Edu 412 Disciplinary Literacy Lesson Segment

EDU 412 – Disciplinary Literacy Lesson Segment Template
Directions: See Assignment Sheet and rubric on Canvas for details.
Lesson Segment Checklist:

o 3 complete lesson plans
o Attach Summative Assessment Evaluation Criteria
o Attach all Instructional Materials
o Write your reflection in the box located after Lesson 3 (at the bottom of this template)
Lesson 1
Planning
Essential Question Whose “story” is it?
- What is the essential question that this How do people create their history?
lesson addresses?
- What is the core purpose of the lesson

that includes the strategies and skills
necessary to accomplish the deeper
learning in the standard?
Sequencing This lesson will be near the beginning of a relatively short unit where we will explore all the different aspects of what
makes a person who they are. Students will use the information from this lesson to write their own character based on
- How does this lesson fit into the larger the American Girl Doll model in the next lesson. Also, in a future lesson, they will have an opportunity to role play as
unit of study? their own character while writing letters to a classmate.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards SS.Hist4.a.h
1
List the complete, relevant grade-level Analyze how the historical context (situation) influences a primary or secondary source.
standard(s).
Learning Target(s) and Learning Students will be able to extract and compile important aspects of a story using multiple sources.
Objective(s)
- Choose your learning target(s) and

objective(s) based on the relevant state
learning standard(s).
- Write focused targets and objectives

that describe the specific learning
outcome (what students should be able
to do as a result of the lesson).
- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).
Grouping The exploration part of this assignment will be done individually so that students have an opportunity to dive deeper into
whatever strikes their interest. I like using small group discussions, based on who students are sitting by, to facilitate
Describe how and why students are conversation between classmates without having to pressure of speaking in front of a larger group.
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-teaching? If

not, state N/A. If yes, identify the co-
2
teaching model and what role each
teacher will play.
-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation Content: I can highlight certain pages or information on the website for students who feel overwhelmed by the amount
of content or may need some extra structure.
Describe how you will meet individual
students’ needs by adjusting the content, Process: Students are not required to use my graphic organizer. However, they must find a way to take notes and
process, product, and environment organize their thoughts visually so they can use the collected information for later activities.
based on their readiness, interests, and
learning preferences. Product: Students can verbally present their formative assessment to me instead of writing it.
Environment: I can divide my classroom into parts based on noise level. Students can work wherever they feel most
comfortable, including the hallway if necessary.
Assessment
Formative Assessment I will use an exit slip in which students must write three categories they noticed across many of the different stories they
read. These could be elements like clothing, accessories, background/story, etc. Students will be able to use this list
- How will you monitor student learning when they are creating criteria for their own character-building activity.
throughout the lesson?
- Be specific about how your practice

assessments connect directly with the
lesson objective.
3
Formative Evaluation Criteria I will use a holistic rubric based on completion of this assessment.
- What material(s) will you use to

evaluate learning?
- Attach a copy of your checklist, rubric,

observation criteria, or other measure.
Summative Assessment Using their knowledge from the exploration and activities in this unit, students will be building a shoebox diorama
centered around the character they created in a previous lesson. This should include, but is not limited to, the character
How will students demonstrate mastery in traditional dress, accessories, furniture/environment, and anything else that may be relevant. This will be paired with a
of the standard? short write-up of how the diorama depicts the historical context. Also, students will briefly outline possible storylines for
two books that could go along with their “doll.”
Note: This assessment does not have to
occur during/after this lesson but in
upcoming lessons.
Summative Evaluation Criteria rubric linked here: https://docs.google.com/document/d/1YAdYMEabv2qfwbOTw_RHez9mEnNBp9hNoX-

PgnpkFRo/edit
evaluate learning?

Procedures
Opening: Introduction and To begin this lesson, I will ask students to think about toys they have played with in their lives that were associated with
Connection to Previous Learning history in some way. I will be interested to see what connections they make. Then, I will ask if anyone has ever played
with or seen and American Girl Doll. I will explain that we will be exploring some of the stories from the history
● Anticipatory Activity (Hook) collection in the line of dolls. Before I pass out the worksheet, I will show students how to make their way through the
4
● Activate prior knowledge. resources, coding text and visual sources as they go. These sources may include letters, diary entries, biographies,
● Be sure students understand pictures, maps, or other types. The example will give them a model of where to write the sources they are using, the
procedures and instructions for the name of the doll, and what types of things to look for withing the texts.
lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson progression
may look different in different parts of the
lesson!
During: Lesson Progression Once I am confident the directions are clear, I will pass out a copy of the graphic organizer/worksheet to each student.
There will be room to take notes on two separate dolls. They will get to pick which dolls they will explore through the
In this portion of the lesson, you will be resources I will provide them. As they begin their research, I will walk around the classroom to monitor and answer any
letting go and letting students engage in questions that may arise. It is important for students to thoroughly engage with this activity, because they will be using it
productive struggle; engaging in gradual for later assignments.
release (“I do, we do, you do”), inquiry,
guided or independent practice, or other
learning methods. Please write what you
are looking for in terms of:
● Students’ thinking and how they

will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
5
Closing: Wrap-Up and Extension When we are nearing the end of class, students will be put into small groups to discuss their findings. This is fairly open-
ended. They can discuss similarities and differences between the dolls they chose and can also talk about what themes
End the lesson with a final review of key they noticed popping up again and again. Finally, students will individually complete the formative assessment for this
ideas and knowledge. This is where you lesson. They will write three categories they noticed in their research that came up in several stories. This will prepare
have students talk about their thinking them for creating their own character in a later lesson.
and share strategies with the whole class.
It’s important to name strategies and use
academic vocabulary here, extending the
lesson to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed. Provide a brief preview of
what the next lesson will include.
Curricular and Instructional • https://www.americangirl.com/pages/historical-characters (used for the main exploration of the characters-
Resources or Materials includes many links, pictures, and resources that will be helpful. Students get to learn the information while
having plenty of choices in their own learning process)
- List and provide a brief rationale for all
• worksheet linked here:
necessary lesson resources and materials.
https://docs.google.com/document/d/1W0Wr9NGBS_vFbdaGVzYAfO_ymExwLszBxPVMmVASmM8/edit
If not original, cite the source.
(will be printed double sided)
- Attach/link a copy of all materials the
teacher and students will use during the
lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.
6
Supplies, Equipment and • something to write with (pen/pencil)
Technology • a device (preferably a computer) to access the online resources
- List all other supplies that need to be
available.
Lesson 2
Planning
lesson addresses?

Sequencing This will be a two-day lesson that comes after the first lesson, in which students are exploring the aspects of American
Girl Doll’s historical stories. They will use that knowledge, applying the themes they extracted from the sources, to create
- How does this lesson fit into the larger their own character, which they will later use in an activity to further their learning even more.
unit of study?
differences).
7
standard(s).
Learning Target(s) and Learning Students will be able to apply key aspects of a story to build their own historically based characters.
Objective(s)



Grouping The work in this lesson will be largely done individually. Since each student needs to have a distinct character, it would
not be very beneficial to work in pairs. However, students may chat amongst themselves about the assignment and
Describe how and why students are different aspects as long as they stay on topic. Other people can often think of things we may miss to help our work be
grouped based on better.
randomized

acquisition

8
teacher will play.

Team Teaching
Differentiation Content: I will include a written description of my character’s appearance when modeling the assignment for my
students. That way, the example can be accessed visually and written out in text.
students’ needs by adjusting the content, Process: Students do not have to complete each step in the lesson at the exact same time. My individual check-ins will
process, product, and environment help me monitor each student’s process and adjust the timing as necessary.
learning preferences. Product: If students do not feel comfortable with digital tools or would prefer to draw/write their character, they may
upload a picture of their work to the class website instead of a digitally created version.
Environment: I will make sure procedures for each step are clearly defined so that independent work can be productive
and not daunting.
Assessment
Formative Assessment Students will simply turn in their character brainstorm worksheet. I will be able to see if they are on the right track, or if I
need to give any additional instruction on certain areas or topics.
- How will you monitor student learning

lesson objective.
9

evaluate learning?

upcoming lessons.

PgnpkFRo/edit
evaluate learning?

Procedures
Opening: Introduction and As students walk into class, I will have a bell-ringer prompt on the board asking students to write about any moment in
Connection to Previous Learning history they would like to travel to and why. Ideally, this would be before they were born, but I am open to having
● Anticipatory Activity (Hook)
10
● Activate prior knowledge. conversations about other historical moments in their lifetime. Then, I will show students a character I have created
● Be sure students understand using guidelines similar to the ones we had spoken about in class (this did not happen in a lesson in this segment).
procedures and instructions for the
lesson.
● Model concept.
lesson!
During: Lesson Progression Students will then spend most of the class working on brainstorming their own characters using the worksheet provided.
I will occasionally ask a few students to explain to me what they are working on and why they have made some of the
In this portion of the lesson, you will be decisions. The goal is to check in with each student at least once during the class. On the second day of the lesson,
letting go and letting students engage in students will shift from the brainstorm worksheet to building their character digitally. When they have completed their
productive struggle; engaging in gradual character profile, I will show them how to add it to a class website. They will be able to see the character creations of all
release (“I do, we do, you do”), inquiry, of their classmates.

academic language.
students.
11
Closing: Wrap-Up and Extension In the second half of this class, students will spend time browsing the characters their classmates have made. Before
leaving, they will turn in a list of three characters they are most interested in. This will provide a foundation for me to
End the lesson with a final review of key form partnerships they will use in the next lesson.
ideas and knowledge. This is where you
have students talk about their thinking
learners.
it.
Curricular and Instructional • link to character brainstorm worksheet:

Resources or Materials https://docs.google.com/document/d/1VHBbs6pIhT5FLbPkAbNxfRACt9OxalKidhRefv7Th1I/edit


12
Supplies, Equipment and • something to write with (pen/pencil)
Technology • a device (preferably a computer) to access the class website
- List all other supplies that need to be
available.
Lesson 3
Planning
lesson addresses?

Sequencing This lesson comes near the end of the unit, as it is asking students to be at the highest level of Bloom’s Taxonomy. All
previous lessons have been building the foundation for this project, and this activity will prepare students for this unit’s
- How does this lesson fit into the larger summative assessment.
unit of study?
differences).
13
standard(s).
Learning Target(s) and Learning Students will be able to engage in meaningful dialogue with another person while roleplaying as the character they
Objective(s) created.



Grouping We will begin with a class discussion, which is often best for brainstorming because we can compile as many ideas as
possible. The pairs for the letter writing activity will be created by me. I will use their preferences (in the form of their
Describe how and why students are top 3 list from an earlier lesson) and the background of their characters. The formative assessment will be completed
grouped based on individually so I can see each student’s thought process, but they will discuss it with their partner after completing it. I
believe it is so important to get other people’s perspectives whenever possible.
randomized

acquisition

14
teacher will play.

Team Teaching
Differentiation Content: In addition to talking about possible questions to ask, we could also write them on the board to provide a
visual for students who learn better that way.
students’ needs by adjusting the content, Process: Partners could be assigned based on skill levels. If their writing was at a similar level, it is likely they would both
process, product, and environment get more of the activity.
learning preferences. Product: If a student is very uncomfortable working with a partner, he or she could do a series of diary entries instead.
However, the entries must still address the idea of inquiry and exploring questions.
Environment: Since students are not necessarily partnered with someone they are sitting near, they may choose to move
around the room. I will have clipboards available if students do not want to or cannot sit in a desk for this assignment.
Assessment
Formative Assessment Students will identify one question their partner asked that they really liked and explain why. They will also choose one
of their own questions and explain why it was impactful. This will keep them thinking about inquiry in the discipline and
- How will you monitor student learning what makes a good question.

lesson objective.
15

evaluate learning?

upcoming lessons.

PgnpkFRo/edit
evaluate learning?

Procedures
Opening: Introduction and To begin, I will explain the activity, which is to write letters back and forth with a partner while roleplaying as their
Connection to Previous Learning created characters. We will have a class discussion to brainstorm possible questions to ask each other. Before splitting
● Anticipatory Activity (Hook)
16
● Activate prior knowledge. them into groups, we will go over the basic components of the letter and provide a range for about how long each
● Be sure students understand response should be.
procedures and instructions for the
lesson.
● Model concept.
lesson!
During: Lesson Progression I will then put the students into pairs. They will be using a physical piece of paper that is getting passed back and forth,
with each student using a different color. The only real guideline is to stay in character for the entirety of the assignment.
In this portion of the lesson, you will be The topics and material covered is up to the students. One student will begin, writing a short introduction and asking a
letting go and letting students engage in question. They will then pass the piece of paper to their partner, who will generate a response. They will continue
productive struggle; engaging in gradual passing the paper in this manner, taking the conversation wherever it might go. This is why the assignment is open-
release (“I do, we do, you do”), inquiry, ended. They get to be creative and embrace the role they have created for themselves.

academic language.
students.
17
Closing: Wrap-Up and Extension Near the end of the class, students will individually complete the formative assessment. They will choose one question
their partner asked that they really like and one of their own questions that was effective. After explaining why they
End the lesson with a final review of key picked these, they will meet with their partner to share and debrief.
ideas and knowledge. This is where you
have students talk about their thinking
learners.
it.
Curricular and Instructional • link to class website (for reference throughout the activity)
Resources or Materials


18
Supplies, Equipment and • looseleaf (or any paper that has lines)
Technology • pen (different color for each partner)
- List all other supplies that need to be • device to access the class website
available.
Reflection
Prompt (500+ words) Write a reflection about the following topics
1. Describe where and how your students clearly engaged in the following disciplinary literacy areas: reading and writing (both required) and inquiry
or collaboration (choose one). In other words, how does your lesson plan incorporate disciplinary literacy and allow students to participate in that
discipline in authentic ways?
o To explain how the reading and writing and inquiry or collaboration that occurs in your lesson plans represents disciplinary literacy, use
the “shifts” in disciplinary literacy described in the gray boxes in the chapter as evidence:
▪ Chapter 2 Reading: pg. 15
▪ Chapter 3 Writing: pg. 64
▪ Chapter 4 Inquiry: pg. 106
▪ Chapter 5 Collaboration pg. 153
2. How do your two lesson ideas you incorporated from the textbook represent reading, writing, inquiry or collaboration within your discipline?
o Use specific examples and details from your lesson plan to explain your thinking.
The first lesson plan in my segment incorporates both reading and collaboration within the discipline of history. First, students will be using a
variety of sources in their exploration of American Girl Doll stories, including letters, biographies, formal writings, and more. They will be practicing
reading different types of material under the umbrella of history. In addition, I have chosen to use small group discussion at times instead of a whole
class discussion. I believe this allows students to be more involved in their learning. It also helps me to avoid a class discussion in which only a few
people speak. My second lesson plan was focused completely on writing within the discipline. After students have created their own “doll” and
backstory, they will be posting a short biography on a class website. Using technology is an important “shift” in writing in the disciplines, and it is
important that students practice writing others will see. Finally, my third lesson plan uses some aspects of writing, inquiry, and collaboration. To
begin, students are engaging in written discourse. The letters they write back and forth to each other will be physically written on a piece of paper, not
typed online. Also, this activity involves students engaging in practices and “doing” history rather than just learning about skills. Finally, small groups
will be utilized again to facilitate learning through collaboration throughout this lesson.
My first specific lesson idea was Getting It Visually, which is an activity focused on reading within the disciplines. In the first lesson, students will
be exploring different aspects of American Girl Doll stories. While students will be using a variety of text sources, it is also important that visual
19
sources are incorporated here as well. For example, pictures of a doll in her traditional dress could be beneficial, as could a map showing where they
come from and where their story takes place. In certain cases, charts or graphs could also be helpful to get a full idea of a certain character. In
addition, these different sources will help to serve as a model for students when they are creating their own characters.
For my second specific lesson idea, I decided to use a bell ringer in the second lesson of this segment. Bell ringers are a great way to transition into
class and get students thinking before diving into the main part of a lesson. In this lesson, I will ask students to write for three minutes about the
following prompt: “If you could go back to any moment in history, what would it be and why.” For the purposes of this assignment, this could be any
event that happened before they were born. In addition to getting students acclimated to the class environment for the day, students can also use this
activity as the basis of their historical character. Of course, they do not have to, but it is always nice to be able to brainstorm in a low-pressure
environment. The bell ringer will not be collected or assessed, so there is no pressure to be “perfect.” Students can simply practice writing.
20

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EDU 412 – Disciplinary Literacy Lesson Segment Template

Directions: See Assignment Sheet and rubric on Canvas for details.

Lesson Segment Checklist:

Essential Question Whose “story” is it?

- What is the core purpose of the lesson

State Learning Standards SS.Hist4.a.h

- Choose your learning target(s) and

- Write focused targets and objectives

- Be sure they are stated in observable

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

-One Teach, One Observe; One Teach,

- Be specific about how your practice

- What material(s) will you use to

- Attach a copy of your checklist, rubric,

Summative Evaluation Criteria rubric linked here: https://docs.google.com/document/d/1YAdYMEabv2qfwbOTw_RHez9mEnNBp9hNoX-

- Attach a copy of your checklist, rubric,

● Students’ thinking and how they

Essential Question Whose “story” is it?

- What is the core purpose of the lesson

State Learning Standards SS.Hist4.a.h

- Choose your learning target(s) and

- Write focused targets and objectives

- Be sure they are stated in observable

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

-One Teach, One Observe; One Teach,

- Be specific about how your practice

- What material(s) will you use to

- Attach a copy of your checklist, rubric,

Summative Evaluation Criteria rubric linked here: https://docs.google.com/document/d/1YAdYMEabv2qfwbOTw_RHez9mEnNBp9hNoX-

- Attach a copy of your checklist, rubric,

● Anticipatory Activity (Hook)

● Students’ thinking and how they

Curricular and Instructional • link to character brainstorm worksheet:

- List and provide a brief rationale for all

- Attach/link a copy of all materials the

Essential Question Whose “story” is it?

- What is the core purpose of the lesson

State Learning Standards SS.Hist4.a.h

- Choose your learning target(s) and

- Write focused targets and objectives

- Be sure they are stated in observable

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

-One Teach, One Observe; One Teach,

- Be specific about how your practice

- What material(s) will you use to

- Attach a copy of your checklist, rubric,

Summative Evaluation Criteria rubric linked here: https://docs.google.com/document/d/1YAdYMEabv2qfwbOTw_RHez9mEnNBp9hNoX-

- Attach a copy of your checklist, rubric,

● Anticipatory Activity (Hook)

● Students’ thinking and how they

- List and provide a brief rationale for all