HSOE Lesson Plan Template

WEEK 4 LESSON PLAN: Vygotsky and Bruner Lesson Plan

Group Members: Kate Carlberg, Jaime Boatwright, Gracie Bishop, Naimah Zarif, Leroy
Mealancon

GRADE Grade 11-12

SUBJECT Reading; Literature; Theater

Excerpts from chapters 39-42 of the book Alexander Hamilton as well as prior knowledge of
Hamilton the musical will facilitate a lesson that follows our overarching theme of how to think
critically about concepts of control, power, and who has a say in what one becomes in this life
and how they become that.

This theme will be explored in the guided practice by playing a lightning round of Hamilton
LESSON SUMMARY BINGO. This will help in assessing student comprehension levels of factual events as well as
overall themes from the book and musical. A debate driven independent practice will be another
chance to assess student mastery of both the book and the musical.

After the guided and independent practice, students will end the lesson by applying themes from
the activity to contemporary social events in their journals to illustrate mastery of the day's topic.

Our lesson plan is supported by Vygotsky’s theory of the Zone of Proximal Development.

- The Zone of Proximal Development is commonly used in lesson plans. One of the most
widely used considerations of the ZPD in lesson plans is scaffolding Scaffolding ensures
that students of all comprehension levels are assessed and considered for in the making
of daily lesson plans (Blunden, 2011). Our lesson plan is scaffolded, our differentiation
section can point to an example of this scaffolding.

- The Zone of Proximal Development asks that educators guide students in their lesson
How is Theory applied in
plan activities as well as giving them the chance to practice new knowledges on their
this lesson?
own. Our guided practice ensures that students will be helped, with a BINGO gaming
recalling prior-information from their book. The teacher will assess and help students in
answering questions (Blunden, 2011).

- The independent practice will also implement characteristics of the ZPD. Students will
not only work alone, which is vital to show student independence, but they will also be
working in groups that are made up of individuals with all comprehension levels. ZPD
theory suggests that peer to peer work and guidance makes sure that all knowledge stays
within the zone of proximal development. The ZPD suggests that knowledge or

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 assessments outside of it can cause harm in advancing to the next stage of stability, in
relation to cognitive process theory (Blunden, 2011).

APA citation:

Blunden , Andy (2011). Vygotsky’s Theory of Child Development,

www.ethicalpolitics.org/wits/vygotsky-development.pdf

OBJECTIVE.
What will your students be able to do?

At the completion of this lesson, students will be able to navigate the usage of different forms of media in order to complete
their research.
Students will have a comprehensive understanding of historical documents and be able to interpret the effect they had on
history as well as current events. In addition, they will have the ability to utilize the historic facts they have learned in addition
to their own interpretations and feelings about what these events have done for Americans, within a debate setting.
Articulating what they have learned, utilizing text and film.
Students will have a mastery of journaling their findings and research to accurately answer questions. By the end of the lesson,
through review and discussion of a given text, I will determine central ideas, cite, and locate supporting evidence with at least
80% accuracy, thus scoring at least 4 out of 5 on a grading rubric.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

How will you know whether your students have made progress toward the objective:

Cold Calling: During the beginning of class, I will be “cold calling” or rapid fire questioning students at random. This will
allow me to be able to assess their current standing in relation to the text and media.

Observational Assessment: I will be utilizing an observation based assessment during the debate portion of the lesson. It will
be graded based on their participation in the debate as well as their notes taken while preparing for the debate portion. It is
proportionate to their role within the debate, i.e. moderator, scribe etc.

How and when will you assess mastery:

Journal Entry: Student’s will take the last five to ten minutes of class to write a journal entry that displays their mastery of the
lesson that day and their newly gained insights from the text. These will be read to see if the student has displayed mastery of
the lesson topic and textual insights.

COMMON CORE
How will you address Common Core standards?
CCSS.ELA-LITERACY.RL.11-12.2

Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)

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CCSS.ELA-LITERACY.RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as
well as in words in order to address a question or solve a problem.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.

EL: Provide a copy of PowerPoint with visuals. Ongoing informal assessment to check for understanding. Differentiated
homework/classwork, including text or verbal response submitted in native language. Handouts with graphics. Offer translator,
if applicable. Text provided in native language, if available.

SN: Use of visuals; Digital lesson (self-paced w/playback); copy of PowerPoint w/visuals; Text frontloaded w/Ed. Specialist -
discussion points drafted into written form (used in discussion).

At Risk: Provide audio version of text. Allow verbal answers during one-minute essay assessment rounds. Use small groups to
break up discussion of text into small sections. Meet with students at the beginning of the group to assess prior-knowledge.
Pre-teach and highlight potentially difficult vocabulary and concepts.

Gifted: Pre-test for prior knowledge and then present a quick mini lesson to the small group that tackles the most difficult
points of the lesson first.

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous &
future lessons?
How will you engage students and capture their interest?
TIME Gracie and Kate STUDENTS
TEACHER - Students will sit down - Teacher to student call
10 What: Inform students that the lesson is about to and will give their full and response.
attention to the - Use of PowerPoint
start. lecture/activity. with quotes and visuals
- Students will engage to enhance student
How: Ask students to take out journals and with the teacher learning.
homework to front load the topic of the day. during the call and - Printed copies of the
Conduct a quick call and response quiz to check in response quiz. PowerPoint (in
on the information learned in the previous lesson. A - Students will turn multiple languages)
PowerPoint will be presented showing quotes from their attention to the - Audio version of
PowerPoint and will PowerPoint (to
the book Alexander Hamilton:Ron Chernow as ask questions (if accommodate hearing
well as what the daily objective is which students applicable) at this challenges)
will record in their journals. I will ask for a quick time. - Journals
cold calling (i.e. randomly calling on students) on - When instructed,
whether students understand that tasks for the day. students will take out
their journals and
Importance/connection: I will illustrate to the participate in the
journal activity.
students that today's lesson plan stacks onto - Students will listen to
readings we’ve digested before and will apply to the activity overview
future readings. I will inform the students that it is and will ask questions
important that they understand the topics in today's if confused.
lesson because they will need to show mastery of

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 the text while they are journaling at the end of the
day. That journaling will be graded. Their active
participation in class will also be graded using
observational assessment during the independent
and guided practice.

Engage students/capture interest: I will present an

activity that is interactive and engaging. It will
relate to their personal life and social experiences.
The activity will have ties to contemporary social
happenings. The end of the class reflection and the
homework will allow the student to engage with
real world scenarios of power and control and relate
them as they are evident in the readings from
Alexander Hamilton: Ron Chernow

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Engaged/Interested/Student’s taking in - Students will listen - Use of video clip
10 information: After briefly engaging with students and remain focused. from Hamilton .
over quotes from the book in the first few minutes - Students will watch
- Use of a notebook
the video and will
of class, a video snippet from Hamilton the Musical for Cornell notes.
take Cornell notes on
will be shown. This is to introduce new media in what “control” means - Teacher to student
tandem with their text book Additionally, this clip is in the viewed clip. question and answer
introduced in tandem with our book Alexander - If applicable, students (If applicable)
Hamilton by Ron Chernow to facilitate a place will ask questions
where students can actively and critically think during this time.
about themes across various sources. I will say: - Students will once
again listen carefully
- “Class, now that we’ve warmed up we are
to the activity
- going to move onto watching a short instructions.
segment from Hamilton. I want you to
think about the word ‘control’ when
watching this clip. Additionally, recall
some specifics from the excerpts you read
in Alexander Hamilton and write them in
your Cornell Notes. Then we will move
onto our guided practice where we will
engage as a class together over the reading
and this video segment.”
-
I will put on the video: _______(do/can we find one
for alexander hamilton?)

Key Points/Actively taking in

information/accessible to all students: I will be
sure to address differentiated students by ensuring I
speak clearly, PowerPoints will have text written of
what I am saying so everyone knows what to
expect.

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 Potential Misunderstandings of instructions: I will
be sure to speak clearly and avoid misunderstanding
of materials and instructions by calling on students
at random during instruction to repeat what my
instruction just was.

Potential Misunderstanding of video/information:

I will be sure to ask students to concentrate on both
covert and overt instances of control and power this
week -- wanting to make sure that they are able to
tell the difference as the entirety of the module is
focused on being able to think critically about the
theme of power and control, which requires the
ability to separate overt and covert instances of
these themes.

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Expectations, opportunities to practice, engaged - Students will - BINGO answer
15 and interested: After introduction of new material, remained engaged and squares.
I will say: will intently listen to
- Use of peer to peer
the instructions
- “Class, great job on your quick responses learning (community
provided by the
regarding the previous nights homework. teacher. learning).
Our first activity today is going to be - When instructed, - Use of quick
shorter than normal, it will last ten minutes students will join their comprehension
in total. We are going to play a lightning groups to participate check (bingo
round of BINGO, with only 8 questions in the BINGO activity).
asked. These questions will be based on activity.
- Use of student to
- Students will strive to
excerpts from the book you’ve been teacher question and
work effectively
reading, Alexander Hamilton as well as the together in order to answer (if
musical. You will have a ‘FREE’ square in answer the questions applicable).
the center to start with. You will see the asked to the best of
‘answers’ to my questions spread across their ability.
the squares of the BINGO grid. When I - If applicable, students
call out a question, look on your grid and will ask questions
regarding the content
pick your answer, the first team to BINGO
covered in the BINGO
wins, on the condition that I check their activity.
answers and they are correct. This will be - Once the activity is
done in groups of 2 with someone sitting over, students will
near you. regroup and return to
being focused on the
A Question Example: “Ok class, this question next activity.
comes from your reading: Who killed Philip
Hamilton and in which manner did he die?” GO!
Answer in Square: George Eacker.

The 10 minute lightning BINGO game will begin.

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 Behavior, performance, scaffolding, mastery: I
will be sure to equitably ask questions and
reformulate questions or answers as needed per
student. Questions and answers will change
depending on displayed levels of comprehension.
INDEPENDENT PRACTICE ( 25 minutes – suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME STUDENTS
TEACHER
25 - Use of note paper.
- Students will remain
Expectations: Knowledge of the material showing focused and engaged
mastery with participation in debate: I begin the in their groups.
last activity with twenty minutes remaining. - Independently, groups
Students will be placed in one of two groups; the will discuss the topic
in relation to the
classroom split evenly into two. On the board I will theme.
have written the subject of debate; “Was Alexander - Each student will
Hamilton the most important of our founding show competency
within their
fathers?” I will say: participation
● For our last activity of the day, you will - When instructed,
meet with your groups for five minutes students will turn in
and discuss your side of the debate, yes or their notes to the
teacher.
no, Alexander Hamilton was the most
important of our founding fathers. Please
use your own understanding of history,
your materials and one another’s thoughts
to determine and prove your point. Don’t
forget the overall theme of the unit! How
does this apply to and fall under the theme
of control? I will also be collecting your
notes and brainstorming, in addition to
assessing your participation.”

Extensions: Large groups, collaborated expression,

inclusion of supplemental text, video.

I will end the last activity and say:

- “Nice work everyone! I will be collecting
your notes now. We are going to journal
for the last 5 minutes of class. Please put
your desks back and look at our
PowerPoint for your closing prompt.”

CLOSING ( 5 minutes – suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the
objective?

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TIME TEACHER STUDENTS - Teacher to student
Summarize what they learned, significance, - Students will shift question and
5 mastery: It is time for students to get out their their focus to the response (check
journals and answer one last question that relates instruction provided in’s).
and summates the topic of that day's lesson. I will to them by the - Use of PowerPoint.
say: teacher. - Journals
- “Class, great job! How are you feeling? - Students will pay
Right now, in our last five minutes, I attention to the
would like you to look at our PowerPoint PowerPoint and will
and see our last prompt. Notice that I’ve listen to the
asked you to reflect on either scenes or instructions for the
overall impressions from Hamilton the closing activity.
musical or our Alexander Hamilton book - When instructed,
and free associate some ideas on how students will take
themes from these pieces reflect out their journals
contemporary events. and will respond to
the closing
Class will end. The students will know that these question.
journals are turned in every Friday and graded and
given back by Monday to start the new week. This
is how students will display mastery of the subjects
presented during the week.

HOMEWORK (if appropriate). How will students practice what they learned?
Read the following article from the top to about midway where you will see a large title “How Six Succeeds Where Hamilton
Falls Short” -- if you read the entire article and provide examples in your homework journal reflection you can earn extra
credit but the entire article is not required.

As implied, write a journal response to the article provided and draw comparisons or differences with both the book Alexander
Hamilton and the musical Hamilton.

Article: https://tokentheatrefriends.com/2020/07/17/putting-the-poc-in-the-period-drama-from-hamilton-to-six/

APA citations

Blunden, Andy (2011). Vygotsky’s Theory of Child Development, www.ethicalpolitics.org/wits/vygotsky-development.pdf

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