argument

and poster.

The poster made by the group.

Explain the Assessments Alignment with the Objective:

The assessment of this will be the poster and the later presentation of the
groups argument. The rubric (posted below) evaluates students on
collaboration, overall argument, and presentation. Therefore, through this,
the students work will be directly paralleled to the objective.

Describe the form of Student feedback that accompanies

the assessment:
Students will receive feedback on their in class work after their presentation
of their group work to the class. As stated, the students will be assessed on
the argument, collaboration, and the presentation. Students will be given
grades and feedback on the above on Google classroom.

Objective 2:

Related Assessment:

Students will work collaboratively in order to help the

progress of their group.

The observations of the teacher and the peer review reflections from
the individuals in the groups.

Explain the Assessments Alignment with the Objective:

The assessment of this will come from two distinct areas within the time of
the project. The first will be teacher observation. During this time the
teacher will walk around the classroom all period in order to observe how
the groups and individuals within the groups are working. However, the
more concrete way in which the teacher will evaluate each individual
student on their effectiveness within collaboration will be from the peer
review reflections and the information written by the other group members
about the contributions of the individuals.

Describe the form of Student feedback that accompanies

the assessment:
This student feedback will also be given on Google classroom in reference
to the expectations set by the rubric given to the students. (Rubric linked
below).

Lesson Considerations
Pre-Assessment:
The students pre-assessment will be their homework from the Friday prior to this class. Their homework included information based
questions pertaining to the Epilogue. In reading their responses, I am aware that the students have read the assigned information
while also being able to gauge how well the students comprehended the authors argument in the Epilogue pertaining to the main
ideas within the entire The Other Slavery. Aside from that, the students have completed individual Google posts with a summary of
a modern day slavery issue and a research based explanation of this issue. The students were shown a video and given an article
about the ways that slavery still exists in the world today and then the students created conclusions and summaries from those
supplementary sources.

Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

All students have finished the book The Other Slavery. Throughout the unit there have been assessments through activities, group
projects, quizzes, and papers that have tracked the students understandings of the information in The Other Slavery. Students,
through a lesson and a paper have proper knowledge on how to find, use, and cite proper sources for research within nonfiction
categories. Most students write at grade level expectations, however there are some students within the class who struggle to
articulate their ideas through writing. However, whether struggling with writing or at grade level, all students are continuing to work on
integrating relevant sources into their writing as well as practice the uses of academic language within writing.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
In the class there are students from low-income households, students from middle-class households, students who are homeless,
students who speak both English and Spanish, and a student whose first language is Spanish. We have one student who has an
emotional disorder. There are students who are religious (Roman Catholic, Lutheran, Muslim) and students who are not religious.
There are some students who are interested in sports, several which are involved in extracurricular clubs such as student
government or newspaper, and some who are involved in the school musical.
Misconceptions:
Due to speaking two languages or having English as their second language, these students have a difficult time understanding the
texts as well as the vocabulary used throughout the texts.

Language Objectives and Demands

Identify a Language Function:
Justify. While the students can be creative and use any solution that will logically help decrease their modern day slavery topic, the
most important part of the assignment is their justification. Students need to use facts about their ideas in order to prove and
convince an audience that their solution is realistic and tangible for modern society. Therefore, while all solutions are accepted, it is
the justification of the solution that will ultimately prove its possible success.
Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.

Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary:
Solutions
Realistic
Collaboration
Research based argument

Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:
There is a student within the classroom with emotional behavioral issues. This student and I meet outside of class time to discuss
personal goals both within the context of the actual lessons and understanding of the information as well as with social skills and
behavior in the classroom. Aside from that, we discuss the schedule for the week and the expectations and activities that will occur
so that the student is not overwhelmed due to having the information before class. The student and I also discussed the seating
arrangement within the classroom and decided together that it would be best for his focus and behavior if he sat in the front instead
of the middle or back of the classroom.
Accommodations for students who are not proficient uses of Standard English:
The students who are not proficient in the uses of Standard English all prefer to type their assignments and in class work compared
to writing it by hand. Therefore, when there are written journals or assignments, the students always have the choice to take a
Chromebook and type their responses on Google drive. Aside from that, while all students prefer to type their work, some students
prefer reading off of paper compared to reading on the computer. Therefore, I have print outs for students who do not want to read
on the computer. Lastly, I allow the class to wear headphones during independent work in order to either have the reading be read in
audio to the students or have the students be able to block out the background noise of the classroom.

Explain your instructional decision-making and the way you plan to support student learning when using whole class,

small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
The students used the last period in order to brainstorm ideas and create individual Google posts that summarized different types of
slavery existent today. The students also were continuing to work on a working definition of slavery today. Due to that pre
assessment, the students now have ideas to collaborate on when starting in their work groups. The students will be split into groups
of four and asked to complete an assignment together that they will also present. Therefore, besides the explaining and fielding the
class for questions, the entire time today is spent in small group arrangements. As the students worked in whole class discussions
and individually in the prior lesson, small group work is another way to differentiate teaching while still focusing on the unit goals. This
also allows students time to socially evolve and create collaboration skills which is also included in both the Common Core and the
Illinois State Standards.

Time

*Lesson Plan Details

7
minutes

Lesson Introduction
The teacher will split the students into their groups. The groups will be based off of a mix of ability levels and interests.
The students will then move into their groups. While they are moving into their groups the students will also take their
Chromebooks so that the students can stay settled once they sit down.

35
minutes

The teacher will then pass out the assignment sheet and rubric for the day. The teacher will field any questions.
Learning Activities The students will work on their projects in groups. The teacher will walk around to not only observe collaboration but also
to answer any questions students may have.
The teacher is also mindful that students need to be fully productive in order to finish this assignment poster completely
for presentation the next day. Therefore, the teacher continually gives time notices as well as keeps students on task to
focus on the most important aspects of their argument for the poster.
The poster and presentation are part of the two summative assessments at the end of this unit. Therefore, the teacher will
collect the posters for grading. Aside from the posters being graded, the students will also be graded based on their oral
presentation and their peer reflections. Therefore, the summative assessments will be fully graded, commented on, and

posted the next day after presentations are given.

The assessment of the poster and presentation will give evidence of the students understanding of the anchor texts and
supplemental texts as the students have to take the information and overarching message from The Other Slavery out of
context and make modern day connections. In making successful connections to current society, the students are
displaying their ongoing understanding of The Other Slavery along with the supplemental materials.
4
minutes

Closure
Students will turn in their posters and be reminded that they have the first 10 minutes of the next class to finalize their
presentations. The students will then be asked to return their Chromebooks and prepare to exit.
Extension
It is unlikely the students will fully finish their posters with time to spare for an extension. However, in the case that they
do, I would ask the students to begin their peer review evaluations of the contributions and effort of each group member.

Resources and References (use APA or MLA listing the information from the conceptual framework above
as well as from any other categories where cited a source):
End Slavery Now. 2016, http://www.endslaverynow.org/. Accessed 8 Dec. 2016.
Resendez, Andres. The Other Slavery. Houghton Mifflin Harcourt, 2016.

Attachments: handouts, assessments, etc.

Poster Project
You have finished reading The Other Slavery and the End Slavery Now article. You watched a video introducing you to
modern slavery and the need for awareness. You have also created a document with a summary of a form of modern slavery, a
separate source of research, and an argument for an idea on how to help this injustice.
Your task now is to work in your group of four in order to pick ONE of the forms you researched and create a poster to present to the
class. While you have to provide a rationale with a more concrete explanation of your research and reasoning, the poster should only
contain the MOST important ideas you want to present to your classmates.
Your project should include
A creative poster about an issue pertaining to modern forms of slavery
A researched based solution with supporting details
A rationale for why you believe your solution would be successful
A works cited page on the Google document submission
You will be presenting this to the class! Keep your audience in mind when choosing your ideas!
Criteria
Poster
Solution
Rationale/Research
Presentation
Citations

Group made a creative poster

that clearly presented their
issue and solution
Group created a strong and
logical solution to their modern
slavery
Group used strong research
that directly strengthened their
argument.
Group presented information
clearly and well.
No citation errors

Group made a solid poster that

could have used more details

Group did not put thought out effort

into their poster

Group could have elaborated

on their solution but did create
a good starting point
Groups research was present
but could have connected
more to the argument.
Group needed to prepare
more for presentation
One citation error

Group did not create a strong,

cohesive solution to their problem.
Groups research was vague and
hard to follow.
Group presentation was awkward
and miscellaneous
One or more citation errors