EDSE 436 Lesson Plan Template

Teacher Name Mr. Adrian Prieto

Lesson Date Day 6
Subject English (9th grade)
Content Standards CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a
text, order events within it (e.g., parallel plots), and manipulate
time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in standards 1-3 above.)
Backward Design

Objectives 1. Students will be able to cite and understand the meaning of the
What will students
know and be able to do
text by use of two formative evaluations.
at the end of this 2. Students will work together to explain and understand concepts
lesson?
that they might have overlooked individually.

     
Evaluation Plan Evaluation is two-fold, done both individulally and as a group. There
How will you know
students can do that?
will be two quizzes given on this day, one done individually, and the
second in the context of a group, and the average (or higher score)
is the one that will count for the quiz grade.
Lesson Introduction Since this is the first of a series of quizzes that will follow this
How will you attract
student attention and format, I will explain the purpose of collaborative work to come to
interest? analytical conclusions about the text. I will begin with the question:
"Who feels more comfortable working in groups? Who feels more
comfortable working alone?" I will then allow each group of
students to succeed in their preffered method of comprehensive
understanding.
Instructional Plan
What instructional activities and steps will be used? Explain in detail.
Timin Steps Pedagogical Rationale
g
5 1. Anticipatory question/housekeeping
2 2. Passing out of quizzes (3 different forms)
15 3. Individual reading quiz on text(each quiz is
15 questions, multiple choice, resulting in a
minute allowed per question) Each student
turns in the quiz as it is completed
5 4. Dividing the class into groups with numbers
depeding on the amount of students. Also,
depending on the order in which they
turned in the quiz. The quizzes will be
divided in sequential order
5 5. Explain and model the group quiz format
15 6. Group quiz via PowerPoint (15 questions,
mixing the 3 different forms, so that some
students will get the same and others
different questions than the ones they
answered individually). Students have 1
min to answer)Groups will put alll names
on one paper and write the letter answer.
5 7. One member of each group turns in the
quiz while I explain the homework
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      10.      
5252 Total
Closure Plan Issuing homework, which is reading Journal Entries 18-25 and
How will you wrap up
your lesson?
choosing one passage to bring to class discussion the following day.
By using the Learner-
Centered rationale, this
question will give the
teacher perspective on the
way the student prefers to
be evaluated.
Giving students roles aids in
increasing responsibilty.
Scholar academic rationale
that rewards individuals on
comprehension and
analyzation.
this is mostly structural and
allows for students to move
around. Noise should be
low, but is excpted to
exceed quiz-taking noise
levels.
The academic scholar
pedagogy, this makes sure
that the student
understands the method in
which they are to take the
quiz.
This process is Learner
Centered, as it understands
that some students will take
initiative, while others may
not. However, some
students may have gotten
different versions of the
test resulting in increased
competence
This accomplished two
tasks at once and allows for
minimal noise.
     
     
     
Resources and PowerPoint, paper quizzes,paper and pencils
Materials
What materials do you
need to execute this
lesson plan?

Content Outline Content covered is entries 1-17 from the novel Perks of Being a
Brief outline of content
to be covered.
Wallflower from the week prior. The quizzes will be a culmination
of objective reading facts, as well as talking points from past
discussions. The information given by the students will be used to
create the comprehensive Unit Exam to be given in the final week
of the Unit.