Viterbo University

Essential Element Lesson Plan

Name: Mary Kempen Date: 4/10 Materials and Resor!es:
arti!le "rom t#e $osta
Ri!an %ealt# Ministry on
t#e &risi 'i(nis epidemi! in
t#e )tlanti! $oast re*ion o"
$entral )meri!a
+#ttp://,,,-ministeriodesa
ld-*o-!r/ops/do!mentos/d
o!La./0Epidemia./0&risi
./0'i(nis0Ni!ara*a-pd"1
!opies o" #andots: t#e
arti!le to be read2 t#e
or*ani3er to be !ompleted
and trned in as t#e
"ormative assessment
!ompter2 pro4e!tor2
Po,erpoint or ot#er
presentation so"t,are
!onsltations ,it# litera!y
spe!ialists2 "a!lty involved
,it# implementin*
$ommon $ore readin*
standards2 and spe!ial
ed!ation pro"essionals
+$ommon $ore spe!i5es
t#at more in"ormational
readin* sele!tions s#old
be ta*#t6 t#e sele!tion
"or t#is assi*nment !old
"l5ll t#at spe!i5!ation
even t#o*# it is in
'panis# !lass- 7" stdents
are sin* strate*ies in
t#eir En*lis# !lasses t#at
are similar to t#e
strate*ies ,e ,ill se in
t#is lesson2 7 !an re"er to
t#eir previos (no,led*e
abot t#ose state*ies- 8n
t#e ot#er #and2 7 !an
in!orporate strate*ies 7
#ad not planned to se i"
a"ter !onsltation 7
dis!over t#at stdents
#ave learned ot#er2 e9ally
e:e!tive strate*ies "or
readin* in t#eir ot#er
!orses-1
Lesson ;itle: Readin* abot &risi
'i(nis to re5ne a
de5nition/dia*nosis o" 3ombieism
and 5nd !ltral belie"s t#at ,ill
a:e!t #o, ,e prepare Latin
)meri!ans "or a 3ombie epidemi!
&rade Level: 1/
t#
*rade <
rd
or 4
t#

year 'panis#
;ime =rame:
100 mintes +/ !lass periods1
$rri!lm 'tandards
>- 7N;ERPRE;7VE: L7';EN7N&
)ND RE)D7N&
$ontent 'tandard
'tdents in ?is!onsin ,ill
nderstand and interpret a
lan*a*e ot#er t#an t#eir o,n in
its ,ritten and spo(en "orm on a
variety o" topi!s-
;ransitionin* @sta*eA +ReBe!tive 0
7ntera!tive1:
>-<- Readin*: 'tdents ,ill
=o!s Cestion/>i* 7dea/&oal
%o, do 7 *et my stdents to
!ompre#end (ey spportin*
ideas and ma(e in"eren!es in
at#enti! ,ritten materialsD
%o, do 7 *et my stdents to
dis!ss and !ompare belie"s
,it#in %ispani! !ltres and U-'-
!ltre re*ardin* #ealt# !areD
Rationale/;#eoreti!al Reasonin*
'tdents mst develop stron*
listenin* and readin* s(ills to
interpret t#e
!on!epts2 ideas2 and opinions
eEpressed by members o" ot#er
!ltres t#ro*# t#eir media
and t#eir literatres- ;#is
standard "o!ses on in!reasin*
t#e level o" nderstandin* as
stdents listen to2 read2 or vie,
materials in a ne, lan*a*e-
nderstand more !ompleE
,ritten materials on a variety o"
topi!s and "ormats
>-4- Readin*: 'tdents ,ill
!ompre#end t#e main idea and
(ey spportin* ideas2 and be*in
to ma(e in"eren!es in sele!ted
at#enti! ,ritten materials
$UL;URE
D: PR)$;7$E'
$ontent 'tandard
'tdents in ?is!onsin ,ill
demonstrate an nderstandin*
o" t#e relations#ip bet,een t#e
pra!ti!es and perspe!tives o" t#e
!ltres stdied-
;ransitionin* +ReBe!tive 0
7ntera!tive1:
D-<- >elie"s and attitdes:
'tdents ,ill dis!ss and
!ompare belie"s and attitdes
,it#in t#e !ltres stdied and
t#eir o,n in relation to #ome2
s!#ool2 !ommnity and nation
+?is!onsin DP7 'tandards "or
?orld Lan*a*es:
#ttp://standards-dpi-,i-*ov/5les/
standards/pd"/B-pd"1
;o "lly nderstand anot#er
!ltre2 stdents need to
develop an a,areness o" anot#er
peopleFs ,ay o" li"e2 o" t#e
patterns o" be#avior t#at order
t#eir ,orld2 and o" t#e
traditional ideas2 attitdes2 and
perspe!tives t#at *ide t#eir
be#aviors-
+?is!onsin DP7 'tandards "or
?orld Lan*a*es:
#ttp://standards-dpi-,i-*ov/5les/
standar ds/pd"/B-pd"1
&allo,ay +1GG/2 !ited in 8ma**io
%adley 1GG< Teaching language
in context /
nd
ed- p- <H01
re!ommends t#at Istdents
be*in ,it# an nderstandin* o"
t#eir o,n "rame o" re"eren!e2
and t#en2 ,it# tea!#er *idan!e2
eEplore t#e tar*et !ltre
t#ro*# at#enti! teEts and
materialsJ- ;#is lesson eEplores
a $entral )meri!an !ltre ,it#
tea!#er *idan!e t#ro*# an
at#enti! teEt ,ritten "or a
'panis#0spea(in* pbli! t#at
tries to nderstand an
indi*enos poplationFs !ltral
belie"s and pra!ti!es- ;#e teEt is
"rom t#e $osta Ri!an %ealt#
Ministry and serves to in"orm a
literate bt not eEpert pbli!
abot a Ni!ara*an p#enomenon
in m!# t#e same ,ay t#e U-'-
%ealt# Department advisories
serve to in"orm a *eneral U-'-
pbli! abot #ealt# isses- 7
be*in t#e lesson ,it# a revie, o"
stdentsF nderstandin* o" t#eir
o,n "rame o" re"eren!e in t#e
area o" medi!al treatment and
illness2 and t#en 7 *ide t#em
t#ro*# t#e teEt-
)*e )ppropriate Elements o"
7nstr!tional Pro!edre:
1- 7 se meta!o*nitive modelin*
"rom Dplass topi! /H be!ase
my stdents are at a
developmental level ,#ere t#ey
are movin* to,ard t#e ability to
t#in( abstra!tly bt may need a
model on #o, to do so- ;#ey
need models on #o, to apply
in"ormation "rom one sor!e to
problems in anot#er area2 "or
eEample2 #o, to apply
in"ormation on one si!(ness to a
problem abot 3ombieism-
/- 7 !#oose t#e 9estions "or my
anti!ipatory set2 t#e readin*
or*ani3er "orm2 and t#e
brainstormin* a!tivity be!ase
my stdents are enterin*
Pia*etFs "ormal operational sta*e
o" !o*nitive development- ;#ey
are be*innin* to t#in(
#ypot#eti!ally and reason
ded!tively-
<- 7 assi*n stdents to t#eir
*rops in t#e se!ond sta*e o"
t#e K4i*sa,K s#arin* a!tivity so
t#at no stdent "eels eE!lded
and so all stdents #ave an
opportnity to tal( to ea!# ot#er
be!ase my stdents are at a
sta*e o" so!ial development
,#ere t#ey are very !on!erned
abot bein* a!!epted by ot#ers-
4- 7 !#oose t#e readin*
assi*nment be!ase my stdents
are at a sta*e o" moral
development ,#ere t#ey are
eEplorin* t#eir vales and need a
nd*e to,ard seein* t#in*s "rom
ot#er perspe!tives instead o"
"ollo,in* t#eir natral tenden!y
to,ard e*o!entrism- ;#e teEt
assmes t#at its readers s#are
an e*o!entrism li(e t#at ,#i!#
my stdents may eE#ibit- 8ne
se!tion attempts to #elp t#e
reader !rb #is/#er implse to
4d*e t#e Mis(ito !ltral belie"s
des!ribed and instead 5nd ,ays
to respe!t"lly intera!t ,it# t#e
Mis(ito members- My stdents
may be able to identi"y ,it#
t#ese #ypot#eti!al readers-
+>esides2 t#e teEt is abot
teena*e *irls s:erin* "rom a
mass #ysteria t#at spreads "rom
villa*e to villa*e and boardin*
s!#ool to boardin* s!#ool 00
K!ra3y si!(nessK- Ld*in* "rom
my memories o" all t#e boo(
reports my !lassmates did on
'tep#en Kin* novels2 7 t#in( t#is
topi! mi*#t appeal to my
stdents-1
Lesson 8b4e!tive: objectives must be measurable TWS will
(learning behavior from Blooms verbs, DO an! "ulti#le source
s$nthesis%
)t t#e end o" t#e lesson2 *iven previos (no,led*e abot
3ombieism and an advisory arti!le abot an epidemi! si!(ness in
$entral )meri!a2 t#e stdent ,ill synt#esi3e in"ormation +"rom
t#e spportin* details o" main ideas1 "rom ,#at #e/s#e reads in
t#e arti!le and ,#at #e/s#e (no,s abot 3ombieism to
distin*is# 3ombieism "rom t#e $entral )meri!an illness and
identi"y !ltral belie"s t#at !old #elp or #inder a do!torFs
e:orts to stop a 3ombie epidemi!-
)!ademi! Lan*a*e: What is the &e$ language !eman!e!' What
aca!emic language will $ou teach or !evelo#' What is the &e$
vocabular$ an! or s$mbols' What o##ortunities will $ou #rovi!e
for stu!ent to #ractice content language( vocabular$ an!
!evelo# )uenc$'
>e"ore t#is lesson be*ins2 stdents s#old #ave dis!ssed t#e
biolo*i!al pro!esses o" be!omin* a 3ombie and t#e biolo*i!al
systems a:e!ted by 3ombieism in t#eir s!ien!e !lass- ;#is
lesson is near t#e end o" t#e 3ombie apo!alypse nit "or
'panis#-
;o !omplete t#is nit2 stdents ,ill need to (no, t#e "ollo,in*:
vo!ablary "or parts and systems o" t#e body +previos
lesson in t#is nit1
vo!ablary "or ailments and aMi!tions o" t#e body and
medi!al symptoms +previos lesson1
vo!ablary "or virs "n!tions +#o, t#ey spread and #o,
t#ey are stopped N previos lesson in nit1
3ombie "ol(lore +stdents ,ill be*in ,or( ,it# t#e
(no,led*e t#ey brin* "rom t#eir o,n poplar !ltre6 at
t#is point in t#e nit2 ,e ,ill introd!e %ispani!
perspe!tives on t#e p#enomenon1
!on4*ations and ses o" !ommand "orms o" verbs
+introd!ed in a previos yearFs 'panis# !lass2 more in0
dept# ,or( in t#is nit1 +'tdents ,ill se !ommands to
"ormlate instr!tions "or a %ispani! adien!e on ,#at to
do abot a 3ombie epidemi! in t#eir smmative
assessment1
in"ormal +ItOJ1 and "ormal +IUd-J1 re*isters and ,#en
t#ey are sed +stdents s#old #ave (no,led*e o" t#is
!on!ept "rom 'panis# 16 t#is nit ,ill !ontine to re5ne
t#at (no,led*e ,it# re*ard to pro"essional
!ommni!ations in t#e lessons on !ommands2 and
stdents ,ill need to !#oose t#e re*ister most appropriate
"or t#e national !ltre t#ey !#oose as t#eir adien!e "or
t#e smmative assessment1
t#e se o" t#e present tense indi!ative mood "or verbs
a"ter Ii"J +IsiJ1 and t#e !ombination o" Ii"J !lases ,it#
!ommands +introd!ed in a previos lesson in t#is nit1
+'tdents ,ill se t#is !on!ept to !onstr!t instr!tions
"or t#eir adien!e in t#e smmative assessment-1
te!#nolo*y s(ills to !reate videos i" t#ey !#oose t#e video
pro4e!t +'tdents ,ill learn t#is on t#eir o,n or in ot#er
!lasses6 i" t#ey do not ,is# to learn t#ese s(ills at t#is
time2 t#ey may !#oose t#e poster option-1
past0tense verb !on4*ations +'tdents s#old #ave been
introd!ed to t#ese by at least t#e se!ond year !orse6
early in t#e t#ird year !orse t#ey ,old #ave ,or(ed ,it#
t#ese eEtensively- 7n t#is lesson2 t#ey ,ill need to
re!o*ni3e t#ese in t#e readin*-1
!ltral (no,led*e o" %ispani! #ealt# !are pra!ti!es +;#is
lesson "o!ses on some o" t#ese !on!epts- 'tdents ,ill
in!orporate t#ese !on!epts in t#eir smmative assessment
by ma(in* re!ommendations abot t#e 3ombie epidemi!
t#at respond to a sele!ted adien!eFs eEistin* belie"s
abot medi!ine-1
terms and abbreviations needed to se a di!tionary
e:e!tively +;#ese ,old #ave been eEpli!itly ta*#t in
se!ond year !lasses or earlier in t#ird year !lasses-1
)ssessment /Evalation:
*ormative+ ,ow will stu!ent !emonstrate un!erstan!ing of
lesson objective(s%' ,ow will $ou monitor an! or give fee!bac&'
,ow will fee!bac& #romote stu!ent un!erstan!ing'
'tdents ,ill read an assi*ned se*ment o" t#e arti!le and
!omplete an or*ani3er "orm abot t#e readin*- 7 ,ill !olle!t t#e
or*ani3er pa*e at t#e end o" t#e 5rst !lass period to !#e!( to
see i" ea!# stdent ,as able to identi"y t#ese items drin*
#is/#er readin* and i" stdents made !orre!tions to ,#at t#ey
,rote drin* t#eir dis!ssions ,it# t#eir *rops- ;#eir *rops
,ill *ive "eedba!( on t#e a!!ra!y o" t#eir readin* drin* t#e
dis!ssion period2 and 7 ,ill !orre!t any mis!on!eptions by t#e
*rops by !ir!latin* amon* t#e *rops drin* t#eir dis!ssion
period and in9irin* abot senten!es or points ,it# ,#i!# t#ey
are str**lin*- 7 ,ill ,or( ,it# ea!# *rop to !lari"y a senten!e
or point as needed-
Summative+ What evi!ence will $ou collect an! how will it
!ocument stu!ent learning(master$ of lesson objective(s%'
)t t#e end o" t#e nit2 t#e stdent ,ill prod!e ,it# a partner a
poster or a pbli! sa"ety video in ,#i!# #e/s#e ,ill eEplain "or a
sele!ted *eneral +o" di:erent a*es2 ed!ation levels2 and so!ial
stats levels1 'panis#0spea(in* pbli! t#e !ases and
symptoms o" 3ombieism and ,#at to do in t#e event a 3ombie
epidemi! spreads to MeEi!o- 7n t#is lesson2 t#e stdent ,ill
learn an or*ani3ation str!tre #e/s#e may se "or t#e poster or
video +t#e otline o" t#e arti!le #e/s#e ,ill read 00 introd!tion2
#istory o" t#e epidemi!2 des!ription o" t#e disease2 !res "or t#e
disease2 !ltral !onteEt o" t#e epidemi!1 and !ltral belie"s
and pra!ti!es to ,#i!# #e/s#e ,ill re"er in #is/#er poster or
video- ;#e stdent ,ill demonstrate !onsideration o" #is/#er
adien!eFs !ltral belie"s abot medi!ine and !ompre#ension
o" t#e readin* assi*nment by in!ldin* in #is/#er pro4e!t
statements abot t#e !ltral belie"s des!ribed in t#e arti!le
"rom t#is lesson and ma(in* re!ommendations t#at ,old be
,ell0re!eived by people ,#o #eld t#ose belie"s-
;#e stdent ,ill also !omplete a se!tion on a readin*/listenin*
s(ills test in ,#i!# #e/s#e ,ill read a sele!tion abot t#e topi!
o" 3ombieism t#at #e/s#e #as not seen be"ore and identi"y
spportin* points "or *iven main ideas- %e/s#e ,ill also !#oose
or propose meanin*s "or sele!ted #i*#li*#ted ,ords in t#e teEt-
+;#is (ind o" a!tivity appears on pla!ement eEams "or stdents
,#o ,is# to !ontine t#eir lan*a*e stdy in !olle*e and )P
'panis# eEams- ;#is assessment ,ill serve as pra!ti!e and
trainin* "or stdents ,#o may ta(e t#ese eEams in t#e "ollo,in*
mont#s-1
7nstr!tion:
'et Motivation/)nti!ipatory 'et:
+P010 mintes1 7 ,ill be*in !lass ,it# a revie, o" ,#at t#e
stdents (no, abot 3ombieism- 7 or a stdent ,ill ,rite on t#e
board +!#al(board2 ,#iteboard or 'martboard1 t#e ans,ers t#e
!lass prod!es +as a ,#ole1 to t#e 9estions I%o, do ,e (no,
someone is a 3ombieDJ2 I?#at !ases 3ombieismDJ2 and I?#at
do people in t#e U-'- do to treat t#eir illnessesDJ 'tdents ,ill
re"er to t#is list as t#ey ,or( on t#e readin* assi*nment in !lass
today- 7 ,ill t#en introd!e t#e dayFs lesson by as(in* I%o,
!old a person ,#o !old not *et to a do!tor treat #is/#er
illnessDJ and I%o, mi*#t someone eEplain t#e !ases o" illness
i" #e/s#e (no,s not#in* abot do!tors and t#e st: in yor
biolo*y !lassesDJ 7 ,ill s#o, a map o" t#e Mis(ito area o"
Ni!ara*a on t#e s!reen and in"orm t#e !lass t#at today ,e are
*oin* to read abot an epidemi! t#at a:e!ts yon* people o"
t#eir a*es in t#e area on t#e map- ;#e illness #as some
similarities ,it# 3ombieism- 7 ,ill eEplain t#at t#ey ,ill need to
distin*is# t#is illness "rom 3ombieism and identi"y belie"s in
t#is !ltre t#at !an #elp s prepare t#ese people "or a 3ombie
epidemi! or ma(e it more diQ!lt "or s- 7 ,ill indi!ate t#at ,e
are near t#e end o" or nit on 3ombies and t#at in t#e
smmative assessment ,#i!# is !omin* soon2 t#ey ,ill ma(e
re!ommendations abot t#e 3ombieism epidemi! t#at mst not
o:end t#e people o" t#is !ltre- 7 ,ill ,rite t#e ob4e!tives +1-
distin*is# t#e illness "rom 3ombieism and /- identi"y belie"s
t#at !an #elp s or ma(e it #ard "or s to prepare t#e people "or
a 3ombie epidemi!1 on a board so stdents !an re"er to t#em
drin* !lass-
7nstr!tional Pro!edres/Learnin* ;as(s: Provide spe!i5! details
o" lesson !ontent and delivery based on stdentRs prior
(no,led*e2 stren*t#s and ,ea(ness-
1- +10 mintes1 7 #and ot and eEplain t#e readin*
assi*nment- Ea!# stdent ,ill re!eive a nmbered
se*ment o" t#e !omplete arti!le2 and #e/s#e ,ill be
responsible "or tea!#in* t#e in"ormation "rom #is/#er
se*ment to !lassmates ,#o ,ill not read t#ose se*ments-
Ea!# se*ment !onsists o" /04 para*rap#s- )ll stdents ,ill
re!eive t#e introd!tory se*ment ,#i!# 7 ,ill se to model
readin* strate*ies- Usin* t#e I;#in(in* ot lodJ
meta!o*nition modelin* strate*y "rom Dplass topi! /H2 7
,ill as( mysel" to predi!t t#e in"ormation 7 mi*#t 5nd in
t#e introd!tory para*rap#s and t#e 5rst para*rap# in t#e
se!tion titled I%istory o" t#e si!(nessJ- 7 ,ill t#en
pro!eed to model strate*ies "or *essin* t#e meanin* o"
ne, ,ords based on t#eir similarity to ,ords ,e already
(no, in En*lis# or 'panis# +!o*nates1 and based on t#e
,ords arond t#em t#at ,e already (no, +!onteEt1- 7
in"orm stdents t#ey s#old se t#ese strate*ies +,#i!#
t#ey s#old #ave already learned earlier in t#eir 'panis#
!orses1 as t#ey read and t#at t#ey may loo( p only S
ne, ,ords in t#eir di!tionaries "or t#is assi*nment- ;#ey
,ill ,rite t#ese S ,ords on t#eir assi*nment- +;#is ,ay
t#ey ,ill not *et lost in details and ,ill "or!e t#emselves
to read ,#at t#ey do (no, be"ore t#ey try to de!ip#er
,#at t#ey donFt (no,- 7 intend to prevent some stdents
"rom tryin* to loo( p every ,ord ntil t#ey rn ot o"
time and ma(in* no pro*ress in t#eir readin*
!ompre#ension-1 7 ,ill 5nally model #o, to identi"y t#e
spportin* points t#ey need to "l5ll or ob4e!tives nder
t#e main ideas +,#i!# are t#e sbtitles o" t#e se*ments o"
t#e arti!le1- 'tdents ,ill t#en ma(e predi!tions abot
t#e in"ormation ,e ,ill 5nd nder t#e ot#er sbtitles
+,#i!# 7 s#o, t#em on t#e s!reen or board1 in a ,#ole0
!lass a!tivity- 7 re!ord t#eir predi!tions on t#e
board/s!reen so ,e !an !#e!( t#eir a!!ra!y later-
/- +1S mintes1 'tdents ,ill read t#eir assi*nments and
!omplete t#e or*ani3er "orm t#at a!!ompanies t#e
assi*nment- +Ea!# stdent re!eives a se*ment most
appropriate to #is/#er readin* abilities- =or eEample2
stdents ,#o are less s(illed in readin* re!eive t#e
se*ments ,it# t#e most !o*nates and vo!ablary t#ey
#ave already stdied and t#e simplest *rammar
str!tres- 'tdents ,#o are more advan!ed readers
re!eive t#e se*ments ,it# more !ompleE *rammar
str!tres2 t#e more obs!re vo!ablary2 and t#e more
!ompli!ated or*ani3ational str!tre-1 Ea!# stdent ,ill
,rite on t#e "orm similarities bet,een 3ombieism and t#e
Ni!ara*an illness2 di:eren!es bet,een t#e t,o2 and
belie"s abot medi!ine in t#is !ltre t#at !an #elp
do!tors stop diseases li(e t#is or !an ma(e it #arder- ;#ey
,ill also pt t#eir S ,ords t#ey loo( p in t#e di!tionary in
boEes on t#e "orm- )s stdents 5nis# t#eir se*ments2 7
*ive t#em t#e !omplete arti!le ,it# t#e nmbers
indi!atin* ,#ere ea!# se*ment is in t#e arti!le- Early
5nis#ers ,ill move on to a neEt se*ment and repeat t#e
readin* assi*nment- +7 ,ill se9en!e t#e assi*ned
se*ments so stdents ,ill read lrid bt non0essential
ane!dotes t#ey mi*#t 5nd interestin* and t#at illstrate
t#e points t#ey are to report only a"ter t#ey 5nis# t#e
more *eneral in"ormation para*rap#s-1
<- +10 mintes1 'tdents meet ,it# t#e ot#er stdents ,#o
read t#e assi*ned se*ments ,it# t#e same nmber- ;#ey
dis!ss t#eir ans,ers on t#e "orm and !lari"y
mis!on!eptions t#ey may #ave- 8n t#eir readin* se*ment
!opies2 t#ey indi!ate senten!es in t#e teEt ,#ere t#ey
disa*reed abot t#e interpretation- 7 !ir!late to assist
stdents ,it# t#e senten!es t#ey mar(- 'tdents attempt
to !ome to an a*reement abot t#e data t#ey "ond so
t#ey may s#are it in t#e neEt dayFs !lass period ,it# ot#er
stdents ,#o did not read t#is se*ment-
4- +S mintes1 ?e revie, t#e predi!tions ,e made at t#e
be*innin* o" !lass and de!ide i" ,e "ond in"ormation t#at
mat!#ed or predi!tions- +;#is revie, ,ill !on!lde t#e
5rst dayFs #al" o" t#e lesson-1 7 remind stdents ,#at ,e
are loo(in* "or in t#is readin* assi*nment and tell t#em
t#at tomorro, t#ey ,ill tea!# ot#er stdents ,#at t#ey
#ave "ond in t#eir readin*s- )ll stdents trn in t#eir
or*ani3er pa*es be"ore t#ey leave !lass +so 7 !an se t#eir
,or( in t#e *rops 7 assi*n t#e neEt day in t#e event t#ey
are absent and so 7 !an "ormatively assess t#eir
readin*/vo!ablary2 synt#esi3in* and !ltral
!ompre#ension s(ills1-
S- +S mintes1 ;#e neEt day2 7 be*in !lass by revie,in* t#e
or*ani3er "ormFs list o" in"ormation everyone mst obtain
by t#e end o" !lass- 7 also annon!e t#e stdents ,ill
tea!# small *rops o" ot#er stdents abot ,#at t#ey
read yesterday and be*in to brainstorm ideas "or t#eir
posters/videos sin* t#e in"ormation ,e learn today- 7
revie, or ob4e!tives "rom yesterday-
H- +1001S mintes1 'tdents *o to assi*ned *rops s!# t#at
ea!# *rop #as one stdent ,#o read passa*e 12 one
stdent ,#o read passa*e /2 one stdent ,#o read
passa*e <2 and one stdent ,#o read passa*e 4 +K4i*sa,
learnin*K1- Ea!# stdent in"orms #is/#er *rop mates
abot t#e in"ormation #e/s#e "ond in #is/#er readin*- )ll
stdents !omplete t#eir notes "ollo,in* t#e "ormat o" t#e
or*ani3er "orm-
P- +S010 mintes1 ;#e small *rops re!onvene ,it# t#e ,#ole
!lass2 and volnteers or dra"tees s#are t#eir 5ndin*s ,it#
t#e !lasse- ;#e ,#ole !lass !ross0!#e!(s in"ormation
s#ared in t#e small *rops ,it# ,#at t#e volnteers
provide to ma(e sre t#e Ktea!#ersK *ot it ri*#t-
T- +<0S mintes1 )s a ,#ole !lass2 ,e smmari3e or
dis!ssion by de5nin* 3ombieism "or t#e arti!leFs
poplation2 ta(in* !are to note di:eren!es and similarities
bet,een 3ombieism and grisi si&nis so a member o" t#is
!ltre ,old not mista(e t#e t,o illnesses-
G- +10 mintes1 7n pairs +t#eir sal seat0partners 00 so t#ey
may !onveniently eEit t#e !lassroom "ollo,in* t#e a!tivity
and not move arond t#e room in sear!# o" t#eir st: one
more time as t#e bell rin*s1 stdents ,ill brainstorm ideas
to ans,er t#ese 9estions: K7" t#e adien!e "or or poster
/ video believes spirits !ase disease2 ,#at
re!ommendations !an ,e ma(e abot t#e 3ombie
epidemi! t#at ,ill not o:end t#e peopleD ?#at
re!ommendations !an ,e ma(e to t#is adien!e t#at t#ey
,ill ta(e serioslyDK
Cestions and/or a!tivities "or #i*#er order t#in(in*: These
cannot be answere! b$ $es or no-
1- 7" t#e adien!e "or or poster / video believes spirits !ase
disease2 ,#at re!ommendations !an ,e ma(e abot t#e
3ombie epidemi! t#at ,ill not o:end t#e peopleD
/- 7" a person !old not *et to a do!tor2 #o, !old #e/s#e treat
#is/#er illnessD
<-%o, mi*#t someone eEplain t#e !ases o" illness i" #e/s#e
(no,s not#in* abot do!tors and t#e st: in yor biolo*y
!lassesD
$losre: .erbali/e or !emonstrate learning or s&ill one more
time- "a$ state future learning-
+S mintes1 7 ,ill present a "e, sele!t !#ara!teristi!s and as(
stdents i" t#ey are traits o" 3ombieism or grisi si&nis- 7
annon!e t#at t#eir #ome,or( is to !omplete a readin*
assi*nment ,it# an or*ani3er "orm on t#eir o,n and trn it in
tomorro,- 7 distribte t#e #ome,or( and also in"orm stdents
t#ey may do,nload a !opy online i" t#ey lose t#eir !opies- ;#is
#ome,or( ,ill be pra!ti!e "or t#e test+s1 t#ey ,ill ta(e- 7
annon!e t#at tomorro, t#ey ,ill be*in to ,or( on t#eir posters
/ videos-
)daptations to meet individal needs: %o, ,ill yo adapt t#e
instr!tion to meet t#e needs o" individal stdentsD
7" Lea# R- N#er is in my !lass2 7 ,ill adapt #er readin*
assi*nment by mar(in* a s**ested time limit "or ea!#
para*rap# so s#e !an #elp monitor #er time- '#e may also be
a!!ommodated by "eatres o" t#e lesson t#at all stdents
eEperien!e- >y limitin* t#e nmber o" ,ords t#e s#e may loo(
p2 7 may be able to prevent some o" #er 8$D be#avior- >y
allo,in* #er to ,or( alone be"ore ,or(in* ,it# ot#er stdents
in a *rop2 7 may be able to #elp #er !ontrol #er anEiety- >y
providin* only #er assi*ned readin* 5rst and *ivin* #er t#e
remainin* parts o" t#e readin* a"ter s#e !ompletes #er
assi*nment2 7 may be able to #elp #er "o!s-
7" >rad >- %aver pro*resses beyond t#e 10t# *rade and is in my
!lass +per#aps be!ase #e li(es t#e so!ial aspe!ts o" 'panis#
!lasses12 7 ,ill assi*n #im t#e easiest se*ment o" t#e arti!le- 7
,ill *loss some ,ords in #is readin* "or #im to #elp #im !ope
,it# #is readin* diQ!lties- Li(e t#e rest o" #is !lassmates2 #e
,ill re!eive only #is se*ment be"ore #e re!eives t#e ,#ole
arti!le so #e does not "eel li(e #e is in over #is #ead- %e ,ill
#ave t#e opportnity to spea( ,it# ot#ers only a"ter #e ma(es
an attempt to read #is se*ment2 so #e may be motivated
a!!ordin* to t#e Prema!( prin!iple to do #is readin* assi*nment
instead o" a!t p and *et (i!(ed ot o" !lass-
7" )rt ;iist is in my !lass2 7 may *ive #im a modi5ed version o"
#is assi*ned teEt ,it# simpli5ed vo!ablary and *rammar to see
i" #e !an remember any 'panis#- 7 ,ill *ive #im an opportnity
to ta(e t#e readin* assi*nment #ome and ,or( on it "or a lon*er
period o" time t#an t#e in0!lass session-
Mana*ement/'a"ety 7sses: )re t#ere any mana*ement and/or
sa"ety isses t#at need to be !onsidered ,#en tea!#in* t#is
lessonD
7 need to delete se!tions o" t#e arti!le t#at re"er to seEal
be#avior be!ase 7 do not ,ant sni!(ers "rom t#e stdents and
possible otra*e "rom parents to distra!t s "rom t#e lesson
ob4e!tives- )lt#o*# t#e !lass is pper level #i*#0s!#ool2 t#ey
mi*#t not be matre eno*# to deal ,it# seEal topi!s "rom a
medi!al perspe!tive in 'panis# !lass-
7 ,ill !olle!t t#e !ompleted or*ani3er "orms at t#e end o" t#e
5rst !lass period in !ase a stdent is absent t#e neEt day- 7" 7
#ave t#e "orms2 7 !an distribte t#em to t#e desi*nated *rop2
and t#e *rop ,ill not be ,it#ot t#e in"ormation t#ey need
even i" t#e person ,#o ,as to tea!# it to t#em is not present-
;#ey ,ill still "eel t#e stdentFs absen!e2 #o,ever2 so peer
pressre mi*#t ind!e stdents to attend !lass in t#e "tre-
7 need to #ave sQ!ient nmbers o" !opies o" t#e readin*
se*ments2 t#e ,#ole arti!le2 and t#e or*ani3er "orm made
be"ore !lass- 7 need to be !ertain t#e te!#nolo*y is ,or(in* "or
t#e slides on t#e s!reen-
7 ,ill arran*e stdents in presele!ted *rops so ea!# stdent
#as a readin* se*ment most appropriate to #is/#er ability2 and
ea!# I4i*sa,J *rop +t#e *rop ,it# one stdent "or ea!#
readin* se*ment1 #as stdents "rom di:erent levels o" ability-

ReBe!tion/=tre Modi5!ations: ;o ,#at eEtent did t#e !lass
learn ,#at yo intended t#em to learnD ?#at ,ill be yor neEt
steps instr!tionallyD ?#at did yo learn abot yor stdent as
learnersD ?#at #ave yo learned abot yorsel" as a tea!#erD