Homework Assignment #10

Lesson Plan Template

Name: Grade:
Kelsie Moeggenberg 9th

Subject: Written Expression/English Skills/ Students will be able to

Standard: CCSS.ELA-LITERACY.RI.9-
10.2
Determine a central idea of a
text and analyze its
development over the course
of the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective
summary of the text.
Objectives: annotate a text and find the
emerging central idea that
Temple Grandin states
throughout her essay.
Students will continue to
find deep meanings and be
able to identify and connect
evidence to develop their
own central idea emerging
from Animals in Translation.
Materials:  Printed copy of
Animals in
Translation
 Topic Idea Tracker
Tool
 Pencil and/or
Highlighter
 Chromebook

Introduction:
I will have the students think back to a time where they were frustrated because someone
was not understanding what that student was trying to get across to their teacher. For
example, if that student had a question about material in English class and the teacher tries to
help but the student still does not understand, how frustrated will they be afterwards of still not
understanding the criteria/material?

I will share the YouTube video that demonstrates a child with autism perspective to further
engage my students. Can you make it to the end? - YouTube

I will help the students recall what time they arrived at an event and might have noticed
someone with an impairment or disability. I will ask the students if anyone is related to or
friends with someone who has been diagnosed with autism.

I will then state that they can open their chrome books from their desks. We all will use five
minutes to get into three-person groups and use groups as the opening activity. I will ask
them to come up with a list of five facts they have learned about autism. I will keep walking
around while they have five minutes to write down their answers and visually see if any
students are confused about the disorder. I will get down to their eye-level and assist any
student.

Lesson Activities/Plan (include three strategies):

I DO: After sharing some facts from each of the group’s findings about autism, I will introduce
the text, Animals in Translation.

I will emphasize how Temple Grandin who is listed as the author, is actually diagnosed with
autism. I will introduce that Grandin believes her autism helped her develop a special
perspective to connect with animals.

I WILL demonstrate how to annotate the text and how to find the central idea that keeps
reemerging. I will demonstrate how to find supporting evidence, how to find the central idea
that keeps reemerging, and how to connect the ideas together.

Each student will have a copy of Animals in Translation and a copy of the Central Ideas
Tracking Tool as a physical copy and will also have access to each document online.

Students will also be able to access the audio book if student is a verbal learner. Listen Free
to Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior by
Catherine Johnson, Temple Speaker Grandin with a Free Trial. (audiobooks.com)
WE DO: After viewing the students’ different strategies used to find their central idea, WE AS
A GROUP will work on pages three through six together. I will have three students
demonstrate their different techniques that they used to find evidence to support their central
idea because this could help other students develop different ways to highlight, annotate
texts, and how to find the emerging central ideas from any type of text.

As these students are sharing, I will keep in mind and observe what techniques helped others
more than what my techniques did. It is important to alter lesson plans if there are strategies
that are more helpful to my students.

I always ask my students to verbally share their findings and ideas because this helps them
publicly speak aloud, practice fluency, and can help develop confidence. This will help the
student communicate their ideas instead of just visualizing their strategies, they will verbalize
their processes as well and can help other students in my secondary English class.

YOU DO: I will wrap up the lesson by explaining the YOU DO Activity. The students will
receive another topic tracking tool sheet. They will be required to stick with one central idea
and find four extra pieces of evidence that supports their reasoning for that one central idea.

The activity will be at-home practice, so they have some independence. They will fill out the
charts with pages numbers, evidence, and reasonings. This will assist them for their
upcoming Unit Test when they will be required to write a paper about their central idea.

I will remind them they can use their Jam Boards (online whiteboard) to record their thoughts
and ideas through this process.

https://jamboard.google.com/d/19Rm_4_4pd9DrcEt2eB4Vxt2P7d4auJeUZglzVTEvSac/edit?
usp=sharing

Conclusion:
I will be able to see if I matched the lesson objective if a majority of the students grasped the
learning objective during the “WE DO” class activity and within their Topic Tracking Tool. I
also encourage students to write on their Animal in Translation text packets or in their Jam
Boards so they do not forget important ideas they may have had while reading. I also offer
time for them to critique the lesson and if they liked the reading material. This is a way to
keep my teaching strategies updated with the current students in my classroom, and to
always be altering my plans so each student learns effectively with all resources provided.