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INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

Lesson Plan 1
Week 1; Plan #1 of 3; [90 min.]
Plan type: Full Plan
Critical Learning Objectives
SWBAT
Cognitive:
Students will UNDERSTAND that diversity is a large part of working
with others, and that learning to respect and appreciate diversity
and what makes us similar and different is a large part of working
together to reach our goals.
Students will KNOW some examples of the lives/stories/loves/hates
of their classmates.
Students will KNOW how they are sometimes similar or different to
other students in the class.
Students will KNOW the peers have strengths and weaknesses that
they bring to the table.
Students will BE ABLE TO appreciate differences between
themselves and their peers.
Affective:
Students will KNOW how to make use of everyones strengths and
weaknesses, knowledge and experiences to work together.
Students will BE ABLE TO relate to their peers in terms of shared
experiences.
Students will BE ABLE TO appreciate differences between
themselves and their peers.
Performance:
Students will BE ABLE TO work together to solve a complex task.
Standards of Learning:
Common Core Standards:
Instruction:
Beginning Room Arrangement: Students will be greeted at the door by me.
Desks and school materials will be arranged as a circle in the center of the
room. As they walk in, I will say good morning (or afternoon,) ask them to
take a seat at a place of their preference and begin trying to answer the
prompt on the board. The board would have the prompt, followed by the
following:
Welcome to Ninth Grade English! Please answer the following question in the

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

notebook youll be using for this class. If you dont have a notebook for this
class yet, feel free to use a piece of paper, but make sure to put your name
on it! I can take those at the end of the class and return them once you have
a notebook to use so you dont lose them. You can use bullet points,
sentences, drawings, emojis, bad jokes, corny limericks, anything you can
think of, so take a seat anywhere you want and get started!
1. Do-Now [5 min]
Students will take their seats and begin answering the prompt. When
pencils/pens seem to stall out, which should be five or six minutes, they will
be given a one-minute warning to wrap up their thoughts and put the
finishing touches on their work and look up when theyve finished. Once all
eyes are up, I will begin the intro to the class.
2. Introduction [5 min]
Hey everybody! As youve probably gathered, this is ninth grade English,
and Im your teacher for this year! I imagine a lot of you guys are curious
about the crazy redhead who met you at the door, so well start there: Im
Luca Echegorri Zabalzatwo last names because where I come form our
mommies dont take our daddies namesand Im super excited to have you
guys in my class! I know my names a bit of a mouthful, so Ill make you a
deal: you can call me Miss E. or Miss Lucy, so long as we all agree not to call
me Miss E.Z. I know, lamentable, right? Anyway, I want to start by thanking
you for taking part in the first of our class rituals: the Daily Do-Now. Every
day you guys come in, therell be one up on the board to help you get
started thinking and working through what well be up to that day. Dont
worry about what your answers should look likewell talk about that at a
later date, but for now I just want you to think of these as brain gear-ups.
They dont have to make a lot of sense, just get you thinking and putting
words to your thoughts. That doesnt mean I wont be checking themI
learn a lot from how you guys think and put stuff on paper, and every few
weeks or so Ill make sure to check in and check what youve been thinking
about so I can figure out what I can do to make this class more fun, more
helpful, more worth-it for you guys. So give them a chance. I promise, it
helps. Besides, Im the only one wholl ever read them, so I promise
whatever you choose to share will never be anything anyone else will ever
hear. Sometimes Ill even write back, so theyll be like little letters between
you and me to give you some extra support where I can. Helping you guys
grow as people and writers is my primary goal, so anything I can do in
service of that is something Im willing to try.
Okay: so, with that out of the way, I want us to switch gears. Were going to
be playing some getting-to-know games, just to get our juices flowing and
get used to one another. I want you guys to be able to think of each other as
friends and teammates: were all in this together, and getting to know each

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

other, who we are and how our lives have shaped who were becoming, will
make it so much easier to work together. So! I know our beautiful desks are
comfy, but Im going to ask you guys to leave them behind and take a seat
on the floor so we can play a name game. Were all going to do our personal
best, and Im going to ask everybody to be patient with me, because while
Im good at many things, names isnt one. Were a team on this: if you see
anyone struggling to remember your name make sure you try and help!
3. Name Game [15-20 min]
Okay, so this is how its going to be: Im going to ask each one of you to
come up with an adjective, a word that describes you, that has the same
letter as your name. Everybody ready? Okay, so well all go around the circle
sharing, but we have to say the names of everyone who came before us
before we can share our own. So I could be Enthusiastic Miss E. If I were
second, I would say the name of the person before mine, then mine, and the
person who goes third would say my name, then the second name, then
their own. Everybody follow? Awesome! Im going to go last, so that I can
practice everybodys names, so who wants to start?
4. Diversity Activity: Two Truths and A Lie [15-20 min]
Oof! Wow, that was WORK! Okay, that was fantastic. Now that weve gotten
started getting to know names, I want us to flesh it out. Were going to play
a different game: every person in here has things about their lives, things
that make them unique, things that can help us connect to one another so
that we can work together better. So Im going to ask each and every one of
you to share two truths and liethings about you that help us get to know
you as a person, get to know the kooky family stories and the crazy
adventures and the sibling anecdotes, anything you feel like sharing. Once
each of you has shared the three things, the rest of us will work as a team to
come up with a verdict of what we think the lie is. So many sure the lie is
really sneaky, so we cant guess it! Ill give an example. Okay, hmm, lets
see. I have no middle name. What else? I speak lots of languagesseven!
What else. My grandma puts hexes on people. All-righty people: whats the
lie? What do you think?
Going around the circle, each student will volunteer two truths and a lie
about himself or herself, and the remainder of the class will do their best to
their best to pinpoint the lie. Students will be prompted to explain the stories
behind the facts they share at first by the instructor, so that the other
students will ask the same of each other to make the activity more
successful.
5. Teamwork Activity: Human Knot [30 min]
All right my beautiful people, this is the last game were going to play. I want
to get our bodies moving, so: UP! Okay, so were all going to get all close

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

together, yep, just like that, and everyones going to close their eyes and
reach out their hands for the hand of someone else. Keep your eyes closed!
Ill make sure youre all really, truly tangled. Once everyone has two hands,
Okay, eyes open! Were now a human knot! I want you guys to work
togethereverybody has to participate for this to work!and I want you
guys to find a way to untangle this knot without letting go. Oh, yeah, not so
easy, is it? Okay, you guys should use the names youve been learning and
anything else you can think of. Lets get started!
5. Student Survey [10 min]
Once the circle is untangled, Oh my gosh. That waswow, that was such a
struggle, but we did it! WAY TO GO! My goodness, Im so proud. Okay, one
last thing before we get ready to wrap up class: I want everyone toplease
go back to your original seats and take a few notes about this last game,
what it made you feel. What would have helped make it easier? How does
working as a team make a complicated, multistep process easier to resolve?
What can we do in this class to foster those kinds of relationships? Go ahead
and take a few minutes to get this done. Once people start getting done Im
going to hand out a short questionnaire for you guys to fill out. This is for me
just for me, so that I can get to know you guys and what I can do to make
this class the best it can be. If youre leaving your sheets of paper behind,
make sure to come up and put it on my desk with your survey when the bell
rings. Lets get to work! Im here if there are any questions!
Assessment:
Diagnostic:
Students will demonstrate prior knowledge about their peers during
the name game and TT&AL activity.
Students will demonstrate prior knowledge about diversity and
teamwork during the introductory discussion for the Human Knot.
Formative:
Students will demonstrate progress towards getting to know other
students and its influence on teamwork during the Human Knot
activity, where they will use this knowledge to tackle a complex task.
Summative:
Students will demonstrate knowledge of teamwork and diversity
during the Getting To Know Grid.
Materials Needed:
1. Student journals/paper
2. Student Surveys

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

Lets Learn About Each Other!


In this class, were going to strive to work together and learn
about each other to make it easier to learn about others, their times
and their worlds. Because the ways were going to be learning are
primarily discussion and reading, and the texts were going to be
reading are challenging and engaging, I want us to think about who
we are as learners, how we learn and how we can best help each
other to learn. In order to help your teacher help you, I want you to
think about what sorts of approaches and techniques have helped
you in the past, what kinds of teachers encouraged or hindered you,
so that we can make the best possible classroom together.
Please answer the following question as completely as you can.
Feel free to mention anything that might make this course more
enjoyable for you!
1. Tell us about yourself! Where are you from? Whats your family like?
Who are your friends? Whats your favorite thing?

2. What kinds of things do you enjoy doing? What kinds of things do you
dislike doing? These dont have to be school thingsthey can be
sports, or hobbies, or anything that makes you smile!

3. Is there any time that you remember having fun in a class? What do
you remember about that time? How did your teacher help you enjoy
learning?

4. Do you remember a teacher that really helped you in some way, or


whose class you genuinely enjoyed being a part of? What kinds of
things did they do to help you learn or feel comfortable?

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

5. Do you remember a teacher whose approach really didnt help you, or


made you feel uncomfortable or unhappy? What kind of things do you
remember that made this happen?

6. What kinds of books do you like to read? If you feel you dont have
books you like to read, what kinds of things would make a book
appealing to you?

7. How often did you write before coming to this class? What kind of
writing do you do for your other classes?

8. What would encourage you to write more often? To write better?

9. What would you like your teacher to know that would help her make
this year the best it could be?

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

Lesson Plan 2
Week 1; Plan #2 of 3; [90 min.]
Plan type: Summary
Critical Learning Objectives
SWBAT
Cognitive:
Students will UNDERSTAND that diversity is advantageous to
learning, as it expands our understanding of complex ideas and
provides us with a multitude of ways to solve problems.
Students will KNOW some of the things going on in their peers
lives that might impact how they live/work/see the world.
Students will KNOW some ways to negotiate difference and to
benefit from others perspectives and experiences to enrich their
own.
Students will KNOW some of the different ways that their peers
prefer to learn as an explanation to how we will use different
approaches to study our material.
Students will KNOW which methods of learning help them the most
to acquire new knowledge.
Affective:
Students will KNOW that each individual perspective is a point of
entry to discovery and exploration. Much like we learn from the
singular points of our peers, we will be learning from the individual
points of view of our books.
Students will KNOW that valuing the perspective of each of their
peers helps them grow as people and as thinkers.
Performance:
Students will BE ABLE TO identify different preferred ways of
learning.
Students will BE ABLE TO implement different forms of language for
discussion.
Students will BE ABLE TO extrapolate the effects of diversity on
discussion and group-work.
Standards of Learning:
9.6 The student will develop narrative, expository, and persuasive writings
for a variety of audience and purposes; a) generate, gather, and organize
ideas for writing.
Common Core Standards:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
Instruction:
Beginning Room Arrangement: Big circle again. At the door I will ask them to
take a seat wherever they like and get to work. As with the previous day, I
will greet them at the door to welcome them to class.
1. Do-Now [5 min]
Written on the board: How do our different perspectives inform how we see
the world? How do we benefit from others having different perspectives from
our own?
2. Getting to Know Grid [10-15 min]
I will introduce the activity by saying that I have read all of their surveys and
was happily pleased with all of the things that I learned about them. From
these things I have built an activity to help us learn more about each other,
what makes every single one of us singular but also brings us together
because we have things in common. I will hand out these grids and ask them
to walk around and try to fill in a name for each category listed. Students will
be encouraged to work together to get this done as efficiently as possible.
Once theyve filled out the entire grid, I will ask them to take a seat and
share things they learned about their peers through the activity. Then I will
ask them what they did to help make it go faster of more successfully, and
list these strategies, and ask them how this connects to material in classes.
What kinds of things would help them to learn? I will ask them to take a few
notes on the subject before transitioning to the new activities.
3. Four Corners: How We Learn [15 min]
Students will be asked to place themselves within a continuum, where if they
feel a strategy really helps, sort of helps, doesnt help, or really really doesnt
help, they should move to this place in the room. I will ask students to
volunteer the reasons why a strategy does or doesnt help them, or how it
makes them feel or think, and write these as notes on the board for our
reference. Once all the scenarios have been explored, students will be asked
to take their seats and write a quick do-now: what did you learn about how
your peers learn thats different from you? Thats the same?
4. Class Discussion [45 min]
Students will be asked to think about what they noticed about the different
ways in which we learn and how that affects I deliver material. If everyone
learns differently, that means we have to give everyone opportunities to
learn by giving many strategies for the same material. I will direct a
conversation about how these differencesas well as what weve learned

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

about each othermight shape how we work together, like now as we


engage in discussion: how does our diversity affect us as learners, and as a
team? How do we have to conduct ourselves in order to make good
teamwork and learning possible? How do our different backgrounds, learning
styles, ideas make it easier or harder to work together? How can we use
these strategies and differences to learn about all the different sides of
things? Once discussion has exhausted these topics, I will ask the students to
work within small groups that they choose and put together how they feel
about teamwork and learning in this class after what theyve learned. I will
walk around and ask students to consider multiple perspectives and
diagnose what theyve gotten from the discussion. I will ask one student to
take the salient points of their discussion and place them on the board for
the other groups to see.
5. Debrief [10 min]
Students will be asked to compose a journal entry about their individual
perspective in the class. How do they feel about working with others in the
class? How do they feel as individuals that are part of a diverse team working
towards a common goal?
Assessment:
Diagnostic:
Students will demonstrate prior knowledge about their peersas
well as knowledge acquired about peers during previous class
during the Getting to Know Grid
Students will demonstrate prior knowledge about class discussion
and diversity during the class discussion.
Formative:
Students will demonstrate progress towards our diversity and
teamwork objectives by engaging in whole-class and small group
conversations about the effects of different strengths and
weaknesses in the service of problem-solving.
Students will demonstrate progress towards getting to know other
students by engaging in conversation with students they did not
know before.
Summative:
Students will demonstrate knowledge of how their peers are similar
and different from themselves and how this serves problem-solving
in the group-share.
Materials Needed:
1. Getting to Know Grid: Bingo-style grid made from characteristics
collected from student surveys, such as does not have a twitter
account or has more than three siblings.

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EDIS 5401, Dr. Heny

2. Shiny signs that break the room into agree, disagree, strongly
disagree, strongly agree.
3. Power point presentation with prompts about preferred methods of
learning. Examples would include I learn best when I can build things
with my hands, I learn best when I talk about it with a friend and
hear myself speak, or I learn best when I can sit by myself and
work.

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

Lesson Plan 3
Week 1; Plan #3 of 3; [90 min.]
Plan type: Summary
Critical Learning Objectives
SWBAT
Cognitive:
Students will UNDERSTAND that writing and reading are both
cognitive and social processes.
Students will KNOW that writing helps to extend thinking and
explore new ideas.
Students will KNOW that reading is also a dialogue.
Students will KNOW that reading helps in the formation of opinions
and new ideas and helps to extend our thinking.
Students will KNOW the purpose and format of Reading/Writing
Journals.
Affective:
Students will KNOW ways in which writing and composing ideas
helps in the formation of opinion.
Students will KNOW that writing is a DIALOGUE.
Students will VALUE the input of their peers.
Performance:
Students will BE ABLE TO articulate the various reasons why we
read and write as individuals, as thinkers, and as people within
greater society.
Students will BE ABLE TO identify moments when writing or reading
are best done alone or accompanied.
Students will BE ABLE TO reflect on the benefits of reading and
writing to the development of their thoughts and selves.
Standards of Learning:
Common Core Standards:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
Instruction:
1. Do-Now [5 min]
Written on the board: whats the point of writing? Why do we spend time on

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

it in schools?
2. Think/Pair/Share [5 min]
I will ask students to share some of their thoughts from their journal entry
with the person next to them. Theyll be asked to take turns listening and
then speaking to the thoughts of their partners. Once everyones had a
chance to share, I will ask students to shift their attentions and chairs back
inward so we can engage in a whole-class discussion/brain dump to answer
the questions I will be putting up on the board.
3. Class Discussion [25 min]
Students will be asked to go around the circle and share as pairs what they
talked about that answers the question on the board: Why do we write? How
does writing help us discover/learn/express? As each student adds
something, each of these comments will go up on the board so that we can
build a visual web of writings purposes and usefulness. Once everyone has
shared, I will ask students to talk about which things that others have shared
are true for them, so that we can have a conversation about to what extent
we feel these things impact us as people, and to brainstorm what would
make writing better for us to express ourselves, learn and discover through
the written word.
At this point, students will be asked to transition into the same question as
before (during previous think/pair/share,) with reading as the action instead.
If we study writing that we ourselves compose, how does that change when
its the writing of others?
4. Think/Pair/Share [5 min]
Students will repeat what they did in the previous activity, but with their pair
to the opposite side (that is to say, if they leaned to the right in the previous
think/pair/share, this time they should lean to their partner on the left.) Once
students have had a chance to write down some thoughts, theyll quickly
share with their partners to build on what they shared.
5. Class Discussion [25 min]
Just as we did before, well go around the circle and share as pairs what each
talked about. On the other side of the board (the side not covered with the
writing web) Ill write our new concentration: Why do we read? When do we
read together? Alone? I will make sure to press students to tell me more
about their answerswhat they enjoyed, what they didnt, what made them
enjoy or not enjoy, discover or not discover through the texts they worked
with. This is intended to be a whole-group conversation, but I want kids to
also feel safe in sharing things they dont want me to hear, so Ill probably
make sure that if students say something like I hate reading I ask them,
have you ever enjoyed something you read? What would make reading more

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

helpful, more fun, more worthwhile? I will write these characteristics down so
that students will feel that what theyre saying are things I can look for and I
can guide them to, which might make them willing to give reading another
shot.
6. Model Journaling [15 min]
At this point I will introduce how our class will deal with reading and writing;
that we will be reading many texts of all kinds, and that we will do our best
to make them everything weve just talked about so that its as wonderful as
reading and writing should be. I will underline that both of these endeavors
are hard, and practice where we feel comfortable so we can build the skills to
move forward is an important part of that, so well be working on Journals to
create a dialogue between what were working with and ourselves, what
were learning, to explore and get used to reading in detail and working with
what we learn from that through our writings. I will describe that l we be
using Reading/Writing Journals to further our reading and writing goals, and
model an example of a journal entry based on what we have on the board
all the thinking weve doneand how we feel as a result. Ill show how my
thinking works, how I feel about writing and how writing helps me, just like
talking aloud does, to make sense of whats going on, and how when I dont
know what to think I can write to develop my thoughts or put together what I
want to say. I will draw on how reading great writing has moved me to try
and write better, too. How sometimes things speak to mereally great
writingthat I read and makes me think differently or feel differently as a
result, and how I tend to circle back around to writing as a way to getting my
feelings in order. Having said all this, I will ask students to take out their
student journalsor another sheet of paper, if their journals still arent
aroundand do what I just did in their journals.
7. Journal Entry [10 min]
Ill place the question How do we feel about journaling? on the board and
ask the students to take my model and their thinking and compose an
answer to this question. The goal is to think, and make our thinking explicit:
it can be messy, no one writes beautifully effortlessly, but the goal is to just
work with what youre thinking and pretty it up later. Once the bell rings, I
will thank my students for everything and ask them to put their names on
the sheets of paper for me to keep and ask them to come ready for reading
next class.
Assessment:
Diagnostic:
Students will demonstrate metacognitive knowledge about why and
how they write/read during the class discussion.
Students will demonstrate prior knowledge and understanding of

INTRODUCTORY WEEK

Lucia Echegorri Zabalza


EDIS 5401, Dr. Heny

class discussions and behavior during the class discussion.


Students will demonstrate prior knowledge about journaling from the
introduction to the direct-instruction portion.
Formative:
Students will demonstrate progress towards the new behavioral
standards during class discussion.
Students will demonstrate progress our journaling goals during their
first journal entry (homework).
Summative:
Students will demonstrate knowledge of the symbiosis of teamwork
during our first graded class-discussion.
Students will demonstrate knowledge of journaling during their first
journal check-in.
Materials Needed:
1. Student Journals/paper

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