Lesson Planning Sheet - EDUC 360 High Yield Strategies

This is a sample of a completed plan using this template.

https://drive.google.com/file/d/19hZv_cOmxz40n8P2Ol3_ClM8WkiUJkIG/view?usp=sharing

Social Studies Common Core Standard:. 8.2e: Progressive reformers sought to address political and social issues at the
local, state, and federal levels of government between 1890 and 1920. These efforts brought renewed attention to
women’s rights and the suffrage movement and spurred the creation of government reform policies.
* Students will examine state and federal government responses to reform efforts, including the passage of the 17th amendment,
child labor and minimum wage laws, antitrust legislation, and food and drug regulations.
ELA Common Core Standard: 8R5: In literary texts, and informational texts, compare and contrast the structures of two
or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme, or
central idea. (RI&RL)
Central Focus: To analyze and compare and contrast primary source documents from the Progressive Era and come to an
understanding about wealth inequality during this time period and be able to defend the importance of government regulations.
Students have prior knowledge of: Ability to annotate primary source documents, familiarity with venn diagrams, comparison of
texts, writing short essays (2 paragraph responses), will have already read “The Great Gatsby” and have background knowledge of
the wealthiness associated with the 1920s.
Learning Outcomes:
Day 1: Students will identify specific quotes and examples of wealthiness from “The Great Gatsby” by F. Scott Fitzgerald and
discuss examples of poverty in Jacob Riis’ photographs in the Jacob Riis YouTube video.
Day 2: Students will identify examples of poverty in Riis’ photographs and analyze both works to identify wealth inequality and
create a Venn diagram to compare and contrast both works.
Day 3: Students will construct an argument and write a two body paragraph short essay in response to a short answer question.
Differentiation (Based on Case Study 2):
Day 1: Students will learn vocabulary definitions and terms during the Google Slides presentation and will be given a vocabulary
sheet with terms and definitions, as well as visuals where appropriate. In addition to this required vocabulary sheet, students will
receive nonlinguistic graphic organizers on Day 1, specifically a descriptive pattern organizer, which will aid them in remembering
details about vocabulary words and key terms. Students will receive sheets with four bubbles attached to the main idea, but will be
encouraged to add more bubbles/ideas if they find necessary. The teacher will model how to use a descriptive pattern organizer by
giving examples using one of the students’ vocabulary terms and also how to create pictographs with these terms. Students will also
be encouraged to draw pictures in these bubbles, accompanying their word definitions. This combination of descriptive pattern
organizers and pictographs will especially help students like Valeria, who has trouble with meaning-making of English words, but
understands key ideas within the lesson. The vocabulary sheet that contains definitions, terms, and visuals (nonlinguistic) and the
descriptive pattern organizer/pictograph will be helpful tools that will be encouraged to be used by all students during the three lesson
unit and will especially help students like Valeria make meaningful connections to vocabulary terms.

Day 2: Students will review the vocabulary terms and definitions with a teacher-led discussion during the beginning of class using
their vocabulary sheets and descriptive pattern organizers/ pictographics to refer and add on to. Students can keep their vocabulary
sheets out during the lesson. Students will continue to add to their descriptive pattern organizers/pictograph worksheets throughout
the lesson and refer to them whenever necessary. This will help students like Valeria to keep up with the lesson, by having a “cheat
sheet” to refer to if they get lost or confused about terms. These visual representations will help them see their terms, and help them
to create mental pictures and develop abstract concepts.

Day 3: Students will review the vocabulary terms and definitions with a teacher-led discussion during the beginning of class. Again,
students will keep their vocabulary sheets out during class and will be encouraged to refer to them during the lesson, as to keep them
on track and understand the lesson. Students will be required to use at least five vocabulary terms in their short essays to show their
understanding of the terms given. Their creation of sentences including these new vocabulary words will be proof of their learning of
these new terms. This will show the teacher that all students, including students like Valeria have gained an understanding of these
terms, and are able to use them in their writing. This aspect of differentiation will show growth in vocabulary and an understanding of
terms through linguistic and nonlinguistic representations.
Academic Language:
Vocabulary: Vocabulary is the main section we decided to focus in on for this learning segment. Throughout the learning segment,
students will be given appropriate tools and skills to advance their vocabulary. ELLs should specifically benefit from this focus on
vocabulary. Students like Valeria, from case study 2 would benefit from this focus on vocabulary. On day one, students will receive a
list of vocabulary terms/people, including muckraker, Progressive Era, Jacob Riis, urban poverty, tenements, immigrants, “How the
Other Half Lives,” social activism, and political reform. This list will contain both the terms and definitions and visual representations
which will help ELL learners like Valeria with meaning-making of English words. This will also be in the Google Slides presentation
that will be posted for students to reference. Terms from “The Great Gatsby” will also be reviewed, however, students have these
terms and definitions from past lessons and Google Slides presentations that they can look back to if needed. Vocabulary will also be
supported by the crossword puzzle that will be given for homework on Day 1 and the teacher-led discussion at the beginning of each
class session to review vocabulary terms. Students’ vocabulary growth will also be supported by the descriptive pattern organizers
and pictographs that will be created on the first day and used to supplement vocabulary learning, especially for ELL students, who
will benefit by making abstract and mental picture connections to the word-definitions provided. These supplements will be
encouraged to be used daily throughout the lessons, building on the use of new vocabulary. This will also be encouraged through the
requirement of including five new vocabulary terms from these sheets into the two paragraph essay that is assigned on the third day.

Language Function: This lesson will be more focused on the language functions of identify, analyze, and construct. Students will
practice the language function, identify, on day 1 by working cooperatively in groups of 4 to locate 3 quotes from Fitzgerald’s text, The
Great Gatsby, which highlight the wealth of Gatsby and other characters in the novel. Students will discuss these quotes and orally
explain why these quotes highlight wealthiness in the text. Additionally, students will practice identifying on day 2 by finding examples
of poverty in the Riis photographs and Youtube video. Students will then discuss why each aspect that is identified works to underline
poverty in both of these texts. Each of the examples of evidence for The Great Gatsby and Riis’ texts will be recorded by students on
their evidence tables. Students will then practice the function, to analyze, on day 2 by referring to their evidence tables to consider
how each of the examples found in both texts work to highlight wealth inequality during this time period. Students will use their
examples of wealth and poverty from each text to practice the function, construct, on day 2 by creating a Venn Diagram which
compares and contrasts both works, specifically focusing on the wealthy inequality/gap in various characters’ lives in The Great
Gatsby and in Riis’ photographs. Lastly, students will practice this function on day 3 by constructing a 2-body paragraph essay in
which they make an argument about wealth inequality using the quotes and examples they identified from day and 1, in addition to
their Venn Diagrams which located similarities and differences between the two works.

Discourse: Students will be provided with a four paragraph essay graphic organizer to structure their argumentative essay. Each
structure of the essay including topic sentence, body paragraph, and supporting details will be explicitly stated and ordered in the
graphic organizer. These visual representations will work to further emphasize the structure of the essay to ELL students. Students
will also use the Venn Diagrams where they compared and contrasted both works on day two to form the supporting details in each
subsequent body paragraph, pulling either similarities and differences from this Venn Diagram depending on what their argument is.
These resources will act as supports for students to build upon previous knowledge learned earlier in the unit regarding writing
argumentative essays.

Assessments:
Day 1: Students will complete a table in which they will find evidence to support notions of wealth in “The Great Gatsby” and will be
orally assessed with their turn and talks and cold calls after watching the Jacob Riis YouTube Video.
Day 2: Students will complete a Venn Diagram comparing and contrasting both works, which will be assessed by the teacher.
Day 3: Students will construct an argument and write a two paragraph short essay in response to a short answer question prompting
them to compare and contrast both works. This two paragraph essay will be due by the end of the period. The students must
incorporate five new vocabulary terms into their short essay as proof of learning through the nonlinguistic representations provided,
such as the vocabulary sheets and descriptive pattern organizers/pictographs.

High Yield Strategies:

*Each high yield strategy is color coded and can be found this way in both the high yield strategies chart and the lesson
plan template
Similarities and differences: Students will be introduced to comparing and contrasting strategies, such as Venn diagrams on day
two. The teacher will explicitly teach how to use a Venn diagram and explain its use in comparing and contrasting. Students will
continue practicing comparing and contrasting strategies on day three when they will write a two paragraph essay about the
similarities and differences between “The Great Gatsby” and Jacob Riis’ photos in “How the Other Half Lives.” They will practice
comparing and contrasting by filling in the Venn diagram and will be assessed on their usage of the diagram and its application to
their two paragraph essay.
Nonlinguistic Representations: Students will have many opportunities to make use of nonlinguistic representations during this
lesson. They will be introduced to these representations on day one and will continue to use them throughout the rest of the learning
segment. First, they will be introduced to pictures from the movie “The Great Gatsby,” and will discuss three things they’ve noticed.
They will also review photos from Jacob Riis’ “How the Other Half Lives” and gain evidence from these images as well. Students will
be provided with vocabulary sheets that include a visual representation to accompany the word-definitions, that will help ELLs like
Valeria with meaning-making of English words. Another way nonlinguistic representations were incorporated into this lesson plan was
the descriptive pattern organizers and pictographs that the students will be taught how to use through the modeling of the teacher.
This strategy will help students have a better understanding of the new terms provided to them by providing them with organizers,
drawings, and pictures to create their own connections with the terms and write down what they deem important to their own
remembering of the information and terms. The proof of learning associated with these nonlinguistic representations will be the
students’ incorporation of five vocabulary words in their two paragraph essay. This inclusion of terms in their summative assessment
will provide proof of “creation” of sentences including new terms, thus showing they’ve come to understand the terms and create
ideas based on their newfound knowledge.
Summarizing and Note Taking: Students will learn a new note-taking strategy on day one, called informal outlines. On day one, the
teacher will provide students with a guided note packet, including an example of an informal outline that they can reference if
necessary. The teacher will use the informal outline example to show students how it is organized, including an explanation of main
ideas and supporting details. The teacher will model how to use an informal outline by filling out the first section of notes (slide 5 in
the Google Slides presentation) in front of the students. Then, the teacher will guide the students as they fill out the guided note
packet (slides 6-8 and 10-11). Using the guided notes packet to teach students how to take notes using the informal outline strategy
allows students to practice using the strategy while learning it, providing scaffolding to students before requiring them to complete
their own informal outlines later in the lesson.
While the students watch the Jacob Riis video on Day 1, the students will attempt filling in their own notes in the empty section in
their guided notes packet. The teacher will pause three times during the video to guide students through the note taking process. The
teacher will have a copy of the notes that students will be able to view after the video is completed. The students will receive a copy
of the teacher notes after the completion of the video, so they can compare their own notes and find ways to improve their own
note-taking if they struggle.
Questions, Cues, and Advanced Organizers: Students will receive a vocabulary sheet, which will be used throughout the lesson.
Before students begin taking notes using the vocabulary sheet in conjunction with the PowerPoint, the teacher will introduce them to
a skimming strategy that involves previewing and questioning before learning about the main ideas in the lesson. The teacher will ask
students to briefly skim over the vocabulary terms on the sheet (terms such as immigrants, tenements, and urban poverty), paying
specific attention to the pictures next to the terms, capitalization, and word structure. The teacher will tell students they only have 1
minute to skim the sheet and not to get too stressed if they do not understand or know any of the terms. After 1 minute, the teacher
will ask students to write down brief notes about any noticings they made about the words or pictures, and any ideas or questions
that came to mind. Skimming the vocabulary sheet and writing questions will help students to grasp some initial ideas of the
information they will encounter throughout this lesson and will give them a chance to form some ideas about key words which they
will encounter more in depth during the lesson. This strategy also allows students to make connections between pictures and key
words while providing them with access to forge connections between previous knowledge and current content in the classroom.

Slide Number Student Activity
/ Worksheet
Name
Google Slides Students will receive their guided
Presentation note packets and write down their
Slide 2 learning target. They will also discuss
the sponge activity.
The Progressive Students will receive a vocabulary
Era Vocabulary sheet, which will be used throughout
Worksheet and the lesson.After receiving the
Descriptive vocabulary sheets, students will be
Pattern introduced to a skimming as an
Organizers/ advance organizer strategy. After
Pictograph listening to the teacher's explanation
of this strategy, students will take 1
minute to skim over the vocabulary
Questions, Cues, sheets and look over the terms and
and Advanced pictures on the sheet. After 1 minute
Organizers is up, students will write down any
Nonlinguistic questions they have about the
Representations vocabulary or pictures, ideas that
came to mind, or other noticings that
they found during skimming.
Students will also be provided with
their descriptive pattern organizers
and pictographs sheet, which will be
modeled by the teacher and filled out
by the students as they learn about
the new terms during the PowerPoint.
Guided Note Students will receive a guided note
Packet packet, that follows an informal
outline format. They will listen as the
teacher explains the informal outline
Day 1
Teacher In Put Time
The teacher will welcome students and walk 4 minutes
around to make sure all students write their
learning target down. The teacher will facilitate
short discussion about the Covid vaccine and the
FDA.
The teacher will pick a student to hand out the 8 minutes
vocabulary sheets and explain the skimming as an
advance organizer strategy (“We will be using a
skimming strategy today to gain some initial ideas
of the vocabulary we will cover in this lesson. First,
I will give you all 1 minute to look at each of the
terms on the sheet and preview the pictures. After
1 minute, you will each write at least 2 questions
you have about the terms, key noticings you
observed about the pictures or vocabulary, and
any other ideas that came to mind during the 1
minute of skimming”).
The teacher will model how to use a descriptive
pattern organizer and pictographs as a strategy for
nonlinguistic representation for the students and
pause while discussing vocabulary for students to
add information into their sheets.
The teacher will pass out guided note packets and 6 minutes
explain the informal outline format to the students.
The teacher will use the example of an informal
outline format provided on the first page of the
Summarizing and example provided on the first page of
Note-Taking the students’ guided note packets.
Strategies The students will listen as the teacher
explains main ideas and supporting
details and how they work in an
informal outline format. Then the
students will watch as the teacher
models how to fill in their packets,
using the first note section as a
modeling example.
Google Slides Students will take notes in their
Presentation 5-8 guided note packet during the Google
and The Slides presentation. Students will
Progressive Era also fill out information in their
Guided Note descriptive pattern
Packet and organizers/pictographs as they learn
Descriptive new information.
Pattern
Organizers/
Pictographs
Evidence Tables Students will work in small groups
Worksheet and picked by the teacher to foster
Google Slides cultural diversity within the classroom.
Presentation Students will pick three specific
Slide 9 quotes from “The Great Gatsby” that
highlight Gatsby and other
character’s wealth. Students will fill in
evidence tables with their findings.
Google Slides Students will refocus their attention to
Presentation the Google Slides presentation,
Slides 10-11 and where they will continue to take notes
Guided Note in their guided note packet.
Packet
Google Slides Students will watch Jacob Riis
Presentation YouTube video and take notes in their
Slide 12 guided note packets in the section
students’ guided note packets to explain main
ideas and supporting details and how they work in
an informal outline format. The teacher will then
model how to use this strategy when filling in the
guided note packet, using the first note section as
a modeling example.
The teacher will present the Google Slides 6 minutes
presentation and give specific attention to the
vocabulary terms that the students were more
unsure of. The teacher will pause to let students
add information into their descriptive pattern
organizers/pictographs as the students learn more
information about the terms provided.
The teacher will walk around the classroom and 7 minutes
move from group to group listening to students’
ideas and guide them and be available if students
need help.
The teacher will present the information on the 7 minutes
slides.
The teacher will watch the students to make sure 10 minutes
they stay on task and be available for any
questions. The teacher will also pause the video to
(YouTube Video) labelled “Jacob Riis YouTube Video
and Guided Note Notes.” They will format their notes in
Packet an informal outline, which was taught
and modeled to them earlier in the
lesson. They will follow the guidance
and instruction of the teacher, as
he/she pauses to provide examples
as to how to take these notes.
Teacher Notes on The students will be able to copy a
Jacob Riis teacher’s copy of the notes filled in
YouTube Video after the video is completed. The
notes will be put up on the board to
copy. This way, they can see how
their notes should have come out
using an informal outline strategy,
and improve for next time, while still
having the correct information from
the video.
N/A Students will turn and talk to their
partner about questions about the
video.
Google Slide Students will pack up and put their
Presentation guided note packet, vocabulary
Slide 13 sheets, and evidence tables in their
folders. They will also give the
teacher a thumbs up, side thumb, or
thumbs down signifying how they felt
about the lesson. Students will hand
in their guided note packets to the
teacher to be checked on their
informal outline strategies,
specifically with the Jacob Riis
YouTube video.
guide students in their informal outline note-taking
strategy, helping them to fill in the section labelled
“Jacob Riis YouTube Video Notes” in their guided
note packet. The teacher will encourage students
to work on their own during the video.
The teacher will put the completed Jacob Riis
YouTube video notes on the board for students to
copy if they struggled with taking their own notes
during the video. This way, they will still have all
the necessary information and a correct informal
outline.
The teacher will pose questions about the video 5 minutes
and cold call on students after their turn and talk.
The teacher will tell students that further 3 minutes
comparison between these two works will happen should be
tomorrow. Remind students that these papers are reserved for the
important and will help them organize their end of the
thoughts and be able to write their two paragraph period for the
essays that will be due at the end of this week. teacher to wrap
up and prepare
students for the
next lesson and
so students can
pack up and put
their materials
away properly.

Slide Number Student Activity
/ Worksheet
Name
Google Slides Students will take out their guided
Presentation note packet and write down their
Slide 14 learning target. Students will also
take out their materials, including
their vocabulary sheets, descriptive
pattern organizer, and evidence
tables.
Google Slides Students will observe Riis’
Presentation photographs from “How the Other
Slides 15-21 and Half Lives” and write down three
Guided Note things they observed for each photo
Packet and in their guided note packet. They will
Descriptive voluntarily participate during this
Pattern Organizer section to offer their ideas to the
and Pictograph class, which will be added to the
slideshow. Students will add to their
Nonlinguistic Descriptive Pattern Organizer and
Representations Pictograph sheet as necessary and
reference to it when needed.
Google Slides Students will fill out their evidence
Presentation tables under the “How the Other Half
Slide 22 and Lives” column. Evidence can be
Evidence Tables found in observations from Riis
photos, which can be found in the
Google slides presentation and their
guided note packets.
Venn Diagram Students will listen as the teacher
Worksheet explains how to use a Venn diagram.
Day 2
Teacher In Put Time
The teacher will welcome students and walk 5 minutes
around to make sure all students write their
learning target down. The teacher will also quickly
review vocabulary and the Riis video to refresh
students’ memory.
The teacher will present the Google Slides 10 minutes
presentation and prompt students to think about
poverty during the Progressive Era. The teacher
will write down student observations in the
slideshow that students can access and review
whenever necessary through Google Classroom.
Teacher will occasionally pause to allow students
to fill out descriptive pattern organizer and
pictograph sheet.
The teacher will walk around the classroom to 5 minutes
guide students if needed, but this should be done
independently.
The teacher will explicitly explain how to use a 5 minutes
Venn diagram and answer any questions students
Similarities and may have about the comparing and contrasting
Differences chart. The teacher will instruct the students on how
to label the diagram as well.
Venn Diagram Students will receive a Venn Diagram The teacher will instruct the students on how to fill 12 minutes
worksheet worksheet, in which they will work out their Venn Diagram and then will be available
Similarities and independently to compare and for any questions.
Differences contrast how people lived (in terms of
wealth and poverty) “The Great
Gatsby” and “How the Other Half
Lives.” They should use their
evidence tables and guided note
packet, as well as knowledge from
yesterday’s lesson to complete this.
There should be at least 4 differences
on each side and 2 similarities.
N/A Students will turn and talk with their The teacher will observe student conversations 7 minutes
partner to discuss their findings. and correct any misunderstandings. The teacher
Randomly selected students will be will cold call on three students to explain their
cold called after their turn and talk to findings.
present their findings.
Google Slide Students will pack up and put their The teacher will inform students that their Venn 3 minutes
Presentation guided note packet, vocabulary diagrams and evidence tables will be useful
Slide 23 sheets, evidence tables, and Venn tomorrow because they will be beginning to
Diagrams in their folders. They will construct a two paragraph essay arguing the issue
also give the teacher a thumbs up, of wealth inequality during the Progressive Era.
side thumb, or thumbs down
signifying how they felt about the
lesson.
 Day 3
Slide Number Student Activity Teacher In Put Time
/ Worksheet
Name
Google Slide Students will take out their materials, The teacher will welcome students and walk 3 minutes
Presentation including their vocabulary sheets, around to make sure all students write their
Slide 24 descriptive pattern organizer, guided learning target down.
note packets, evidence tables, and
Venn diagrams. Then, they will write
down their learning target.
Google Slide Students will listen as the teacher The teacher will present the writing prompt that 5 minutes
Presentation gives the writing prompt and ask any students will be asked to respond to by the end of
Slide 25 questions they may have about the the period.
assignment.
Google Slide Students will take 10 minutes to The teacher will walk around and check in with 10 minutes
Presentation organize their ideas into an essay students to see how their outlines are going.
Slide 25 and outline.
Essay Outline
Template
Google Slide Students will check in with the The teacher will answer any questions and go over 5-10 minutes
Presentation teacher collectively and ask any any materials the students need more instruction
Slide 26 questions they have pertaining to the on. Teacher will review vocabulary terms with
assignment. Students will review their students and encourage them to pick their five
Nonlinguistic vocabulary sheets and descriptive terms that they will use in their short essay.
Representations pattern organizer and choose which
five terms they will use in their short
essay.
Google Slide Students will use the rest of the The teacher will walk around for the rest of the 25 minutes
Presentation period to construct their argument period and check in on students’ writing. The
Slide 26 and write their two paragraph essay. teacher must be available for any questions.
Similarities and They can ask the teacher any
Differences questions necessary.
Google Slide Students will pack up their materials, The teacher will wrap up the end of class and 3 minutes
Presentation except for their Venn Diagram and inform them that this is the end of the learning
Slide 27 their two paragraph essay. This will segment. The teacher will inform them of the next
be handed in at the end of the period. learning topic as they pack up.
They will also give the teacher a
thumbs up, side thumb, or thumbs
down signifying how they felt about
the lesson.

Learning Experience Plan

Subject: English and History Grade level: 8

Unit: The Progressive Era Length of LEP (days/periods/minutes): 3 class periods

Topic:

Content Standards: (include only standards addressed in this LEP)

Social Studies Common Core Standard:. 8.2e: Progressive reformers sought to address political and social issues at the
local, state, and federal levels of government between 1890 and 1920. These efforts brought renewed attention to
women’s rights and the suffrage movement and spurred the creation of government reform policies.

* Students will examine state and federal government responses to reform efforts, including the passage of the 17th amendment,
child labor and minimum wage laws, antitrust legislation, and food and drug regulations.
ELA Common Core Standard: 8R5:In literary texts, and informational texts, compare and contrast the structures of two
or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme, or
central idea. (RI&RL)
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes (knowledge/skills)
Students will:
Day 1: Students will identify specific quotes
and examples of wealthiness from “The Great
Gatsby” by F. Scott Fitzgerald and discuss
examples of poverty in Jacob Riis’
photographs in the Jacob Riis YouTube video.
Day 2: Students will identify examples of
poverty in Riis’ photographs and analyze both
works to identify wealth inequality and use a
Venn diagram to compare and contrast both
works.
Day 3: Students will construct an argument
and write a two paragraph short essay in
response to a short answer question.
Learning Experience Assessments
Day 1: Students will complete a table in which
they will find evidence to support notions of
wealth in “The Great Gatsby” and will be orally
assessed with their turn and talks and cold calls
after watching the Jacob Riis YouTube Video.
Day 2: Students will complete a Venn Diagram
comparing and contrasting both works, which will
be assessed by the teacher.
Day 3: Students will construct an argument and
write a two paragraph short essay in response to
a short answer question prompting them to
compare and contrast both works. This two
paragraph essay will be due by the end of the
period.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Day 1: Students will learn
vocabulary definitions and terms Students will also receive Students will also receive vocabulary
during the Google Slides vocabulary terms and will go over terms and will go over the sheet with
presentation and will be given a the sheet with everyone else to everyone else to make sure everyone
vocabulary sheet with terms and make sure everyone understands understands the terms and no one is
definitions, as well as visuals where the terms and no one is singled out. singled out. Students may not know all
appropriate. In addition to this These students will likely not know of the terms here and must familiarize
required vocabulary sheet, students all of the terms either. They will also themselves with them. They will also
will receive nonlinguistic graphic receive a descriptive pattern receive descriptive pattern organizers
organizers on Day 1, specifically a organizer and pictograph sheet to and pictograph sheets. They will also
descriptive pattern organizer, which reinforce nonlinguistic be able to use the vocabulary sheets
will aid them in remembering representation throughout the and organizers during class if
details about vocabulary words and lesson. This will help them to better necessary. All students will complete
key terms. Students will receive understand the terms and have the day 1 homework assignment,
sheets with four bubbles attached their own information and ideas to which will reinforce vocabulary
to the main idea, but will be put into their definitions of the learning.
encouraged to add more terms. They will also be able to use
bubbles/ideas if they find necessary. the vocabulary sheets and
The teacher will model how to use a organizers during class to refer to.
descriptive pattern organizer and All students will complete the day 1
also how to create pictographs. homework assignment, which will
Students will also be encouraged to reinforce vocabulary learning.
draw pictures in these bubbles, These students will also contribute
accompanying their word to discussions about terms in the
definitions. This combination of beginning of each class session.
descriptive pattern organizers and
pictographs will especially help
students like Valeria, who has
trouble with meaning-making of
English words, but understands key
ideas within the lesson. The
vocabulary sheet that contains
definitions, terms, and visuals
(nonlinguistic) and the descriptive
pattern organizer/pictograph will be
helpful tools that will be
encouraged to be used by all
students during the three lesson
unit and will especially help
students like Valeria make
meaningful connections to
vocabulary terms.

Day 1 will also include the explicit

teaching of the informal outline
note-taking strategy. The informal
outline example on the first page of
the guided note packet will be
translated into Spanish for the large
Spanish speaking ELL population in
the school. Students will be able to
refer back to these sheets during
class time, using both the English
and Spanish versions to provide
adequate English input, while
ensuring comprehension.
Presenting the strategy in this way
will allow students exposure to
informal outlines in both Spanish
and English. Additionally, presenting
note-taking using a strategy which
focuses on indentation to separate
main ideas will help provide a visual
representation to ELLs who might
struggle to grasp the ordering and
significance of main ideas and
supporting details. This will provide
scaffolding for students as they
work towards summarizing complex
texts.

Day 2: Students will review the

vocabulary terms and definitions
with a teacher-led discussion during
the beginning of class using their
vocabulary sheets and descriptive
pattern organizers/ pictographics to
refer and add on to. Students can
keep their vocabulary sheets out
during the lesson. Students will
continue to add to their descriptive
pattern organizers/pictograph
worksheets throughout the lesson
and refer to them whenever
necessary. This will help students
like Valeria to keep up with the
lesson, by having a “cheat sheet” to
refer to if they get lost or confused
about terms. These visual
representations will help them see
their terms, and help them to create
mental pictures and develop
abstract concepts.

Day 3: Students will review the

vocabulary terms and definitions
with a teacher-led discussion during
the beginning of class. Again,
students will keep their vocabulary
sheets out during class and will be
encouraged to refer to them during
the lesson, as to keep them on track
and understand the lesson.
Students will be required to use at
least five vocabulary terms in their
short essays to show their
understanding of the terms given.
Their creation of sentences
including these new vocabulary
words will be proof of their learning
of these new terms. This will show
the teacher that all students,
including students like Valeria have
gained an understanding of these
terms, and are able to use them in
their writing. This aspect of
differentiation will show growth in
vocabulary and an understanding of
terms through linguistic and
nonlinguistic representations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

Materials Procedures/Strategies

Google Day 1 (add additional days as needed)

Slides
Presentatio Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
n learned) Teacher will pose question: Would you take the Covid-19 vaccine if it weren’t
approved by the FDA? Why or why not? Students will turn and talk to their partners for one
Guided minute and then discuss as a class for one minute. The teacher will then use Google Slides
Note Presentation slides 2-3 to explain the importance of the FDA and how it was created as a
Packet result of the Progressive Era.
Evidence Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
Tables
Students will write down their learning target for the day in their guided note packet using
Descriptive slide 4.
Pattern
Organizer Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)
Vocabulary
Matching Students will receive a vocabulary sheet, which will be used throughout the lesson. Teacher
Homework will explain the skimming as an advance organizer strategy, orally telling students that they
Worksheet will be given 1 minute to skim the sheet and make observations about the terms and pictures
and then will be expected to pose questions, write down ideas, or any connections they had
while skimming. Students will also receive a descriptive pattern organizer to add in their
information about the terms as they learn them about the lesson. The completed sheet will
not be graded, it is simply so that the teacher can gain an understanding about what prior
knowledge or questions students bring to the lesson.

Direct Instruction (input, modeling, check for understanding)

1. Students will listen as the teacher models (using the first note section as an
example)nand explains how to use an informal outline, and explain the differences
between main ideas and supporting details

2. Students will use a guided note packet as a scaffolding strategy to learn how to outline
more efficiently
 3. Students will take notes in their guided note packets as the teacher presents the
Google Slides presentation (slides 6-8) which teaches the students about the Progressive
Era and participate in all activities in the Google Slides (analyzing photos).

4. Students will work in small groups picked by the teacher to foster cultural diversity within
the classroom. Students will pick three specific quotes from “The Great Gatsby” that
highlight Gatsby and other character’s wealth. Students will fill in evidence tables with their
findings.

Guided Practice (how students will demonstrate their grasp of new learning)

Students will also watch a YouTube video pertaining to Jacob Riis and “How the Other
Half Lives.” Students will fill in the empty section in their guided note packets labelled
“Jacob Riis YouTube Video Notes” and try to format their notes using the informal outline
strategy modeled to them earlier in class. Students will add on to their descriptive pattern
organizers and pictographs as needed. The teacher will pause three times throughout the
Google video to help with any questions regarding the informal outline format. At the end of the
Slides video, the students will be able to copy down notes in case they missed anything, so they can
Presentatio practice this strategy without missing any content.
n
Independent Practice (what students will do to reinforce learning of the lesson)
Guided
Note Students will complete a matching vocabulary worksheet for homework to further familiarize
Packet themselves with the terms and definitions.

Evidence Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
Tables
Students will give a thumbs up, side thumb, or thumb down at the end of the lesson to
Venn signify how confident they feel in the lesson.
Diagram
Day 2 (add additional days as needed)
 Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Students will write down the learning target in their guided note packet using slide 15.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

The teacher will lead a discussion about the Riis’ video from the previous lesson, this will
transition into the photos that will be analyzed today. Vocabulary will also be reviewed.

Direct Instruction (input, modeling, check for understanding)

Students will take notes on slide 15 in their guided note packet. The teacher will explicitly
teach how to use a Venn diagram. Students will add on to their descriptive pattern organizers
and pictographs as needed.

Guided Practice (how students will demonstrate their grasp of new learning)

Students will look at several photos from “How the Other Half Lives” and write down three
Google observations they have for each photo. After analyzing each photo, the teacher will write
Slides down class observations in the following slide.
Presentatio
n Independent Practice (what students will do to reinforce learning of the lesson)

Guided Students will independently fill out their Venn diagram comparing the lifestyles of people
Note presented in Riis’ photos and the characters in “The Great Gatsby.” After working
Packet independently, students will turn and talk with their partners to discuss their findings and
random students will be cold called to present their diagrams to the class.
Evidence
Tables Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Venn Students will give a thumbs up, side thumb, or thumbs down to signify how confident they
Diagram felt in today’s lesson.
Essay Day 3 (add additional days as needed)
Outline
Template Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Students will write their learning targets in their guided note packet using slide 24.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

The teacher will facilitate conversation about Venn diagrams, prompting students to discuss
how they are used and what their purpose is.

Direct Instruction (input, modeling, check for understanding)

The teacher will read the prompt to the students and explain how to use the essay outline.
Teacher will refamiliarize students with vocabulary and encourage students to pick five
vocabulary terms to include in their short essay to reinforce new vocabulary.

Guided Practice (how students will demonstrate their grasp of new learning)

Students will fill out their two paragraph essay outline using the two body paragraph section
in the outline.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will write their two paragraph essay using the rest of the class period.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Students will give a thumbs up, side thumb, or thumbs down to signify how they felt about
the lesson and their essay.

References: (e.g. Book, course packet, pg #, complete web address URL)