Lesson Plan Template

Teacher: Anthony Blake

Subject & Grade: 9th Grade ELA
Lesson Date: 2/21/19

OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT GOAL(S)

What will your students be able to do? How does the objective connect to the goal(s) you
Reference Common Core or your state’s have for your students this year?
standards, as applicable.

Students will be able to…
1. Understand and apply the 11 virtues
2. Think critically about the 16 Habits of Mind and
apply them to their own lives and our classroom.
3. Define the Habit of Mind “persistence” and write
a full developed response to what the habit of
mind should look like in our classroom.
Habits of Mind, and virtues, are necessary to
creating a classroom culture based on a growth
mindset. Students are already familiar with the
idea of growth mindset and have been exposed to
virtues, however Habits of Mind are relatively new.
This is the first of two lessons on Habits of Mind,
meaning that there will be some groundwork laid
in terms of reviewing the virtues and then
introducing Habits of Mind.

CCSS RL 5 CCR Analyze the structure of texts,

including how specific sentences, paragraphs,
and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other
and the whole

CCSS RI 4 CCR Interpret words and phrases as

they are used in a text, including determining
technical, connotative, and figurative meanings,
and analyze how specific word choices shape
meaning or tone.

CCSS L 1 CCR Demonstrate command of the

conventions of Standard English grammar and
usage when writing or speaking

(Maryland State Department of Education, 2018).

PREREQUISITE SKILLS DIAGNOSTIC
What will your students need to know to master How will you assess students’ mastery of these
the grade-level objective? foundational skills?

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 Students will need to be familiar with the Students will complete a written response exit
classroom routines and procedures. ticket that will assess mastery.

Students will need to be familiar and comfortable

writing extended response (see differentiation for
those who struggle with this task)

Students will need to be familiar with restorative

circle procedures.

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 ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?

The major assessment will occur in the written response during the exit ticket. There will be numerous
formative assessments throughout the lesson that will act as checks for understanding, but the final
written response will act as the major assessment.

KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?
1. What is a virtue? What are the major virtues?
2. What are Habits of Mind? What Habits of Mind am I good at? Which do I need to work on?
3. What is persistence? What does that look like inside and outside of school?

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 OPENING/HOOK (__ min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Do Now Sheet

The teacher will begin the class at the door greeting students as they enter the Projector
room.

Students are familiar with the Do Now procedure of entering the room, collecting
their folder, and answering the Do Now. Everyday students have 4 minutes to
complete the task (shown by the timer in the bottom right hand corner of the
Powerpoint), and the format is the same every day. The questions are numbered,
while students use the sentence frames that begin with the letter “A.” Students are
provided a word wall that gives key vocabulary that students need to complete the
activity.

During this initial four minutes, the teacher will be at the door greeting students, and
then transition into completing administrative tasks such as attendance. Students
need no prompting from the teacher to complete this task, and a pre-selected
student in each class takes on a leadership position of marking each students Do
Now sheet upon completing their Do Now.

The Do Now question for the day is…..

1. What is a good habit that you have?

2. What is a bad habit that you have?

After completing the Do Now, students receive the prompt from the teacher in
English to “transition to class work.” One student, pre-determined in each class,
passes out the class-work while students are putting their Do Now sheet into their
folders.

Students will be told that this packet is worth 5 points and will be entered as a
classwork grade. This will create student ownership of their grade and the work
completed in class.
INTRODUCTION OF NEW MATERIAL (__ min.) MATERIALS
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

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 Once the class has completed their entrance procedure, the class will form a circle Chart Paper
to take part in virtue-based goal setting. Students have been normed to best
practices in the restorative circles. In this circle, students will be introduced to the Classroom set-
virtue characteristics: up in restorative
circle
Truthfulness
Generosity
Enthusiasm
Caring
Responsibility
Respect
Courtesy
Perseverance
Courage
Kindness
Confidence

Once the 11 virtues are explained, we will go around the circle and explain which
each virtue means to them.

Once all 11 virtues have been explained the question “What does it mean to you if a
person has _____________________ virtue”
This question will be written on chart paper, and displayed to the class. Students
will be encouraged to use the sentence frame:
To me, it means ___________________________ if someone has _________
virtue.

This question will be posed for each virtue. Upon completing, we will move onto the
second question, which will also be written on chart paper.

“Can someone provide an example of someone you know that has one of the
virtues”

We will do this for each virtue. Once this is completed, students will exit the circle to
continue the lesson.

GUIDED PRACTICE (__ min.) MATERIALS

How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?

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 Once the basic virtues have been established, the 16 Habits of Mind will be Student note-
displayed for all students to see (Costa, 2000). ` sheet

Persisting Chart Paper

Managing Impulsivity
Listening to Others with Understanding and Empathy
Thinking Flexibly
Thinking about Thinking
Striving for Accuracy and Precision
Questioning and Posing Problems
Applying Past Knowledge to New Situations
Thinking and Communicating with Clarity and Precision
Gathering Data Through All Sense
Creating, Imagining, and Innovating
Responding with Wonderment and Awe
Taking Responsible Risks
Finding Humor
Thinking Interdependently
Learning Continuously

Next students will select one Habit of Mind as their Grow, and one as their Glow.
Students will write one paragraph about why they think that Habit of Mind is their
Grow, and why the other is their Glow.
After 10 minutes, students will switch with a partner and do a turn and talk for 5
minutes about their different responses.

4 different student groups will share out their findings with their partners.
INDEPENDENT PRACTICE (__ min.) MATERIALS
In what ways will students attempt to demonstrate independent mastery of the
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?
In independent practice students will focus on one specific Habit of Mind: Projector
Persistence.
Student note-
Students will watch the Class Dojo Video on Growth Mindset: sheet
https://www.youtube.com/watch?v=2zrtHt3bBmQ

Students will respond to three questions:

1. Explain why your brain is like a muscle.

2. What is a time outside of school you weren’t good at something, but continued to
get better?
3. What is a time in school where you weren’t good at something, but got better
over time?

Students will have 15 minutes to respond to the questions. After students respond
to the questions, we will come back together and take 3 share outs for each
question.

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 CLOSING (__ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Student note-
Our closing will be completing an Exit Ticket. The Exit Ticket will be a written sheet
response to the following question.
Projector
What is persistence? In your response…..
 List two virtues that are necessary for you being persistent in life.
 Why is it important to be persistent?
 How can you support you peers in being persistent (hint, use our virtues!!!)

Students will write their response on the same sheet of paper they have been using
for their responses for the day. Student will hand in their note sheet for the day for
their classwork grade. The expectation is that student responses will summarize
everything that has been covered over the course of the day, and state the
significance of what was learned.

DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?

For each written task students will be provided sentence frames that they can use
to begin their written responses.

Closed captioning will be turned on for the video, and lower-level students will be
instructed to write down key terms that they can then use in their responses.

For the final writing task in our Exit Ticket, lower level students will be instructed to
use our writing template guide called RACES (restate the question, answer the
question, cite evidence, explain, summarize.) This is posted throughout the room.

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 References

Maryland St. Department of Education. (2018). MD College and Career-Ready Standards.

Retrieved from http://mdk12.msde.maryland.gov/instrction/commoncore

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