Name: Shane Miles Date lesson taught: 05MAR2020

Content Area: English/ Language Arts

Course Title & Grade Level: Eng10B – 10th Grade
Standards:
W3.b – Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
W3.c – use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.

Objectives:
Content— W3.b – Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
W3.c – use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.
Language— SWBAT double entry diaries to record elements that develop characters by working alone to
write in two sections of double entry diaries for the American Industrialized Present and the Native American
cultural past. Students will record 2-3 details for each segment on the double entry diary.
Action = write/record, condition = using details from the reading, criterion = write/record 2-3 details per
segment.
Student-friendly— I am learning to use double entry diaries to show character’s thoughts and feelings and
themes for settings.
Assessment: Formative, students in their pod groups will write and revise narratives based on scenarios
provided. Students will turn in their narratives at the end of class.
Proactive Management: Teacher reviews class expectations on respectful communication and working
collaboratively. Teacher will periodically check in with each student to reinforce expectations and maintain
proximal management.
Instructional Strategies: Cooperative Learning (writing and revising in groups), direct instruction, and Peer
revision groups.
Note Taking Strategy: Take notes using a Double Entry Diary, pens/pencils, laptops, etc… and Students
will use each other’s feedback for revision.
Questions:
What is dialogue? Why is it important to use dialogue in a story? How can we evaluate if the dialogue is
necessary? What is the character feeling and how can they show it with out saying “I’m feeling…”?
Anticipatory Set: Discuss narrative lesson from yesterday and discuss why dialogue is important to show
character’s feelings.
The Lesson:
A. Mr. Miles will discuss VMT and the agenda for the period. (2min)
B. Discuss skills necessary for writing narrative essays: dialogue, transitions, and descriptions. (5min)
C. Students will work individually and read the poem making sure to record details from the poem in the
double entry diary.
D. Students will then begin writing a Narrative essay from the perspective of one of the characters in the
poem (in the industrial present) or write a narrative from a character that would have practiced the cultural
that the father was missing. (30min)
Closure: Students will submit their narratives in classroom.
Procedural— students will turn in their work, ensure their pods are tidy, and put away their text books.
Content Summary—
References:

Beers, K., Hougen, M., Izquierdo, E., Jago, C., Palmer, E., & Probst, R. E. (2020). Hmh into Literature.
 Orlando, FL: Houghton Mifflin Harcourt.

Burke, J., (2013). The Common Core Companion: The Standards Decoded. Thousand Oaks, CA: Corwin

Literacy

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?
Students were put into groups to help establish a collaborative learning environment. Groups were set up
to ensure students who understood the content were paired with students who needed some assistance.
Students will peer edit each other’s work to ensure they are independent but also take responsibility for
each other’s success.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
The different ways to assess were: written reflection, and note taking that could utilize pictures and
illustrations, sentences or short answer. Students will also be assessed on their ability to convey character
emotions without using “I feel statements”.