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

Name:Jacob Roth
Lesson Title: Geronimo part 2
Grade Level: 11th
Lesson Goals
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
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.
This lesson builds towards the Socratic seminar in the next lesson, which will connect Geronimos tale to the students person
opinions on Native American slavery.
This lesson introduces students to Geronimos Story of His Life, which is Geronimos autobiographical account of his life in the US
Southwest and Mexico.
List the title, author, and write a short description of the text(s) used in this lesson.
The Other Slavery by Andrs Resndez
Resndez builds the case that mass slavery was one of the largest factors in the decimation of Native American populations, tracing
the history from first contact by Columbus through the nineteen century and looking at the effects and fallout in the contemporary era.
Geronimos Story of His Life, by Geronimo, taken down and edited by S.M. Barrett
Famed warrior and leader Geronimo of the Apache tribe tells his story of living and fighting in the US Southwest and Mexico, including
the end of his life spent as a prisoner of war.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
This lesson focuses on student-generated questions, or inquiry-based learning. This body of research also
contends that for learning to occur people must not be passive recipients. Rather, the learner must be actively
involved in the learning process. This is because when we are simply exposed to events and information (as
opposed to acting on them), our brains and bodies are not much affected (WNCP, 2011, p. 4) Deep conceptual
understanding involves actively adapting and testing ideas, concepts, and processes within new contexts

(Friesen 12). This is essential to what the students are doing in this lesson: generating questions that let them
test ideas and process their writing from the previous day in the context of the new information they gain from
Geronimos Story of His Life.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CC.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
CC.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.

Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
Students are building towards a Socratic seminar in which they defend their position on a contentious question in lesson 3. Standard
1 refers to inferences and evidence, both of which students will need in the Socratic Seminar and both of which are needed for the
objective in this lesson.

Materials/ Instructional Resources:

Paper/pencil for students
Chromebook for E-text

*Learning Objectives (Add additional objective boxes as

needed):

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

Understanding:

Objective 1: Students will be able to argue a claim about

Geronimos beliefs with evidence from his autobiography.

Related Assessment: Student-generated questions

Explain the Assessments Alignment with the Objective:

Question generation is itself a powerful learning activity,
so the quality of the questions that students generate
will be a good metric for what they understand. The same
goes for their answers to other students questions when
they exchange sheets with other groups.

Describe the form of Student feedback that accompanies

the assessment: Teacher may use questions during the
socratic Seminar, checks the answers that students
provide, and can hand them back afterwards with written
comments.

Objective 2:

Related Assessment:

Explain the Assessments Alignment with the Objective:

Describe the form of Student feedback that accompanies

the assessment:

Lesson Considerations
Pre-Assessment: From beginning of the unit and they will be using materials and information generated in the last lesson.

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.)

Students are somewhat familiar with question generation, and are definitely familiar with Costas Levels of Reasoning from earlier
classes.

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 who are involved in extracurricular clubs such as student government
or newspaper, and some who are involved in the school musical.
Misconceptions:

Language Objectives and Demands

Identify a Language Function:

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:

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:
We have one student with an emotional disorder. This student will be warned about the content in advance so they will be able to
process it in time to do the assignment. They will also be allowed to take breaks if they are overwhelmed or too anxious at the
moment to complete the assignment. They will have a say in their seating to reduce stress. Finally, they will set up goals with the
teacher outside of class. They will be granted extensions when necessary to create an academic plan that allows to success without
the buildup of anxiety. The special education teacher will be consulted when making accommodations, and will check with the
student to make sure the accommodations are working and modify them if necessary.

Accommodations for students who are not proficient uses of Standard English:

Students are in small groups, so they can be supported by their peers if they are having trouble. They will also have the
texts available to read, and many ELL students are better at reading than speaking English. Those who are in particular
need of help will be purposely grouped with higher-performing students.

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.

Students are primarily working in groups from yesterday. These help support struggling readers and provide continuity between
lessons. The teacher is able to move from group to group, providing help where needed, and can check for understanding as the
questions are created and the groups exchange sheets.

Time

*Lesson Plan Details

Lesson Introduction

5 min

20
min

Pass out texts of Geronimos Story of His Life. Have students group up in their groups of yesterday, pass back their
narratives, and ask them to reread.
Learning Activities Students read chapter 6. They may do this in any number of ways that suit them: individually, partner reading, or
small groups. Groups reading aloud should do so quietly and unobtrusively.
Teacher should point out that the town that Geronimo calls Kas-Ki-Yeh is called Sonora in The Other Slavery, on page
237.

10
min

Still working in their small groups, students should write five questions they have for Geronimo about this section, as though
they had the opportunity to interview him. Questions should focus on level 3 of Costas levels of questioning: that is,
questions that probe into the why or a text, applying information theyve learned.

10
min

Students should exchange papers with another group and attempt to answer the questions, citing evidence from this source
or The Other Slavery.
Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.
The creation of questions that encourage a higher level of thinking is itself a complex task that requires students to have a
deep understanding of the text. Answering other students questions will also encourage that deeper understanding of a text,

and the teacher can see all of this in the question sheets that are collected at the end of the lesson.

2 min

Closure
Collect question sheets and prep students for next class: Socratic seminar.
Extension
Exchange questions with another group or write more questions.

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):
Friesen, Sharon. Inquiry-Based Learning: A Review of the Research Literature. Galileo.org. Galileo Educational
Network, June 2013. Web. 12 Dec. 2016.
Geronimo, and S. M. Barrett. Geronimos Story of His Life. N.p.: Duffield, 1906. Geronimo's Story of His Life. Ibiblio.
Web. 15 Dec. 2016.
Resendez, Andres. The Other Slavery: The Uncovered Story of Indian Enslavement in America. Boston: Houghton
Mifflin Harcourt, 2016. Print.

Attachments: handouts, assessments, etc.