HSOE Lesson Plan Template

HSOE Lesson Plan Template

GRADE 10th Grade (Secondary Classroom-High School)

SUBJECT English Language Arts (ELA)

The lesson is part of a larger unit on ambiguity and “Survival and Survivor’s Guilt.”
There are approximately five to ten lessons included in this unit and these lessons
interspace reading, discussing, writing, and creating projects about both fiction and
nonfiction texts as well as using computer technology to do so. This lesson includes
examining Haruki Murakami’s short story “The Seventh Man” (1988) as well as
watching a brief multimedia National Geographic presentation.

It was retrieved from National Geographic and accessed at:

https://www.nationalgeographic.com/news/2019/6/130923-typhoon-hurricane-cyclone-
primer-natural-disaster/

After the viewing, the teacher will ask a series of pertinent rhetorical questions that the
students should keep in mind in order to think critically about the narrator and his
plight. The entire lesson promotes creative and critical thinking because it
interconnects the academic domain with contextual information, then asks the
student to explore various issues and eventually put it all together with details
to support his or her contentions and conclusions.
LESSON SUMMARY
Students will move into small peer groups of 3 to work collaboratively to analyze,
discuss, and then write a brief summary/argument with support from the story
and outside nonfiction survivor accounts about the short story. Next, the students
will talk about the presentation and then create a project that visually defines (with
text) the various storm types discussed in the presentation using a Venn diagram or
other visual representation using Google Slides. They will share their final product with
the teacher and the teacher will select a few to share with the entire class. The
students will be learning via a variety of theories, including through activities designed
with the perspective of critical thinking in mind.

Students with a highly developed sense of intrapersonal and/or interpersonal

intelligence can select an alteration in this project where they can develop a creative
fictionalized dialogue and interview between 3 people where one is the survivor, one is
the interviewer, and the last student is the individual who was lost in the tragedy. They
must provide context and details that explain the storm and its impact intelligently.

Recently, theories have been espoused that help us to define, measure, and
How is Theory applied in quantify both creativity and intelligence. One of these exciting theories is Howard
this lesson?
Gardner’s notions about “multiple intelligences.” Gardner’s theory of multiple
intelligences has reenvisioned the way society looks at “intelligence” or values

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 individual talents and strengths. According to the article from Edutopia.org: “The
theory of multiple intelligences challenges the idea of a single IQ, where human beings
have one central “computer” where intelligence is housed. Howard Gardner, the
Harvard professor who originally proposed the theory, says that there are multiple
types of human intelligence, each representing different ways of processing
information.” In “Multiple Intelligences: What Does the Research Say?,” the writer
says that “the theory of multiple intelligences resonates with many educators” perhaps
because the theory “supports what we all know to be true: A one-size-fits-all approach
to education will invariably leave some students behind. However, the theory is also
often misunderstood, which can lead to it being used interchangeably with learning
styles or applying it in ways that can limit student potential.” While Gardner’s theory is
interesting to apply to our own individual experiences, it is also applicable to students
in our classrooms. The article points out that “the theory has provided opportunities to
broaden definitions of intelligence. As an educator, it is useful to think about the
different ways that information can be presented. However, it is critical to not
classify students as being specific types of learners nor as having an innate or fixed
type of intelligence.”

Gardner outlines 8 types of intelligence defined in his theory. These types of

intelligence include: Verbal-linguistic, Logical-mathematical, Visual-spatial, Musical
intelligence, Naturalistic intelligence, Bodily-kinesthetic intelligence, Interpersonal
intelligence, and Intrapersonal intelligence. The article reminds us that “Everyone has
all eight types of the intelligences listed above at varying levels of aptitude -- perhaps
even more that are still undiscovered -- and all learning experiences do not have to
relate to a person's strongest area of intelligence.” Also, this theory prompts
educators to engage their students in a variety of ways because “Having an
understanding of different teaching approaches from which we all can learn, as
well as a toolbox with a variety of ways to present content to students, is
valuable for increasing the accessibility of learning experiences for all
students.”

Thus, in this lesson, I will engage students using techniques that appeal to the
different “intelligence” categories (Edutopia.org). For instance, I will use reading
aloud and even ask for students to volunteer to read in class which will appeal to
those with a “verbal-linguistic” intelligence. Also, I could have the class act out a
scene physically that a survivor might have experienced while in the throes of a tidal
wave which will engage those students who have “bodily-kinesthetic” intelligence. The
lesson engages Gardener’s theories of multiple intelligence in numerous and creative
ways.

The students will think about multiple perspectives surrounding the short story
"The Seventh Man." Also, by reading additional survivor stories, it will give them more
detailed emotional and psychological perspectives about how the narrator feels about
the situation and why he reacts this way in the short story. The students will employ
critical thinking in that they will explore the “deep structure” of the issue which
involves the emotional and psychological pain of the narrator, not just the superficial
structure of the narrative. As Daniel T. Willingham (2007), notes that individuals, both
children and adults, will often evaluate a problem or equation to solve by concerning

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 themselves with the "surface structure" of the issue, problem, or equation,
oftentimes neglecting the "deep structure" of the problem, issue, or equation in
question. In addition, a key component of his definition and discussion of critical
thinking is that it is intertwined with content domain. In fact, according to
Willingham (2007), critical thinking is not very effective when taught apart from
the academic content needed to enact it. Thus, students should be at least
competent with academic content, so that they are capable of thinking critically about
that content.

In addition to creative and critical thinking, my lesson will continue to utilize social
cognitive theory which is a learning theory based upon earlier behaviorist learning
theories involving classical conditioning and operant conditioning; however,
Albert Bandura, a Professor Emeritus at Stanford University and a proponent of the
theory, offers two additional ideas: “1. Mediating processes occur between stimuli &
responses. 2. Behavior is learned from the environment through the process of
observational learning” (McLeod, 2016). According to Kathleen Stassen Berger (2015)
in her book The Developing Person Through Childhood, social learning theory
research finds that “people at every age are social and active, not just reactive”
(p. 45). In fact, it is this type of “social interplay” that is “the foundation of social
learning theory” (Berger, 2015, p. 45). In other words, humans sometimes learn
without personal reinforcement or punishment, but rather because
often learning “occurs through modeling,” or “observational learning” when
individuals copy what they see others do (Berger, 2015, p. 45). Since the features of
social learning theory are “particularly noticeable in early adolescence when children
want to be similar to their peers” and it can even extend into adulthood. Consequently,
social learning theory is relevant to the high school students who I plan to teach
(Albert Bandura. “Learning and the Adolescent Mind”).

In addition to the concept of modeling, as Bandura began to further explore and

test his theory, he started to consider the role of self-efficacy or, in other words,
“the role of individuals’ beliefs about their ability to succeed at a task” (“Albert
Bandura”). Both features are prominent in our students and this theory naturally
aligns with what takes place in secondary classrooms. For instance, teachers
can model an activity or how to complete assignment, such as how to summarize
a nonfiction text, how to research a topic, or how to write a body paragraph of an
argument essay for the students to see. Then, we can ask our students to recreate it
for themselves. We could also work on the “positivity” of our interactions with students
and our own “self-talk,” so that we can increase the optimistic nature of classroom
interactions and encourage students to adopt a confident level of self-efficacy.
OBJECTIVE.
What will your students be able to do?

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 Content Learning Goals & Objectives:
At the conclusion of this unit, students will be able to:
Identify the main idea and three supporting details from the text by using the sentence stem, “The
main idea is ___________. Three supporting details are ____, _______, and _______.”

Write a complete paragraph or ½ page summary which adheres to standard conventions of the
English language and uses the academic summary template.

Comprehend new vocabulary words while reading and use the words when needed to describe
content.

Participate effectively in a range of collaborative activities.

English Language Arts Goals

The students will be able to identify and define typhoons, hurricanes, and cyclones using content-
specific language.

The students will be able to arrange and design a Venn diagram or Graphic presentation using
Google slides that clearly define typhoons, hurricanes, and cyclones by synthesizing 4 pieces of
factual evidence that will evaluate each storm type.

The students will be able to demonstrate mastery of the unit topic, readings, and information
presented via multimedia sources by producing excellent writing on the topic and building a project
which details the topic using technology.

The students will be able to initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, build on others’ ideas and express their own ideas clearly and persuasively. Propel
conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.

The students will be able to summarize in a short, written format (under 1 page in length) a longer
multimedia presentation that uses text, visual images, and spoken language (sound) to describe the
devastating characteristics of natural disasters.

The students will be able to recognize and categorize the 3 specific ways in which natural disasters
are devastating (physically, emotionally/psychologically, & financially).

The students will be able to evaluate the narrator’s motives in the short story and the validity of the
event after research, discussion, and writing about natural disasters and survivor’s guilt.

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

For this lesson, students will undergo an authentic assessment based on an academic summary template which
they complete collaboratively, and a Venn Diagram or other Graphic representation which they develop on
Google slides in a small peer group. Both assessments ask students to use the “real world” skills of working on a
collaborative team to discuss, analyze, evaluate, synthesize, and then summarize information (Bandura-
Social learning theory). In short, students will collaborate to problem solve and complete a task. Students will
take part in “modeling” and “social interplay” in order to complete their objective (Bandura). The

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 summary asks for a short, written document (1/2 to 1 page in length only) facilitated by a literacy scaffold
(template) of the larger/longer more involved text (such as the multimedia National Geographic presentation).
Then, the second part of the assessment, the Venn diagram or Graphic representation completed via a Google
Slides presentation, asks each student to create a part of the diagram or graphic which details the characteristics
of these three storm events, being sure to note all of the similarities and any differences. Facts and scientific
information should be presented clearly and creatively to maximize its impact in a visual format. Students will
show what they have learned about these natural disasters; their causes and results. Students will also come to
understand how some individuals survive, while some do not and resulting emotional/psychological implications
of such a situation on the survivors.

Since some of the students in this class are English learners (Els), tests and quizzes, along with long-detailed
written assignments may not be appropriate to access their understanding. However, work such as collaborative
peer group assignments, short written assignments aided by literacy scaffolds or templates, and project-based
learning usually provides a more appropriate method to access these student-learners. Classroom-based
assessment, sometimes called authentic assessment, is described as “a systematic approach to inform
instruction and document student learning” (Peregoy & Boyle, 2013, p.123). This kind of assessment grew out of
educators’ beliefs that there were better ways to evaluate student understanding than through tests that only
measure the ability to recall facts and figures or guess the correct answer. So instead, educators started to create
more effective assessment alternatives. According to Teachervision.com, authentic assessment “aims to evaluate
students’ abilities in ‘real-world’ contexts.” As a result, students learn how to “apply their skills to authentic tasks
and projects.

COMMON CORE
How will you address Common Core standards? The teacher will address Common Core standards in a variety of ways
including through, Reading, Writing, Listening, and Speaking.
California Department of Education Common Core or Content Standard(s) addressed in this Lesson:
ELA Cite strong and thorough textual evidence to support analysis of what the text says
RL.9- explicitly as well as inferences drawn from the text.
10.1-

ELA Determine a theme or central idea of a text and analyze in detail its development over
RL.9– the course of the text, including how it emerges and is shaped and refined by specific
10.2- details; provide an objective summary of the text.

ELA Write informative/explanatory texts to examine and convey complex ideas, concepts,
W.9– and information clearly and accurately through the effective selection, organization, and
10.2b analysis of content. Develop the topic with well-chosen, relevant, and enough facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
ELA Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
SL.9– groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
10.1c building on others’ ideas and expressing their own clearly and persuasively. Propel
conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.

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 ELA Use technology, including the Internet, to produce, publish, and update individual or
WHST.9 shared writing products, taking advantage of technology's capacity to link to other
-10.6 information and to display information flexibly and dynamically.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom? How will you address your
English Learners? List the specific strategies you will use.
Specific SDAIE Strategies employed in the lesson:
1. The teacher organizes instruction around grade-appropriate content, often theme based.
b. Content is academically demanding
c. Language objectives are established according to students’ English language proficiency in relation to
language demands of lesson
d. Language and content learning are integrated
2. The teacher designs appropriate learning sequences.
c. Helps students develop learning strategies for reading, writing, thinking, problem solving
d. Provides multiple opportunities for students to process information verbally and nonverbally (draw, dramatize,
discuss, review, question, rehearse, read, write about)
(The teacher creates a lesson plan where students will show mastery in a variety of formats-verbally with
literacy scaffolds, through project-based learning (PBL), in written format through collaborative writing
with a writing template which is also a Literacy scaffold and so on).
3. The teacher modifies language used during instruction.
c. Defines new words in meaningful context
4. The teacher supports verbal explanations and nonverbal cues.
d. Films, videotapes, overhead projector, bulletin board displays
(This is important because nonverbal clues and information that is presented visually, then connected to
written text and verbal language helps reinforce language learning for English learners (Els), since it
presents information through different modalities).
5. The teacher plans ways to ensure participation of all students, keeping in mind English proficiency of each
student.
a. Monitors lesson comprehension and clarifies concepts as needed
b. Reviews main ideas and key vocabulary
6. The teacher provides a variety of flexible grouping formats to provide opportunities for social, linguistic, and
academic development.
a. Heterogeneous groups
(The teacher also uses small collaborative peer groups to facilitate guided student practice).
b. Pair work
(The teacher will also provide peer-assisted learning opportunities).

Literacy Scaffolds
During the anticipatory set, the English learner (EL) student will be able to listen to other students, and the
teacher, model productive and interpretive language types and increase their self-efficacy (Bandura). EL
students will watch the multimedia video and will see visual images and learn about these extreme weather
events--their causes and the results. These students will see visual representations of these storm types
coupled with modeling (verbally and visually) of the English language.

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 Also, the teacher will provide multiple learning opportunities to reinforce key concepts and vocabulary with
a Read-Aloud to the whole class.

Scaffolding for ELs is provided through the academic summary template (with guided practice and
collaborative practice). Also, all students, including ELs, will hear, speak, and write about various texts using
academic language.

Since Vygotsky believed that “all individuals learn within the zone of proximal development (ZPD),” which
is an “intellectual arena in which new ideas and skills can be mastered” providing scaffolding, or temporary
support, to children who “are close to understanding and the skills they can almost master, but are not
yet able to demonstrate independently” is the key to how and when the children learn (Berger, 2015, p.
282). Thus, according to Vygotsky and Bruner, the concept and the practice of offering scaffolds is paramount
to learning.

While Albert Bandura extended these ideas and explored “the effects and potential of modeling” and
“social interplay” as well as the role of “self-efficacy” in the learning process. Bandura found, through
his studies and experiments, that “learning could occur through simple observation” particularly in
children and adolescents (Bandura, Learning and the Adolescent Mind). Thus, an effective teacher should
consider the role of modeling and social interplay in order to create teaching practices that increase
student engagement and learning.

In this lesson, the teacher will also provide diverse literacy scaffolds. “Literacy scaffolds are reading and
writing activities that provide built-in teacher or peer assistance, permitting students to participate fully at a level
that would not be possible without assistance” (Peregoy & Boyle, 2013, p. 115).

Literacy Scaffolds are employed in this lesson, when students use the academic summary template. Literacy
scaffolds such as this, “provide a model for comprehending and producing particular written language patterns”
(Peregoy & Boyle, 2013, p. 116). Sentence starters and talk moves are additional techniques or literacy
scaffolds that assist students, particularly English learners (Els), with class and small group discussion
techniques.

In addition, shared reading is another form of literacy scaffold that is used in this lesson to help English
learners (Els). (Peregoy & Boyle, 2013, p. 95).

Special Needs/Advanced Learner Differentiation

The lesson could be modified to help SN and struggling students as well as to develop extensions to challenge
advanced students. The multimedia video will include captioning for hearing impaired students. Students could
also use individual noise-cancelling headphones to watch/listen to the video, in order to block distractions for
students with ADHD. Students could also be provided with the written transcript of the video prior to watching it
in order to help visually track the words while the narrator speaks. Also, Text-to-speech (TTS) software could be
used to help children who have difficulties reading standard print sources such as those who have blindness,
dyslexia or any type of visual impairment, learning disability or other physical condition that impedes their ability
to read. An audio book format could be implemented for auditory learners and those who have difficulty reading
the short story in a textual format. Extensions could be developed for advanced students. The teacher could:
Incorporate supplementary reading materials about science and weather patterns or articles that discuss the
emotional/psychological aspects of surviving a natural disaster in more detail. Encourage the use of creativity.
Ask higher level questions for advanced students. Create motivational strategies, for example, give the student
choices of activities in learning the content, allow the student to “buy” time for self-directed activities after the
material is learned, or grant the student independent use of the library. The advanced student could also act as a
student-mentor in the classroom which links to Bandura’s notions about the importance of modeling and social
interplay for learning.

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 Accommodations & Modifications
Accommodations and/or modifications can be implemented, so that all students are engaged and learning. A
modification intervention could be enacted by asking an ADHD student to read a summary of a story about a
survivor of a natural disaster or by expecting the student to watch a different multimedia video documentary, but
forgoing reading the text. This National Geographic documentary called “Super Hurricanes and Typhoons” (2015)
would suffice: https://www.youtube.com/watch?v=X7PXx6g-qw4. The SN student would still understand
“Typhoons,” and how survivor’s feel, but the nuances and the long-detailed fictionalized account of the plot and
detailed descriptions of the characters involved in Haruki Murakami’s “The Seventh Man” would not be required.
Creating an alternate final project could also be used as a modification. In this way, the ADHD student would
receive a modification and be excused from completing the longer assigned reading that would require their
sustained attention and focus.

According to Understood.org, accommodations “can help kids learn the same material as their peers. This
allows them to meet the same expectations.” Thus, the instructional material and information that a student is
required to read and know is the same; however, the teacher could allow for differences in the way the student
accomplishes the same tasks as his or her peers. A student with ADHD, for instance, might need to take breaks,
get up, get moving, and go outside for a minute or two during a “quiet time assignment,” such as writing an in-
class individual response to a prompt about Haruki Murakami’s “The Seventh Man” (1988).

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will Materials and Resources:
happen? How will you communicate its importance? How will you communicate connections
“The Seventh Man,”
to previous & future lessons? How will you engage students and capture their interest?
(1988) a short story
Anticipatory Set written by Haruki
Murakami and found in
1.The teacher will prompt the student’s critical and creative thinking by writing several the student’s textbook My
questions on the whiteboard. For example: What are natural disasters, and do we Perspectives (Pearson);
have any control over them? Should survivors of natural disasters (such as fires, Chromebook to access
hurricanes, typhoons, earthquakes, tornadoes) that have killed others have long- Google Slides and the
lasting guilt because they survived? Or should the survivors eventually use their Internet, notebook with
experiences as a stepping stone for growth? The teacher will write vocabulary words lined paper and
on the whiteboard along with definitions of those words. Then, the teacher will read pencil/pen/eraser and
and define these words to the entire class in a Read-Aloud format increasing whiteout for writing notes,
the students’ vocabulary development and comprehension growth, while word definitions, and
“modeling” reading (Klesius and Griffith, 1996). Also, the teacher will ask for brainstorming. Academic
student volunteers to read aloud which will engage those with verbal-linguistic summary template
intelligence. (6 minutes) (handout). Hard bound
copy of a dictionary or
2. The teacher will show the students a short multimedia presentation about the thesaurus (optional).
power and devastation that storms can cause. It is called “Cyclone, Hurricane,
Typhoon: What's the difference?” Retrieved from National Geographic. It can be
accessed at: https://www.nationalgeographic.com/news/2019/6/130923-typhoon-
hurricane-cyclone-primer-natural-disaster/ It is a brief multimedia informational
piece, referred to as an “explainer,” that educates its viewers about cyclones,
hurricanes, and typhoons. It includes still photographs, slideshow images, video
footage, charts & graphs, maps, and aerial images taken from space satellites with a
narrator verbally describing the weather events. Embedded within this presentation is
written text that corresponds to images by providing specific details (wind speed,
water and air temperature, and so on). The teacher will provide additional
supplementary reading material about the science and “weather patterns”

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 behind the development of hurricanes, typhoons, or tsunamis for students who
have either a naturalistic intelligence or a logical-mathematical intelligence.
There are a few simple multiple-choice quizzes which are optional and included in
the presentation.
(6 minutes)

3. The teacher will ask students to address these questions in writing: What does the
narrator do in Murakami’s “The Seventh Man?” How does “survivor’s guilt” impact his
choices? Ultimately, how is the event which he describes alter his life? The teacher
will challenge students to think about and write their own brief individual responses to
these questions on notebook paper. The teacher then selects 3 students to share
their initial reactions on the subject with the whole class. Students will continue to use
the sentence starters and talk moves templates for class discussions. This
discussion of the emotional impact of surviving a natural disaster will help
engage those students who have both a highly developed sense of
intrapersonal intelligence and interpersonal intelligence.
(6 minutes)

INTRODUCTION OF NEW MATERIAL (10 minutes) The teacher will combine

At key points will you emphasize and reiterate? How will you ensure that students actively these two sections, so
take-in information? How will you vary your approach to make information accessible to all that the time needed to
students? Which potential misunderstandings will you anticipate? complete them will be
Why will students be engaged and interested? condensed.
GUIDED PRACTICE (15 minutes – suggested)
How will you clearly state and model behavioral expectations? How will you ensure that all
students have multiple opportunities to practice? How will you scaffold practice exercises from
easy to hard? How will you monitor and correct student performance? Why will students be
engaged and interested?
___________________________________________________________________
Introduction of New Material & Guided Practice (20 minutes)
Students will be engaged by the multimedia presentation as it offers information in a
variety of modalities. Since this is not the first lesson in this unit, the students will
already have some background information about the topic of natural disasters and
survivor’s guilt. The teacher will then build upon their understanding of these
topics by modeling how they should start the academic summary/argument
template to summarize “The Seventh Man.” (Bruner-Scaffolding). The students
should be interested because they will want to see how to complete it. The teacher
should anticipate a few misunderstandings about working with the template and the
choices it presents to the students. It should all be clarified by the teacher showing
how to attempt it, since “the teacher is not only a communicator but a model” (Bruner,
1976, p. 90). At the same time, the teacher serves to “model” for his or her
students how the academic summary template is to be completed (Bandura-Social
Learning theory). The teacher should also present and clarify an example student
model that is complete. It is best to use an actual student-created model (not created
by the teacher), so students see the finished product as feasible (Bandura). The
academic summary example can be a representative finished product from “Jessica
Jones,” a make-believe student. Students can work along with the teacher on a clear
template, in order to practice the process. (10 minutes)

INDEPENDENT PRACTICE
Then, the teacher will move students into preselected peer groups of 3 to watch the
presentation individually, reread the written text (if needed), and then discuss the

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 information within their small group. Collaborative learning exercises, for example,
peer review workshops, collaborative research assignments, group presentations,
collaborative papers and discussion groups—are important components of writing
classrooms because they encourage active learning giving students the opportunity
to become more deeply engaged with their writing, and with one another. The
teacher will handout the rubric for the Google Slides project, discuss, and answer
questions about the Google Slides project.

The students will use the Think-Pair-Share instructional activity format. Students will
think critically, creatively, and collaboratively about this topic/questions, pair with the
other 2 students to discuss what they think, and then share what they discussed in a
small group format (Bandura-Social learning theory & Vygotsky-Sociocultural
learning theory). The students will use the graphic organizers (Bruner-Scaffolding) as
well as sentence starters and talk moves to aid discussion and to model target word
definitions. After viewing the presentation again and rereading the text (if needed),
students will talk about the information using a version of the Think-Pair-Share
format.

Each small peer group will be asked to define a cyclone, hurricane, and typhoon by
creating a graphic on Google slides, perhaps using a Venn diagram to show the
similarities or intersections between these storm systems and to show any
differences. Students will be using chrome books to create this diagram or visual.
(Technology enhanced lesson) Second, each peer group must collaborate to create
a summary, using the academic summary template (Bruner-Scaffolding) as the
model, about the short story thus providing a literacy scaffold (Bandura). Any English
learners (EL) will be grouped with two students who have strong English language
skills thus providing a literacy scaffold. Then, the students will work
collaboratively to create a visual representation of the characteristics of these 3
storm systems and to write a brief summary of the information provided in the
National Geographic multimedia presentation (Bandura-Social learning theory).
This diagram should detail the intersection of characteristics among these storm
types. Each student will further investigate 1 of the storm types and then create their
piece of assigned project. Students will be asked to write a collaborative summary of
Murakami’s short story.
Or
Students with a highly developed sense of intrapersonal and/or interpersonal
intelligence can select an alteration in this project where they can develop a
creative fictionalized dialogue/interview between 3 people where one is the
survivor, one is the interviewer, and the last student is the individual who was lost in
the tragedy. They must provide context and details that explain the storm and its
impact intelligently.

Simultaneously, the teacher will be moving around the room providing guided
practice-viewing student progress, listing to student discussion, and
answering questions-facilitating learning. (28 minutes)

CLOSING
As the peer groups share their Google slides projects, the teacher will quickly
select 2 projects for the entire class to view, providing some quick
commentary, mostly positive, but pointing out any suggestions for
improvement and reminding students to adhere to the rubric standards.
(7 minutes)

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 CLEAN UP
Students will exit out of Google, turn off the Chrome Books, replace them on the
class cart, clean up their space which means moving desks into the previous
position, cleaning up trash, and picking up all personal items to be ready to exit the
class. (3 minutes)

Total Lesson Time: 70 minutes

HOMEWORK (if appropriate). How will students practice what they learned?
Discuss HOMEWORK
Students will be asked to create an individual artboard project that shows visual details along with some
textual information about what happens in Haruki Murakami’s “The Seventh Man.” It will be due 3 days after the
conclusion of this lesson.

HOMEWORK DIFFERENTIATION
Struggling students (SN) may place one sentence of text above pictures of typhoons, title waves and so on.
Modifications and accommodations will vary depending upon the student’s needs.

Advanced students may develop a detailed analysis along with their artboard of visual images or could
create a technology enhanced creative visual project which incorporates some of the supplementary
reading materials, not just information from Murakami’s short story or the National Geographic multimedia
presentation. (5 minutes)

References

Albert Bandura. Learning and the Adolescent Mind.

The Charles A. Dana Center at the (Links to an external site.) University of Texas at

Austin (Links to an external site.) and Agile Mind, Inc. (Links to an external

site.) Retrieved on November 19, 2019, from

http://learningandtheadolescentmind.org/home.html (Links to an external site.)

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