Daily Lesson Plan Format

TOTAL TIME:__about 85 minutes__ Date(s) or Days of Lesson: 2/11/2022

Student Learning Objective(s)/Target(s) and Related Assessment(s):

I can examine my cultural background by activating prior knowledge about monsters to

create a mind map to connect my current beliefs about monsters to my cultural
upbringing.

➔ Language Objective: I can brainstorm ideas for my mind map using specific
language and wording to connect my current beliefs about monsters to my cultural
upbringing.

Standard(s): Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension or expression. (CCSS:
L.11-12.6)

Materials/Resources:
R/W Journal
Writing utensil
Laptops/devices
Mini sticky notes
Markers, colored pencils
Colorful construction paper
Jamboard
Where the Wild Things Are Trailer

Learning Activities

I will give students 5 minutes to prepare for the Vocab Quiz (5 min)
I will facilitate the Vocab Quiz for Week 5 on Gimkit (10 min)

Initiation/Anticipatory Set: (10 minutes)

I will reveal that the upcoming unit will be centered around monsters and the
concept of what it means and what it takes to be a monster. I will give students the next
5-8 minutes to individually interact with a Jamboard in response to the question: “What
do we know about monsters?” I will read over the responses and later create a poster
(for the following day) listing the things they collectively think of and believe about
monsters to be hung in a visible location.

Lesson Development: ( minutes)

I will then play the Where the Wild Things Are trailer. I will have the students
discuss with their small group members whether their ideas and beliefs about monsters
have changed after watching the trailer. I will ask students to elect a “spokesperson” for
their table group to explain their thoughts. During this time, I will challenge and
encourage their ideas using the “What Makes You Say That?” strategy from Making
Thinking Visible (10 minutes).
I will then conduct a mind map mini lesson (10 minutes) in which I will model the
thinking and physical process of creating a mind map that explores my cultural
background, my beliefs and experiences with monster stories, documentation of what
monsters I’m familiar with and where/when I learned about them. Students will include
at least one full sentence that ties their cultural upbringing to their current beliefs and
knowledge about monsters. Students will then create their own maps during
independent work time (25 minutes).
Students will engage in a gallery walk (10 minutes) to view their peers’ maps and
leave comments using mini sticky notes. Notes should include only positive feedback as
the mind map activity is not an assessment that can be graded on a right or wrong
basis-- it’s experience-based.

Closure: (5-7 min)

To close the lesson, I will ask the class as a whole why they think the Where the
Wild Things Are matters to the work we did today, taking responses. I will then introduce
the prompts for their exit ticket: “What did you learn about yourself or others from the
gallery walk?” OR “What monster scared you the most when you were little?” OR “What
monster do you think is the coolest or most interesting? Why?” Students should respond
to these prompts in at least one full sentence and remember to write their name on their
exit tickets.

Individuals Needing Differentiated Instruction: Differentiate instruction for Learners.

Below, pick one modification and one extension. You will fill in one box per row.

Content Process Product Environment

Modifications: Model a the Move desks so
process of that there is
creating a ample space
basic mind around each
map for mind map so
 students who that viewers can
are unable or view the map
unwilling to from a distance
think on a deep if they are
level about the uncomfortable
content, working so
ensuring closely with
opportunity for others
them to get full
credit for the
assessment.

Extensions: Make a point Move desks so

to encourage that there is
students to be ample space
artistic and around each
elaborate in the mind map so
creation of their that students
physical map-- who work faster
play to the than others
strengths of have space to
artistically- leave feedback
inclined on more maps.
students and [1]
those who
work faster
than others.