Lesson Megan, Jenny, and Sam

Author
Date 10/3/2017
Period 2
Grade 8th
Level
Time 3 Days of 55 minute class periods
Allotted
Context/ This is a heterogenous group of students. This school is in an urban area and discussing gang
Rationale mentality would be applicable to their lives. They have been studying how to read a lyric text
and short stories for meaning. They have practiced using reading strategies including pre, during,
and after reading strategies. They have learned how annotate a text. This will be the third time
the students will be exposed to a CVP but they have background in reading closely. Students also
have prior knowledge in analyzing texts and providing evidence when responding to questions.
Students know how to compare and contrast different types of texts.
Central
Focus
Students will have a understanding of gang mentality and the impact it produces based on texts,
discussions and group activities. The song Where is the Love? will give students a chance to
look at the effects of gang mentality from a creative perspective. The text we have chosen will
have the class see a personal side and connection to being a part of the text. The character is
similar in age to the students, which allows the students the opportunity to place themselves in
the characters shoes.

Essential/
Compelling Why are people remembered more by their actions rather than who they really are?
Question(s) What c ontributes to a person's willingness to join into a gang mentality?

Goals Objectives

Students will be able to show an understanding of the impact of the gang mentality.
Students will be able to distinguish between a gang mentality and individual mentality.

Standards

R. 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
R. 8.5 Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and
style.
 W 8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Assessment Informal Formative Summative

s Students will write their Initial N/A
Have class discussion response to the CPV and
regarding the CVP. Students include aspects of what we have
will be assessed based on their talked about in class as well as
contributions to the their previous knowledge and
conversation which the experience. On the second day,
teacher will keep track of the students will submit a 3-2-1
based on how many times exit ticket at the end of the class
they contribute meaningfully period.
to the conversation.

Language Language Function Vocabulary Syntax/Discourse

Supports
Students will be comparing
and contrasting. Students will
be able to compare and
contrast gang mentality vs.
individual mentality. What
does it mean to be part of a
gang? What does it mean to
be an individual?
Students will learn the formal Students will participate in a
definition of gang mentality respectful conversation about
as a part of the learning difficult topics through a class
segment. discussion. Students will
participate in conversing with
others about controversial topics
in a mature manner.

Materials What texts, materials, websites, and equipment do you need to implement your plans? Include
& materials that students and teachers may need (and are available at your school). What
Technology technology are you using in your lesson? Include hyperlinks.

Where is the Love song lyrics by the Black Eyed Peas:

https://docs.google.com/a/ncsu.edu/viewer?a=v&pid=sites&srcid=bmNzdS5lZHV8ZWN
pNDMwZmFsbDIwMTd8Z3g6NmQ2NWMxMzdjMmE4OTMyMA
One the Sidewalk Bleeding by Evan Hunter:
https://docs.google.com/a/ncsu.edu/viewer?a=v&pid=sites&srcid=bmNzdS5lZHV8ZWN
pNDMwZmFsbDIwMTd8Z3g6NGI5YWMwNDQ1OGZhYjFmYQ

INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the
activities? How are you bringing the lesson to a close? Provide basic step-by-step directions and prompts
 for implementing these areas of the lesson. A substitute teacher should be able to pick up your lesson plan and
say and do everything you would have if you were there. Please be explicit and specific. Remember YOU
CAN (and likely SHOULD) ADD ROWS.
Time Lesson Component Teacher and Learner Roles/Procedures
Day 1:
40 minutes Introduce the CVP about gang Teacher will start the class with an anticipation guide regarding
mentality and violence. gang mentality. Before they start this, the teacher will post the
Students will respond with formal definition of gang mentality on the board for students
their initial thoughts to see and reference throughout the activity. For the anticipation
guide, students will be given a paper with statements regarding
gang mentality and must answer whether they agree or disagree
with the statement on the paper. Teacher will discuss what a
CVP is with students. She will then hand out to students the
CPV regarding gang mentality and read it out loud as well.
Teacher will read the CVP to her students twice, to ensure they
understand the CVP. Students should be reading along while the
teacher reads out loud the CVP. Students will write down their
initial thoughts to the CVP. Teacher will then facilitate a
discussion about what students initial thoughts are to the CVP.
15 minutes Listen and Read Where is the The teacher will play the song from the computer. Also, the
Love by Black Eyed Peas lyrics will be printed out and given to each student. The first
time the teacher plays the song students will listen and follow
along with the lyrics. The teacher will play the song a second
time and the students will analyze the song looking specifically
for elements of violence and gang mentality.
After the song is played the second time students will take time
individually to continue any notes or comments they want to add
to their personal notes.

Day 2:
15 minutes Tea Party Activity Before class, the teacher will prepare a copies of the text and a
tea party activity for the student . As students enter the room,
the teacher should hand out the prepared index cards for the tea
party activity. Students will leave all belongings at their desk
and stand behind their chairs. The teacher will instruct them that
they are completing the tea party activity and begin playing
music from West Side Story. At this time, students will
circulate the room and try to make connections with the words or
phrases on their notecard.
15 minutes Read On The Sidewalk The students will then return to their seats, while the teacher
Bleeding by Evan Hunter passes out the text. Once every student receives the text, the
class will read the full text aloud together. The teacher may read

10 minutes Graphic Organizer
10 minutes Class Discussion
5 minutes 3-2-1 Exit Ticket
Day 3:
20 minutes Compare and Contrast Gang
Mentality and Individual
Mentality in On the Sidewalk
Bleeding
35 minutes Revisit CVP and discuss again
students thought in relation to
the song and reading. Compare
and Contrast Gang Mentality
and Individual Mentality in On
the Sidewalk Bleeding.
the text to them, or the students may volunteer to read at any
point.
When the class finishes the text, each student will be given a
graphic organizer and lyrics for Where is the Love by Black
Eyed Peas. As table groups, students will discuss the texts and
complete the graphic organizer to compare them. Their
discussion should center around examples of gang mentality and
impact from both texts.
The class will come back together to share what their table
groups discussed, and compare the ideas of the students.
Students will complete an exit ticket on paper from their
notebooks. The exit ticket should be handed in at the end of the
period to the teacher. The prompt for the exit ticket should be:
Three things your learned, two questions you still have, and 1
thing you want to learn more about.
Students will be comparing and contrasting gang mentality to
individuality mentality as shown in One the Sidewalk Bleeding.
What characteristics made up gang mentality in the story and
how did students see individual mentality in the main character.
After having read On the Sidewalk Bleeding and listening to
Where is the Love students will revisit the CVP. The teacher will
remind the students of what the CVP was and ask the students
whether their initial thoughts on it have changed. When
answering students must provide evidence or reasoning for the
changes to their thoughts. The teacher should remind the
students that there is a no right or wrong answer and that
everyones opinion should be respected.

Accommodation
After you review various data (collected through your own observations, discussions with your cooperating
teacher, student conferences, etc.), how will you adjust instructional materials, activities, and sequencing given
what you have learned about students academic skills, attitudes, and needs?
Learning Needs: IEPs/504s: Striving Readers: ELL Support: Gifted:
These students will be Students will be given ELL students will be Gifted students can be
given a graphic a list of any provided with placed in a group to
organizer with unfamiliar vocabulary translated texts as create their own CPV.
complex vocabulary the day before the needed based on their This will allow them
words and their class will read the abilities and needs. a chance to complete
definition. Students texts in class. Then Also, during the Tea an assessment that is
 will be encouraged to the students can look Party ELL students higher up on Blooms
add any words or at the words and their will be told about the Taxonomy. Their
definitions to this definitions before assignment in CPV will be shared
graphic organizer that reading them as apart advance and given the with the class, as an
are not already on of the text. words that will be put extra practice
there but that they are on the index cards. If opportunity.
unfamiliar with. it would not be
beneficial for an ELL
student to participate
in the Tea Party then
they will be given
another activity to
complete during this
time that will
accomplish the same
goals.
Appendix -- Copy and Paste into this lesson plan (below here) any copies of supplementary materials needed
for a given plan (i.e. handouts, PowerPoints, rubrics, etc.) It can be hyperlinks.

CPV to be used in this learning segment:

You are talking to your friend, Ryan, one day and he mentions that he has been hanging out with a new group
of friends recently. He really likes being apart of their group. He tells you that the group is really exciting and
they are always looking for a new adventure. You know that this group has a bad reputation for doing
dangerous and illegal things. Over the summer they were involved in a shooting that resulted in the death of a
police officer and several other, less severe, incidents have occurred since then. You know about all these
things but the way Ryan is talking he makes it sound like it's not so bad. Ryan mentions that hes is meeting
up with them later that evening to go hang out and he offers for you to join them. How would you respond the
the invitation? What would impact your decision?