EDSC 330 Strategy Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you prefer to use the full EDSC
Lesson Plan Template for this assignment, you are welcome to do so.

Names: Lindsey Mullen Subject Area(s): English

Lesson Topic: Empathy Grade Level(s): 9-10
Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics,
texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.W.9-10.2.B: Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.

Content Area Standard(s):

Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone

English Language Development (ELD) Standard(s):

SL.9–10.1, 6; L.9–10.3, 6: Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics
SL.9–10.4–6; L.9–10.1, 3: Expressing information and ideas in formal oral presentations on
academic topics

Lesson Objectives & Supports

Content objectives:
 Students will be able to make connections and associations from the topic to their
own prior knowledge.
 Students will be able to develop their existing knowledge by analyzing an author’s
perspective on a topic.
 Students will be able to share their knowledge and create meaning by listening to
the views of their peers.

Literacy objectives:
 Students will be able to brainstorm ideas independently as they rely on their prior
knowledge.
 Students will be able to read and understand a passage, which will extend their
knowledge of the topic.
 Students will be able to transfer new knowledge and apply it to their understanding
of the essential question.

Academic vocabulary:
Tier II (General) associate, brainstorm, analyze
Tier III (Domain specific) theme, interpret, rhetoric
 Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed
Academic Instruction in English):
 Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
 Be sure to include a reference (author, date) for each strategy.

LINK (Buehl 2017): Students will be tasked with creating a web of associations on the topic
at hand. After knowing the topic, students will independently brainstorm, and come up
with 2-3 associations. This initial task serves as the ‘list,’ (L) as students their associations.
Students will then write questions they have about the topic, at the ‘inquiry,’ (I) section.
This is a place where students can generate ideas/reveal what they do not yet know; yet
yearn to know. Next, students will share their existing knowledge. One student will be
asked to elaborate on their association to provide additional context, this is also a method
to see where students’ prior knowledge about the topic begins. Students will then read an
excerpt that is meant to extend their meaning of the topic. Students will then ‘note’ (N) 1-2
associations from the text that expanded their comprehension of the topic. Once again
students will share how their knowledge was expanded, and the teacher will fill in any
knowledge gaps and make ambiguities clear. I will give the definition for empathy and
provide a quick ‘recap’ of what they read. Students will then write one sentence under the
‘know’ (K) section of the handout.

Assessment: How will you know if students met your objectives?

For EACH content and literacy objective listed above, indicate how you will evaluate if
students met the objective. These assessments might include formal and informal
assessments, individual or group assessments, oral or written assessments, in- and out-of-
class assessments, etc.

I will be able to assess that my students met the objectives by looking at the (K) know
section of their web. The (K) section of the web should result in knowledge about the topic
being extended so students will be able to take on the next step: understanding the
essential question. The sentence students write in this section should display a knowledge
of the topic and readiness to continue learning. If this is not evident, I will ensure to
properly define and assist students to get to this point in their learning.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does
I will introduce the topic and task to my students by
writing the word “empathy” on the white board with a
circle around it, (creating a web). Students will also
have a copy of this (hard copy, or tech-friendly version
they can edit). I will have handed out/emailed the
passage from Just Mercy on student desks, but
5 mins students will not yet read the passage. I will then ask
students to brainstorm associations regarding the topic
on their papers. After doing so, students will share with
the class. I will write down some of the associations the
students have made. While students are doing this,
they will also be asked to write down questions they
have about the topic.
Lesson Body
Time Teacher Does
7 mins I will then ask students to flip over/pull up the passage
and I will read the first paragraph to them as they
Student Does
Each student will be given a copy of the passage and
web chart that they are expected to fill out. Prior to
reading, students will fill out the L (list) section of their
web. Students will then share with the class some of the
associations they have made. Next, students will write
down a few questions they have about the topic in the I,
(inquiry) section of the web map.
Student Does
After sharing, students will listen and follow along as I
read the first paragraph of the passage. Students will
 follow along. Students will then continue reading
independently, I will encourage them to use this
moment to practice annotating (highlighting, circling
key points, etc.) but it is not mandatory. As they read, I
will ask students to note (N) how their knowledge has
expanded. I will explain that the purpose of noting new
understandings of the topic is a way for both me (the
teacher) and them (the students) to measure if they
have met my objectives.
then read the rest of the passage and continue to add to
their LINK chart under the N (note) section. Students will
note new understandings about the topic. The notations
they make can be as simple as a bullet points, or
sentences. If they find answers to the questions they
wrote under inquiry, they can connect the notation to
the answer.

Lesson Closure
Time Teacher Does
In the last few minutes of this mini-lesson, I will have
the students share with me the new knowledge they
have developed. I will give the definition of empathy
3 mins and provide a quick recap of what they just read.
Students will turn in the web map worksheet via
GoogleClassroom/an exit ticket when they walk out the
door.
Student Does
Students will share new knowledge they have learned
about the topic. Students will write down the definition
of the topic under the K (know) section of the web map.
Finally, students will write a quick one sentence about
the topic that shows their mastery of the concept.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your lesson.
Use APA format for any citations, and attach copies of any handouts or other print
materials used during the lesson.

Citations
Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed.). Stenhouse Publishers
Stevenson, Bryan. (2018). Just Mercy (Adapted for Young Adults): A True Story of the Fight
For Justice (EDITION). New York & Grau.

Handouts
LINK Web Map

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: For emergent bilingual students, I would have the text translated
into their native language, as well as provide a copy in English. I would encourage
the student(s) to read the English version, but if they face trouble/have
complications, they would be able to refer to the version in their native language for
more clarity. I would also provide the verbal instructions that I am going to give
written down for them, doing this will hopefully give the student(s) the best chance
at comprehension of the task.
Striving readers: Striving readers will have the chance to be paired with another
student where the two will take turns reading out load to one another.
Students with special needs: For a student with special needs, I would adapt this
lesson for them to be something that can be done with no writing, or no speaking—
depending on their needs. If the student is unable to write/read, I would create a
version of the assignment where they can talk-to-text in their answers. I also think a
great way of getting this student involved is creating a voice over with me reading
the text to them. Not only will this allow for the student to become engaged with the
text, but it is also a way for me to build my connection with the student.
Advanced students: For an advanced student, something I would have them do is
create a dual web map that has both the topic of empathy, and the topic of injustice
(which would be the next lesson). Because the essential question as students to
understand both empathy and injustice, comparing the two simultaneously would
result in a faster pace examination of the topics. This would also be a way to
introduce the advanced students to the essential question faster, which would allow
for more higher order thinking to occur when reading supporting texts that are
apart of the quad text set.