Green Dot Public Schools Lesson Plan Template 2019-2020

Teacher Name: Daisy Ramos & Judah Pajares Judah Pajares; Subject: ELA; Grade Level(s) 10; Date July 7, 2020

Scope and Sequence (1.1a):

● Describe the content/skills assessed in the summative assessment.
○ Students will be able to identify specific details that support the development of central ideas by
familiarizing themselves with Google sites in preparation to create their own site.

● Where does this lesson fall in the scope and sequence of your current unit/curriculum?
○ Using the Project-Based Learning teaching strategy, students will create content specific informational
outlets based on the Covid-19.
○ Students will create a website.

● How does this lesson build upon previous and towards future lessons?
○ This lesson will build upon identifying specific details that support the development of central ideas by
familiarizing themselves with Google sites in preparation to create their own site.
○ Towards the future, students will strongly support central ideas within their work.
● How do the skills and content of this lesson prepare students for the summative assessment of this unit?
○ By focusing on specific details, students will emphasize their central ideas.
Data-Driven Planning (1.1b):
● What specific data(qualitative/quantitative) have you used to define and determine the needs of subgroups or individual students?
○Exit slip (Google form), students were asked about parts of the lesson, clarifying any possible confusion.
○Exit slip (Google form), students stated one glow from their thoughts about creating their own Google site.
● How has this data-informed instructional strategies to meet the needs of subgroups?
○The Google form data will help future lessons by formulating lessons based on student needs.

Content Standards and/or Common Core Standards (1.2a):

CCSS.ELA-LITERACY.RI.11-12.2

Determine two or more central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

● ELD Standard (to be included but not evaluated for 19-20)

Objective Aligned to Standard(s) (1.2a): Content (nouns), level of cognition (verbs), proving behavior (measurement)

This lesson will build upon identifying specific details that support the development of central ideas by familiarizing
themselves with Google sites in preparation to create their own site.
● Language Criteria for Success (to be included but not evaluated for 19-20)

Proving Behavior (1.2b): The proving behavior should provide the teacher with specific data that reveals the degree of independent mastery for each student.
● What specific criteria (quantitative and/or qualitative) will you use to measure students’ independent mastery of the objective?
○ their collecting of two central ideas they captured from the lesson

Lesson Structure (1.3a) and Cognitive Engagement (1.3B): Lesson structure is sequenced and timed to promote cognitively engaging learning
experiences and enable all students to demonstrate independent mastery through the appropriate release of responsibility.

Key Vocabulary Do Now ( min): 5-10 minute opening routine students can do independently that may aim to build a specific skill (e.g., grammar, mental
math), practice/review content material, or activate prerequisite knowledge.
Google Site,
browse, ● Students will browse and identify the buttons/functions on 1-3 google site examples (links)
identify, provided for them.
● They will then write 5 observations that they made on one or more of the websites in their
functions, project log.
observations
Anticipatory Set ( min): A “hook” that introduces new material by relating students’ experiences to the objective(s) of the lesson,
activating prior knowledge, or developing engagement/curiosity to focus students’ attention on the lesson.

Who, What, When, Where, Why: Students are provided with an overview of the questions that will
be addressed throughout the presentation regarding their upcoming PBL project.
Student Action Teacher Action

● Students will inquire how their potential ● Teachers will question students on
google site will look like raising awareness about Covid-19 in
○ Students will click on one or more their communities.
link that will direct them to an ○ Teachers will provide students
example of what their google site with 3 links to look at and
might look like analyze about what functions
○ They will analyze what are some those exemplary websites
functions they can include in their have and how they can be
own website applied to their own google
○ Then they will record their findings site.
in their project log ○ Teachers will have students
record their findings on a word
● Students will then move into the document, project log, to refer
Chunk 1: introduction of the core lesson: to in futuristic instances.
Time Allotment (min):
○ they will be hooked through a
Level of Cognition: “who,what,when,where,why” slide ● The teacher will introduce the core
☐ Knowledge
☐ Comprehension with potential questions that will part of the lesson:
☐ Application
☐ Analysis be addressed in following slides ○ to spark the students interest
☐
☐
Synthesis
Evaluation
before the exit slip and foreshadow some
Depth of Knowledge: ○ Students will view as well as listen questions that will be
☐ Level I: Recall
☐ Level II: Skill/Concept to the the presentation why answered within the lesson;
☐ Level III: Strategic Thinking
☐ Level IV: Extended Thinking acquiring the knowledge of what the teacher goes over a
they will be creating (google site) “who,what,where,when,why”
while also understanding that they slide with questions regarding
will be placed in groups for this the final project
assignment till the end of the ○ Starting off with the first and
Summer lab course primary question the teacher
will make it clear that students
are to create a google site for
the ELA final project as well
that they will be placed in
groups to complete the task at
● Scaffolds for subgroups – hand.

Chunk 2:
Time Allotment (min):
● Students will recall prior knowledge about ● The teacher will specifically identify
Level of Cognition:
☐ Knowledge
addressing their audience and purpose what is the purpose and who is the
☐
☐
Comprehension
Application
whenever they are to present an targeted audience for this ELA PBL
☐ Analysis assignment/project. final product.
☐ Synthesis
☐ Evaluation ○ Students will review the purpose ○ Teacher will make a
Depth of Knowledge:
☐ Level I: Recall slide as well as hear the pre connection with students
 recorded message by their prior knowledge about all
residential teacher things have a targeted
○ They will review the slide that audience and purpose
broadly introduces who their ○ Then the teacher will go into
☐ Level II: Skill/Concept audience will be as well further detail on what is the
☐ Level III: Strategic Thinking
☐ Level IV: Extended Thinking
purpose for the google site;
“to

● Scaffolds for subgroups –

Teachers will identify items, included in
Students will review items that will be students’ Google sites that inform their
Chunk 3: included in their Google sites with the audience.
Time Allotment (min):
teacher.
Level of Cognition: Teacher will give students the expected
☐ Knowledge due date for their Google site project.
☐
☐
Comprehension
Application
Students will review the expected due date
☐
☐
Analysis
Synthesis
of the overall project.
☐ Evaluation
Depth of Knowledge:
☐ Level I: Recall
☐ Level II: Skill/Concept
☐ Level III: Strategic Thinking
☐ Level IV: Extended Thinking

● Scaffolds for subgroups –

Proving Behavior:
Time Allotment (min):
Students will present with an exit slip in which they The teacher will review the responses from
● Measures independent will provide two central ideas that they received the Google Form exit slip to reflect on what
mastery of the objective.
● Provides specific data that from the pre-recorded lesson central ideas were understood by the students
reveals where re-teaching
may be needed for next
lesson

Closure: Teachers will take this collected data from the

Time Allotment (min):
● Final self-monitoring
● Summary/reflection on the
objective
● Reflecting on prior and
future learning
Students will be asked to provide 3 questions they
exit slip and conclude what needs to be
are still struggling with regarding the topic covered
addressed within the following days to answer
in the lesson: ELA’s final project (creating a google
those confusions and concerns about the final
site)
project