Disordered Plot Lesson 1

Name: Tiffany Bishop Program: Secondary Course: Edu 460

Education
Lesson Topic/Title: 1. Disordered Plot Line in Commercials Class: Reading Movies
Lesson Date: 3/22/2017 Lesson Length: 80 Grade/ Age: 11th and
minutes 12th
Learning Objective (Targets) :
Targets
1. Identify the type(s) of disordered plot used in the Nintendo Switch Commercial.
2. Analyze how advertisers use disordered plotline in the Nintendo Switch commercial to demonstrate the
benefits of their product.
3. Identify the type(s) of disordered plot used in the Train Commercial.
4. Analyze how advertisers use disordered plotline in the Train commercial to demonstrate the benefits of
their product.
5. Refer to specific scenes when analyzing the disordered plot of the movie/ video.

Targets given to students:

Students will answer the following questions about the Train and Nintendo Switch Commercial on a
worksheet:
What type of disordered plot is used?
How does disordered plot add meaning to the commercial?
How does disordered plot affect the theme of the commercial?
Content Standards: CCSS.ELA-LITERACY.RL.11- Content Standards Alignment & Justification:
12.5 This standard asks that students look at specific
Analyze how an author's choices concerning how to scenes/ parts of a text and analyze how those
structure specific parts of a text (e.g., the choice of where specific scenes/aspects contribute to the work as a
to begin or end a story, the choice to provide a comedic whole. In this unit, students will be analyzing the
or tragic resolution) contribute to its overall structure and tools used to disorder plot lines and how those tools
meaning as well as its aesthetic impact. add meaning to the movie as a whole. They will also
identify the message or theme that the movie has. In
this lesson, students will be using commercials with
disordered plotlines to practice the skills of
identifying the type of disordered plot line that the
movie follows, analyzing how that plot line type
affects the audiences overall understanding of the
movie, and identifying the message that the
audience is supposed to obtain from the movie.
Students will begin by taking a pre-assessment on
the Nintendo Switch Commercial. Here, I will provide
them with questions asking them to identify the
type(s) of disordered plot used in the Nintendo
Switch Commercial and analyze how advertisers
use disordered plotline in the Nintendo Switch
commercial to demonstrate the benefits of their
product. This will allow students to identify the
type of disordered plot in a movie and defend
their identification, analyze how the disordered
plot is used as a tool to add meaning to the
 movie, and identify a theme (message) that the
audience is supposed to obtain from the movie.
In order to analyze how advertisers use disordered
plot in the Nintendo Switch commercial to
demonstrate the benefits of their product, they will
both have to identify the message (the benefits of
the Nintendo switch, and analyze how the
disordered plot functions as a tool to show the
benefits of the product.
Next, students will be taught the different types of
disordered plotlines. They will then be asked to
perform the same assessment as their pre-
assessment on the same commercial so I can
measure their growth. Similarly, they will be asked to
perform this task again with the Train commercial. In
essence, students will be given opportunities to
meet each of these targets three times in the lesson.
Assessment: Assessment (Data & Student Feedback):
Pre Formative I will be scoring the pre-assessment with the plot
Summative Student Self row of their rubrics. I will then score their formative
In previous units, students have covered basic on the Nintendo Switch Commercial to see if there is
plotlines. Now that they understand how plot works, they any growth now that I have taught the different types
are using their knowledge to analyze disordered of disordered plotline. I will also score their Train
plotlines. Students will be performing a pre- commercial formatives with the same row of the
assessment on the Nintendo Switch Commercial where rubric. After scoring all three and recording all three,
they will be answering questions on a worksheet I will either provide students with written feedback if
regarding each of the targets. Next, they will be only a few seem to be confused and will quickly
instructed on the different types of disordered plotlines address the biggest struggles we faced at the
and will complete the same worksheet as before. This beginning of next class before beginning out Kahoot,
will be a formative assessment. We will then review the or if many of the students seem not to be grasping
worksheet and they will complete the same worksheet the material, I will reteach the material in a different
on another commercial, the Train commercial. This will way the next class. All of these grades will go in the
also be a formative assessment. gradebook as practice grades. Students will not be
Students will also be correcting their own work on their graded on the self-assessments that they perform.
formatives in a different type of writing utensil. This will Instead they will use these corrections as notes.
allow students to have the correct answers on their
formatives for future reference. This will be a self-
assessment. In future lessons students will be
completing very similar questions about full length
movies as they did in this lesson.
Integration of Other Content Areas (If Appropriate):
History/ Social Studies: The train commercial has a message to empower people to be active in changing
the world around them.
The train commercial also focuses on traveling and understanding different cultures
Business/ Advertisement: Students will be looking at the message of commercials and analyzing if the
tools the advertisers used to create the commercial were effective.
Film: Rather than analyzing written texts, almost all of the texts used in this unit, if not all of the texts used in
this unit will be videos/ movies.
Instructional Strategies to Differentiate Whole Class Instruction:
Verbal/Linguistic: Students will be provided both verbal and written instructions. How they are graded will
also be stated verbally and written in a checklist format on a rubric.
Logical/ Mathematical: Students will be looking at the effect that a particular type of disordered plot line has
on the commercial as a whole and how disordered plot affects the audience.
Visual/ Spatial: Students are working with videos to learn literary tools instead of written texts.
Interpersonal: Students are will be reporting out their answers after the two advertisements.
Intrapersonal: Students are working alone to answer questions about the commercials.
 Musical: I chose a commercial with music in it to help engage students with the advertisement for their pre-
assessment.
When I gave students the multiple intelligences survey, the highest result was for musical, the second
highest for visual, and the third highest was tied three ways between kinesthetic, intrapersonal, and verbal. No
students who were present scored for interpersonal or logical. I tried to include as many of the styles that
students did score on as possible.

Students will be working alone to complete the worksheets. I wanted them all to work alone during these
three assessments for a couple of reasons. The biggest reason that I want students to work alone is because
these are all activities for practice grades. I want students to have their practice grades be accurate
measurements of their own abilities without help so I can use these grades to help me determine who needs
more one on one assistance. I also chose to have them work alone because when they work alone, they do
their best work. I will be collecting the pre-assessment before teaching the mini-lesson. I will collect the
formative after both of the formatives are completed. I will grade all of these formatives before the next class
using the rubric. Students will also be discussing and working in a large group when we answer the questions
out loud. This will provide students the opportunity to correct their formatives using a different writing utensil. At
some level, this will act as a self-assessment for the students because they will be correcting their own work.
Students will use these corrections as notes to refer to later.

Students are given a choice between several different movies in order for them to pick which movie they
want to focus on for their first large class movie. I am offering this choice because I want students to be
interested in what they are watching.
Modifications/ Accommodations/ Extensions for Individual Students with Identified Needs:
Students needs
There are two students in the class who have an IEP. Alphabetically, the students are Student o and student
g. Student os IEP requires that notes are provided to the student at the beginning of class, materials are
provided at the student's reading level (fifth grade), the student is provided visual and verbal organizers to
complete the assignments, that the students workload is reduced by 50%, that the student has extra time to
complete assignments, and that the student may use all materials on assessments. Student gs IEP requires
that she has extra time to complete assessment, may take assessments in the special education setting, must
be provided with extra clarification when asked, is provided with extra time for her assessments, is allowed to
reassess, and will be given the best grade out of all of the trials on her assessments.
Accommodations
Student o will be accommodated with sentence starters, as was suggested by her case manager. Both
student g and student o will be allowed extra time to complete the assignments at the end of class, during
HPT, or during their study hall, or to work on their assignments in the special education setting. All students will
be allowed to use their notes on their formative examinations.
There is also one student, student c, who has a behavior plan stating that she is not allowed to leave the
room during class. She must be dismissed three minutes before the end of class to go to her next class. If she
does need to go to the bathroom, It means I will have to escort her.
Modifications
For student o, in order for the student to meet the requirements of the standard, the amount of work the
student must perform on the formative cannot change. They may choose to write less under each short
answer question.
Technology Integration (if appropriate): Students will be meeting ISTE standard number 2 b, c, and d
because they will be working on google classroom and participating in an online community there. They will be
learning how to be part the online community and how to be safe, positive, respectful, and follow legal and
ethical behavior while using the technology. Students will also begin to understand the permanence of things
they do in the digital world. Students are able to access the documents from this lesson on Google Classroom,
though I foresee most of them handwriting the assignments. I will be playing the commercials on my computer
and projecting them on the board for students to see. I will also be using a slideshow to direct students
attention to particular aspects of the note sheet as I perform the mini-lecture.
Materials and Resources for Lesson Plan Development
Plot Rubric
Nintendo Switch Commercial
Review slideshow
Note sheet
Train Commercial
Questions for pre-assessment and formative
Sentence Starters
Markers for whiteboard
Movie choices
Lesson plan
Agenda (teaching and learning sequence)
Bell work (teaching and learning sequence)
Writing utensils for students
Stress Ball
Laptop
Projector
Whiteboard
Writing utensils
Teaching and Learning Sequence:
Amount of time for lesson: 80 minutes
Bell Work:
Pick up handouts
Agenda on board
1. Nintendo Switch
1. What type(s) of disordered plot is (are) used?
2. How is disordered plot used to add meaning to the commercial?
3. How does disordered plot affect the theme of the commercial?
b. Disordered Plot Types
1. What is disordered plot?
b. Train
1. What type(s) of disordered plot is (are) used?
2. How is disordered plot used to add meaning to the commercial?
3. How does disordered plot affect the theme of the commercial?
b. Return summatives
c. Vote on next movie
Agenda Outline
12:43- 12:48 Welcome (5 minutes)
How is everyone?
Please do the bell work if you havent already
Reminder about Video Permission Slips (7 students)
See me if you were absent/ grades are in
Walk through agenda/ introduce targets
12:48-12:50 Rubric (2 minute)
Read/ Review Rubric
12:50-1:08 Pre-assessment (Nintendo Switch) (18 minutes)
Introduce pre-assessment
Video
Walk through worksheet
Watch video again
Complete worksheet and hand worksheet in
1:08-1:18 Review/ Introduce New Material (10 min)
Review slideshow
1:18- 1:38 Revisit Pre-assessment (20 min)
Video
Watch video
Complete worksheet
Ask if students feel more confident- use the thumbs up, thumbs down activity
Review correct in another color ink
1:38-1:55 Train Formative (17 minutes)
Watch train commercial
Watch train commercial
Complete worksheet and hand in
1:55-1:57 Recap (2 minutes)
What were our targets
What did we accomplish
1:57- 2:00 Vote (5 minutes)
Describe movies (Neverending Story*, The Princess Bride, Stardust*, Inception*, After Earth, Strange
Magic) - (Movies with * are longer)
Everyone has 2 votes, tally on board
2:00 - 2:03 Return Summative from last lesson (4 minutes)
Discuss/ Give general feedback while passing out
Meet with students to schedule time to finish

Agenda Description
At the beginning of class, I will welcome students, as I always do, by asking them how they are, reminding
them to do the bell work (to pick up handouts), reminding them to check the binder if they were absent, and
reminding them to see me if they were absent. I will also walk them through the targets of the day and through
the agenda that is written on the board. The targets are that students will identify the type(s) of disordered plot
used in the Nintendo Switch Commercial, analyze how advertisers use disordered plotline in the Nintendo
Switch commercial to demonstrate the benefits of their product, identify the type(s) of disordered plot used in
the Train Commercial, and analyze how advertisers use disordered plotline in the Train commercial to
demonstrate the benefits of their product. These targets will help students meet the overall objectives, which
are to identify the type of disordered plot in a movie and defend their identification, analyze how the disordered
plot is used as a tool to add meaning to the movie, and identify a theme (message) that the audience is
supposed to obtain from the movie because they are working with shorter videos and responding to questions
that are very similar to the ones they will answer after watching movies.
Next, we will review the rubric for our new unit. The part of the rubric we will be looking at will be the plot
section. This will help students know how they will be graded before we even begin the unit. Next, we will do
our pre-assessment. For their pre-assessment, they have questions that they need to answer about the plot
type of the movie. I will make sure that students know what handout we are using for the pre-assessment.
Then, we will watch the Nintendo Switch video. After watching the Nintendo Switch video for the first time, I
will read the questions on the worksheet out loud for students. I will also provide student o with sentence
starters. Students will be given the option to begin their worksheet while the video is playing the second time,
or they may wait to start their worksheet until after the video is played a second time. Students should have
about ten minutes after the video is played to answer the rest of the questions alone and will hand their
worksheets in when they are finished. I will walk around answering questions/ rephrasing questions if students
ask for my help. If everyone hands their worksheet in early, we will move on. I will collect these pre-
assessments and compare them to how they perform doing the same assignment after the mini-lesson. I will
grade this using the rubric as well.
Next, students will listen and follow along on their note sheet as I review the previous lesson briefly and
introduce new material using a slideshow. I will provide students with clearer descriptions of each type of
plotline when I am presenting, so students may choose to take notes that make more sense to them as I
present. After presenting, I will ask students if they have any questions and answer questions before returning
to the video we watched for the pre-assessment.
After students have been introduced to the new material, I will revisit the Nintendo Switch Video. Here, I
will tell them why we are revisiting the video and then we will watch it. I will replay it again, providing them with
the option to work while the video replays or to watch the video again before working. They will be given time
to complete the same questions as before. Again, I will walk around answering questions/ rephrasing
questions if students ask for my help. If everyone is done early, we will move on. When they are finished
answering these questions alone, I will ask them if they feel that they did better the second time on the
worksheet than they did on the first time. This will be done with a thumbs up, thumbs down activity. If they
did better, I expect them to give me a thumbs up if they felt better about their answers, a thumbs down if they
felt worse, and a flat hand if they feel as confident as they did the first time they answered the questions. After
I get a general understanding of how the students are feeling, we will correct their worksheets as a class. I will
have them use a different color ink to make these corrections so I can see what they originally wrote. This will
help me see if the students understood the material in the mini lesson, or if I need to review it. It will also make
it so the students will have the correct answers. Their original answers will act as a formative assessment
and their corrections will act as a self-assessment for students.
Since I want to give students one more opportunity to practice on a short video before performing a similar
assessment on a full length movie, I will also be showing them a Train Commercial. Similarly, we will watch
this once as a class, and they will be allowed to work through the second watching should they desire. They
will complete the same worksheet, alone, (on the back of the other formative) and hand the worksheet in when
they are done. Similarly, again, I will walk around answering questions/ rephrasing questions if students ask for
my help. If everyone hands their worksheet in early, we will move on. I will use the results from both of these
worksheets in order to see students growth. Should students struggle more than I anticipate and arent getting
mostly 2s and 3s, I will review and reteach in the next lesson. These will be graded with the same rubric.
The Train commercial will go in the gradebook as a practice assessment. The other two will not go in the
gradebook because if I were to put them in the gradebook, students would ask to re-assess a pre-assessment
which isnt possible.
At the end of class, I will recap what we did today and what our targets were. I will then tell students
vaguely what we will be doing next class and we will vote on the next movie that we will be watching. Each
student will be given two votes to pick their favorite choice and I will tally them on the board.
After finishing everything else, I will pass back the summative exams of the last unit to students who
completed their summatives. As I am passing the summatives out, I will provide general feedback to the
students about how they performed as a class. After I pass them out, I will ask students to review any specific
feedback comments and their scores. This way if they have any questions, I can answer those questions.
While the students who have finished are looking at their scores, I will meet briefly with the students who did
not finish their assessments and schedule a time during extended hpt or after school when they can meet with
me. I am choosing to do this at the end of class because I want students to have time to work on it if there is
extra time.
Content Knowledge Notes (if applicable/ instructor discretion):
See Note sheet
See descriptions of each movie
Neverending Story (first description)
The Princess Bride
Stardust
Inception
After Earth
Strange Magic
Common Core Teacher Standards (CCTS) Alignment & Justification (Field/ Student Teaching Only)
Standard 1
The teacher understands how students learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas
and designs and implements developmentally appropriate and challenging learning experiences.
1 (d) Understands how learning occurs - how learners construct knowledge, acquire skills, and develop
disciplined thinking processes - and knows how to use instructional strategies that promote student learning.
This standard basically states that the teacher knows how to scaffold lessons so that learners build
knowledge, gain skills, and engage in higher levels of thinking as the lessons progresses. To meet this
standard, a teacher must use instructional strategies and scaffolding to make knowledge, skills, and higher
level thinking possible for these students.
I chose this standard for this lesson because students are being provided with multiple opportunities to learn
the skills and knowledge and multiple opportunities to demonstrate that knowledge. Although I usually do this
in each unit with my reading movies course, I liked how during this unit, they were provided with all of these
opportunities within one lesson. Other units have more complicated material that requires me to break the
scaffolding of skills and knowledge up into multiple lessons, but this lesson easily demonstrated the
progression of scaffolding.
Students first demonstrate the knowledge that they have before being taught, the knowledge they have
after being taught, and the knowledge that they have after reviewing what we learned. In essence, I scaffolded
the material so Im teaching them the content, allowing students who understand the content to model the
content, and remodeling the content if other students are unable to, and then providing them with the
opportunity to demonstrate their knowledge on their own. These opportunities are also all being scored as
practice grades, so they are not being punished for not getting the material the first time.

Standard 3
The teacher works with learners to create environments that support individual and collaborative learning,
encouraging positive social interaction, active engagement in learning, and self-motivation.
3 (o) Values the role of learners in promoting each others learning and recognizes the importance of peer
relationships in establishing a climate of learning
This standard is basically saying that the teacher upholds a classroom environment in which students
collaborate and work together to learn. It also focuses a lot on how the teacher creates a classroom
environment where peer relationships can develop
I chose this standard because Ive been working very hard in the last few lessons to build classroom
environment and this is one of the lessons where students first began to talk without me calling on them by
name. I also chose this standard for this lesson because rather than giving them all the answers, I had the
students model the information for each other.
In this lesson, students responded to the questions and modeled the material for each other. They willingly
spoke up, and several students who are typically very quiet volunteered answers. A student even felt
comfortable enough to correct me when I misunderstood or misread a synopsis of one of the movies and we
had a mini class discussion about what actually happened in the movie.

Standard 6
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
document learner progress, and to guide the teachers on-going planning and instruction
6 ( t) Is committed to using multiple types of assessment processes to support, verify, and document
learning.
This standard is saying that teachers use multiple types of assessments and provide multiple
opportunities for students to be assessed so that they can document the learning, are aware that students are
learning and how fast they are learning, and can support students when they are struggling to learn, or
challenge students when they are learning more quickly than anticipated.
I chose this standard for this lesson because I use a pre-assessment, two formative assessments, and a
self-assessment related to the content. I also use a self-assessment in order to collect data on which students
feel more comfortable with the material after it has been taught.
In this lesson, I give students three opportunities to practice the skills we are learning in this unit with
relatively easy texts. The first practice doesnt even go in the gradebook as a practice, the other two go in the
gradebook as practices. I also allow students to self-assess on how they do on the assignment by asking them
to correct their work on one of the formatives. Furthermore, I allow students to tell me how they are feeling
about their understanding of the content. Using all of this information, I created a chart and made note of how
many students were not meeting the standard, meeting the standard, and exceeding the standard at the end
of the lesson and I used this data to help me decide what types of questions I would ask on the Kahoot and if I
would give them another practice assessment before moving on to a harder text, a full length movie.
Post-Lesson Reflection:
Strengths of the lesson
The biggest strength of this lesson was the time we spent reflecting on our answers from the second time
we watched the Nintendo Switch commercial. Several students used different types of a disordered plot line on
their worksheet and they also identified at least three different possible themes. With the use of their note
sheets, students didnt have a hard time identifying and explaining different disordered plot line types that the
movie might follow. Also, thanks to the last lesson on basic plotlines and themes, many students didnt struggle
to identify a possible theme from the commercial. Students were much more engaged in this activity because
they were given the opportunity to listen to each other answer questions rather than listening to me lecture the
answers.
Another strategy that worked really well in this lesson (that I didnt initially plan to do) was when instead of
playing the video immediately for a second time when students were working, I waited a few minutes to play
the video again. This allowed students time to write down their initial thoughts and evidence and to go back on
answers, as I saw three students doing, (Students c, d, and m) to add more evidence, or to answer the harder
questions after viewing it again (Students i, j, l, m, o, and q). Many of the students took advantage of the
opportunity to see the commercial again in order to help them. The students that didnt take advantage of the
opportunity, (Students e, f, g, h, k, n, p, r) all still met the standard, so they likely didnt need to see the video
again.
The voting part of the lesson also went really well because I had students provide summaries of the movies
that they had already seen for the class, and I looked up summaries online. Unfortunately, since I hadnt seen
one of the movies, one of my students caught me describing it wrong (as I was reading the synopsis from
Wikipedia) and that led to an engaging conversation that clarified the topic of the movie and got a couple of the
other students involved. Considering this is a quiet class and most students dont like to talk without being
forced to, I consider this a pretty big success. Plus, I like it when my students challenge things I say that are
wrong, it allows for both my students and me to grow. After Earth was the movie that won with 22 votes. It was
also the movie that one of my students, Student n, corrected me on. I cant help but wonder if that had
anything to do with the other students interest in it.

Areas for growth in the lesson

One of the biggest areas for growth in this lesson would probably be to provide more time within the lesson
itself. Initially, I would have had enough time for the lesson, however since the lesson ended up being on a day
where there was extended HPT (which cuts the lesson down by at least five minutes) and since students had
more questions and comments than I had anticipated (which is not a bad thing), I had to change the lesson as
I was teaching it. This made my instruction about correcting the Nintendo Switch formatives in a different color
ink a little unclear. It also made that activity a little more rushed.
I also am a little upset that I am still missing video permission slips from seven students and I gave it to
them on the first day. One student even left the form in the class binder instead of taking it home to get signed.
I cant give them a grade for the assignment, aside from including it in habits of work under the category of
passing their work in on time, and Im struggling to find a way to hold them accountable. I have given all seven
of them at least three copies of the form and reminded them every single class. I even talked one on one with
each of them.

Evidence of student learning and interpretation of assessment results

On the pre-assessment (Nintendo Switch), many of my students wrote nothing, or wrote nonsense answers
on most of the questions. Almost every student, however, attempted the third question, which was about
theme. I was hoping that most students would be able to do this question because it is a topic that we covered
in the last unit with basic plotlines. The rest of the questions, however, pretty much no one got right. Scoring
their pre-assessments resulted in all of them getting a zero.
Next, when we did the first formative (Nintendo Switch), in order to get immediate information off if the mini
lesson was helpful for students, I had them do a thumbs up, thumbs down activity before asking students to
share their answers to the questions. Everyone put their thumbs up, so I assumed that they would do better on
this assignment, which they did. All except for three students met the standard, one of which I think just forgot
to turn the assignment in. Two of those three got a two, one got a zero (as the back of the paper was blank).
Only two students met the standard, with a three, but the rest of the class (except for the student who was
absent) got a four. This means, that many of the students, after the mini-lesson, didnt just grasp the concept,
but mastered the concept. Since I hadnt analyzed that data yet, and since I probably would have wanted data
that I knew we hadnt corrected in class, students also did another formative assessment.
In the last formative assessment of this lesson (the Train commercial), students scored similarly, though
slightly better, in comparison to how they did on the second attempt at the Nintendo Switch commercial. Of the
students present, only one student did not meet the standard. They received a score of a two. Two students
met the standard, which is similar, again, to the last assessment, and the rest of the class exceeded the
standard (including the student who received a zero for her other formative assessment). This shows me that
the review activity after the first formative was also successful and helpful for the students.

Plans for next steps and/ or re-teaching

Since I know the students have grasped the material and understand it, I know they are ready to look at a
more complex video to apply those skills. Prior to applying those skills in a movie, I want students to have a
little more practice with the terminology, or names, of the different plot types so they are more familiar with
them when they are using them in relation to the movie. It will also allow me to see how many students are
reliant on their notes in order to understand the plot types. The first full length movie that students will practice
these skills with is After Earth. I will give them a very similar worksheet (with slightly more complicated, yet
more detailed, instructions) and allow them to use their knowledge of disordered plotlines in order to identify
and analyze a type of disordered plotline in the movie. In essence, I am providing them with a harder text, or
video, to work with next.

Suggestions for improving future lessons

For future lessons, I need to remember to bring my wireless mouse if I am doing a presentation. I had to
crouch down so all of the students could see the slideshow and it made it hard for me to look around the room
at everyone at times. I also should use highlighting techniques to highlight the part of the chart that I am talking
about as I present. Furthermore, I need to be more aware of extended HPT when I am planning my lessons.