lesson plans: english 9 fc week 1

Natalie Kreider Fall 2014

CSU STEPP

Colorado State University College of Applied Human Sciences

Lesson Plans: English 9 FC

WEEK 1 Day 1: August 18

th

Teacher: Natalie Kreider Date: 8/18/14

School: Grade Level: 9 Content Area: English

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

CCSS 1. 1. b. Use verbal and nonverbal techniques to communicate information

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select

applicable questions from standard)

Why is it important to evaluate your choices?

How do you convey your meaning/reasoning effectively?

Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)

Personal morals, values, understandings

Critical thinking regarding personal opinion and process of reasoning

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

(Create your own lesson objectives from the standard, follow the ABCD format)

Demonstrate their reasoning behind their choice of a “Would Your Rather…” question through

written and verbal communication with appropriate and effective logic

Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general

explanation, you will go into more detail at the end of the lesson plan)

“Would Your Rather…” answers should be written in concise, legible writing by the end of the

day

Students should have clearly answered at least three of the six “Would You Rather…” questions

presented on the handout


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Planned Lesson Activities

Activity Name “Would You Rather…”

Approx. Time 15 minutes

Anticipatory Set

1. Welcome!

2. Brief introductions, seating arrangements

3. Have you ever played the “Would You Rather…” game with friends/family/peers/classmates

Teaching/

Presentation:

(Select the most

appropriate teaching

model.)

-direct instruction

-presentation model

-concept teaching

-cooperative learning

-inquiry

INPUT:

Directions: choose one of the options, and then explain WHY in one sentence

Hand out slips

MODELING:

“For Example…”

CHECKING FOR UNDERSTANDING:

Students must be ready to share with a partner and share aloud for the class (verbal)

Students must have written three answers in sentence format

QUESTIONING STRATEGIES:

Why did you choose that option?

What is your reasoning behind that choice?

Teaching Strategy:

Guided Practice

&

Differentiation

1. Direct instruction of rules and expectations for the activity

Teaching Strategy:

(Independent

Practice)

2. Write one sentence for each scenario (3 required out of the 6)

3. Verbally present your reasoning to a partner

4. Share your reasoning aloud as a class

5. Present your knowledge before leaving the class


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Closure

6. Ask your parents/siblings/friends during lunch the same questions and see what they say! They might have a good

point…

7. Looking ahead: Continue scenario thinking and reasoning

8. See you tomorrow!

Materials

Teacher:

-“Would You Rather” slips…

-Daily slide

Student:

-writing utensil

-paper

-brain

Accommodations

&

Modifications

MODIFY: (to make it simpler)

Review rules of the “Would You Rather” activity: step-by-step

Allow students to extend their thinking as homework

EXTENSION: (to make it harder)

Give pros and cons for each option

Answer all six of the scenarios

Assessment

Completed “Would You Rather” answers on a separate sheet of paper (at least 3 sentences)

-Students will have demonstrated some level of critical thinking in their answers and appropriate reasoning

-“Because I think so” is NOT a viable reason!

Have contributed/participated verbally to the class and partner discussions


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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify

your level of achievement)

Short, excellent introduction to students! Good participation, well-received.

2. What changes, omissions, or additions to the lesson would you make if you were to

teach again?

None! Perhaps brainstorm some sharing/showing strategies.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

Great start to the school year! Continue statement-reasoning model tomorrow.




Day 2: August 19




CCSS 3.2 a. Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1)



Why is it essential to explain your reasoning to readers/listeners?

How do explanations behind reasoning enable you to further understand it?

Do all audiences need an explanation? Why or why not?


Comprehend personal values and morals

Be able to place yourself into another’s’ scenario and come to an ethical conclusion/choice

regardless of personal experience




Complete all four Ethical Dilemmas on the handout with clear, concise writing, at least two well-

developed sentences explaining their reasoning and using appropriate logic.

Express written and verbally their standpoints and critical thinking regarding the Ethical

Dilemmas as a class and with peers.



COMPLETED Ethical Dilemma worksheet by the end of class

Participation in class discussion





Activity Name Ethical Dilemmas


Anticipatory Set

3-5 Minutes:

-Review “Would You Rather” scenarios from yesterday: extend that type of critical thinking further

-In a “Would You Rather”, there is no context—no story that led up to what landed you either sleeping on a rock or a

comfy bed, you just given a choice—but with these Ethical Dilemmas, you will be given a bit of a background leading up

to the choice

-Such is life, right? A difficult choice is not black and white, there are so many factors pressuring one way or another:

friends, family, your personal values, your experiences, your mottos, possible consequences (future and past)

-Challenge you to think beyond your shoes: put yourself in these circumstances, and then what would you do?

Teaching/

Presentation:

(Select the most


model.)

-direct instruction

-presentation model

-concept teaching


-inquiry

INPUT:

-Direction on filling out the Ethical Dilemma worksheet and expectations (5-7 minutes)

MODELING:

-First Dilemma as an example


-Written and verbal expression after directions—are able to fill in the blanks


-Why did you choose that answer? What is your reasoning behind that choice?

-What if…? Would your answer change?

Teaching Strategy:

Guided Practice

&

Differentiation

1. First Ethical Dilemma example as a class (2 minutes)

2. Review expectations and critical thinking questions

3. Independent writing of first Ethical Dilemma (2 minutes)

4. Share with a partner on their solution and reasoning (1 minute)

5. Independent writing of second Ethical Dilemma (read aloud, then write in quiet) (2 minutes)

6. Who wants to share aloud what their solution was and their reasoning behind it? (1-2 minutes)

7. Do you agree with so-and-so? Why or why not? (1 minute)

8. Independent writing of third Ethical Dilemma (read aloud, then write in quiet) (2 minutes)

9. Share with a partner on their solution and reasoning (1 minute)




10. Students share what their PARTNER said their solution would be (1 minute)

11. Independent writing of fourth Ethical Dilemma (read aloud, then write in quiet) (2 minutes)

12. Trade papers with the person in front/behind you (or someone near you). Read their solution. Write your name at the

bottom of the page and write whether you agree or disagree with him/her. (2 minutes) Hand back their paper, and explain

why you agree/disagree with their statement. (2 minutes)

Teaching Strategy:

(Independent

Practice)

13. Class Discussion:

-Out of all of these Dilemmas, what was the hardest one to answer? Why?

-Which one did you relate to the most? Why?

-Why do you think it’s important we did this activity?

-Do you think it is important to “think before you act”? If you had known more information regarding these scenarios,

would your solutions have changed?

Closure

-As we go along this semester, we will be watching and reading about a lot of other people’s experiences and faced with

Ethical Dilemmas like these—it is important to keep in mind how you came to your conclusions today in order to relate to

how these characters in our future discussions may feel! Also, I will ask you to form your own opinion about these

characters…and you will have to explain WHY you feel that way!

-Try to have your Mom/Dad/Grandparent/Sibling/Friends respond to these Dilemmas: How did they change? What sort

of factors might come into play to influence their decision (age, experiences, schooling)?

-Looking ahead for tomorrow: Syllabus, a bunch of really cool information! Starting Unit 1: The Blind Side

Materials

Teacher:

-Ethical Dilemmas sheet

-Daily slide

Student:

-writing utensil

-brain

Accommodations

&

Modifications

MODIFY:

-Write only ONE sentence to support your reasoning

-Allow students to complete Ethical Dilemmas at home/outside of class

-Verbal expression first, writing second

EXTENSION:




-Is there another solution?

-What are the cons to your solution—what could go wrong?

-What do you wish you knew in order to further understand this Dilemma?

Assessment

Responses will be clear, concise and with appropriate, effective, logical reasoning behind their solutions

Ethical Dilemma sheet will be COMPLETED and turned in by the end of the day

Students will have participated in class discussions by responding to others’ knowledge and reasoning.


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Ethical Dilemmas went very well—students followed instructions and understood

instructions/intentions of what was asked of them.


teach again?

Added more structure and instruction (only 1 ED at a time, etc.) and more pair-share-

discussion strategies…


Continue statement-reasoning model, as well as investigating self in this first week.


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Day 3: August 21




CCSS 1.1.a. Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate. (CCSS:SL.9-10.6)

CCSS 2.2.c. Evaluate clarity and accuracy of information through close text study and

investigation via other sources

CCSS 2.2.e. Use flexible reading and note-taking strategies (outlining, mapping systems,

skimming, scanning, key word search) to organize information and make connections within and

across informational texts



Why is it important to have good note-taking skills?

Why is close-reading of a text beneficial for your own understanding?

How are these terms applied to everyday experiences? Where have you heard them before? What

did you already know about them?


Note-taking skills

Application of learnt terms to real-world situations, phrases, and future units

Presentation of self in front of others




Clearly define metonymy, symbol, metaphor, and synecdoche in both written and verbal format

within many contexts.

Be able to provide examples of these above terms in written and verbal format.

Present well-rounded note-taking skills in Cornell Notes format.

Demonstrate knowledge and understanding of the syllabus through highlighting of important

aspects and clarifying any unclear expectations.

Introduce themselves to their teachers and peers by the end of the day and provide knowledge of

the two tenets of a metaphor in the written word.


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Organized Cornell Notes

Ticket out the door completed and correctly filled

Participation and demonstration of knowledge during class instruction and activity.

Completed independent practice study sheet


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Activity Name Introducing Yourself

Approx. Time 95 minutes (first block day)

Anticipatory Set

Welcome to first block day!

Introduce syllabus and classroom expectations so that you may know what to expect for the rest of the semester!

Talk about the units and texts being read (The Blind Side, Smoke Signals, Touching the Void, The Odyssey)

Teaching/

Presentation:

(Select the most


model.)

-direct instruction

-presentation model

-concept teaching


-inquiry

INPUT:

-Syllabus and terms/definitions

-Note-taking skills

MODELING:

-Self-introductions (introduce myself)


-Are students highlighting important sections of the syllabus?

-Are students filling out the Pet Peeves sheet correctly?

-Are students appropriately filling out introductory cards?


-What questions do you have for the semester?

-If I cannot answer your questions about this class, where else can you look?

-How do you tell anecdotes?

Teaching Strategy:

Guided Practice

&

Differentiation

1. Go over syllabus aloud and highlight important pieces of the semester syllabus as a class. (8-10 minutes)

2. Review semester expectations and policies. (8-10 minutes)

3. Fill out Pet Peeves sheet and share aloud Pet Peeves (8 minutes)

4. Begin filling out anecdotes on same sheet (5 minutes)

5. Media Center expectations and set-up (3 minutes)

6. Trip to library to pick out SSR books (20-25 minutes)

7. Talk about SSR books (1-2 minutes)


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8. Finish Pet Peeves/Anecdotes

9. Introduction cards (5 minutes)

10. Share embarrassing stories (until the end of class)

Teaching Strategy:

(Independent

Practice)

Pet Peeves/Anecdotes

Introduction cards

Closure

Introductory Cards: fill out your name on one side (make it pretty if you want, first and last names, please), then on the

other list the two tenets of a metaphor and ONE interesting thing about yourself (try and think of something your friends

may not even know about you)

Introduce myself, then quickly go around the room and share out your name and interesting fact

These are your tickets out the door! (one thing learned, one question)

Share embarrassing stories!

Reminders: bring SSR books tomorrow! We begin The Blind Side tomorrow and into next week.

Materials

Teacher:

-Daily slides (including term slides)

-Pet Peeves handout

-Index cards

-Syllabus handouts

Students:

-writing utensil

Accommodations

&

Modifications

MODIFY:

-Underline expected notes on their paper

-Allow extra time to write

-Determine if CFU strategy is necessary to further process

EXTENSION:

-Give two things learned/two questions

-Extend your anecdotes! Tell me more!

Assessment

Syllabus is thoroughly highlighted and organized in a safe place

Proper Cornell notes in notebook/binder of terms

Demonstrates understanding of all terms in the guided and independent practices

Has obtained an SSR book

Completed and turned in introductory cards


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First block day very productive! Syllabus and expectations was boring, many students

nodded off or daydreaming during it, but tried to implement student interaction as much as

possible. Pet Peeves and Intro Cards very useful for rest of semester…

Media Center regulations followed and SSR books checked out! Nice break from routine.


teach again?

Make syllabus a bit more engaging! More supervision/structure on books. Should have

shared embarrassing moments with all periods, not just sixth.


Note-taking skills and following of my expectations (I should also follow-through with

all the rules I set in place today!).


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Day 4: August 22




CCSS 2.1.f. By the end of grade 9, read and comprehend literature, including stories, dramas, and

poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the

high end of the range. (CCSS: RL.9-10.10)

CCSS 2.1.b. Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters, and advance the

plot or develop the theme. (CCSS: RL.9-10.3)



What character traits seemed to be conflicting with one character (or more) in the text?

(For example, a character started out as a generous person and then became bitter and

selfish after a disaster.)


What do you believe in?

What do you need in order to be successful in this class? What sort of goals do you need to keep

in place and follow over the course of this semester?




Understand all classroom procedures and expectations presented in class by following these

expectations daily.

Read consistently for 20 minutes during SSR in order to accomplish their goal of outside reading

time.

Evaluate what is expected of them and write their personal goals in order to be successful by the

end of class.

Anticipate fully the main concepts of Unit 1: The Blind Side and be prepared for the upcoming

assignments and lessons.



Sticky note (ticket-out-the-door) completed and handed in before the end of the day


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Visible SSR book and reading


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Activity Name The Hero’s Journey


Anticipatory Set

SSR books out!

I want to start off today with the question: What do you believe in? The whole week has explored aspects of your values,

who you are, your responses and instincts and morals—but really, I was trying to get you to think about and process what

you believe in. What drives you.

You are in high school now. This isn’t middle school anymore. This matters. A lot. Your grades matter, your performance

matters, your skills now really matter—it determines your future, the doors that will open to you. But, before you freak

out—I’m not gonna pass!—think: yes I will. Yes, you will. If you believe you will. Your journey has now begun, and we

are embarking it with you.

Teaching/

Presentation:

(Select the most


model.)

-direct instruction

-presentation model

-concept teaching


-inquiry

INPUT:

-Review classroom procedures and expectations

-Review yesterday’s Pet Peeves/Cards

-Hero’s Journey notes

-Cornell Notes

-Overview of Unit 1: The Blind Side: big ideas

MODELING:

-SSR


-Are students taking proper notes?

-Are students engaged, asking questions, giving feedback?

-Are students all able to answer terms and definitions?


-Remember the process it took to reason out the Ethical Dilemmas: What were the important things to remember when

putting yourself in another’s situation and understanding it?

Teaching Strategy:

Guided Practice

&

Differentiation

1. SSR (15 minutes)

2. Review essential note-taking skills (Cornell notes) (5 minutes)

3. Direct instruction of three phases of Hero’s Journey. Students must take notes. (8-15 minutes)

4. Application of the Hero’s Journey (visual, examples) (8-15 minutes)


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Teaching Strategy:

(Independent

Practice)

5. Application of the Hero’s Journey: self-reflection

Closure

Remember that your journey has already begun! We are here to guide you, but what you take away from this class is up

to your motivation and drive. Believe you will succeed, and what you need in order to do so will unfold for you.

Reminders for Monday: continue The Blind Side, think about your Hero’s Journey!

Ticket out the door: Sticky note! (“In order for me to be successful in this class, I know I need to…”)

Materials

Teacher:

-Sticky notes

-Daily slides

-Hero’s Journey presentation

-SSR book

Students:

-SSR books

-writing utensil

-paper

Accommodations

&

Modifications

MODIFY:

-Allow for at-home processing of the Hero’s Journey and notes

-Give examples of the three phases of the Hero’s Journey

EXTENSION:

-Make SSR goals for the next week

-Think of more strategies to follow in order to be successful in this class

Assessment

Completed sticky note (with name or student ID #) before exiting the room

Active SSR reading for the full 20 minutes

Fort Collins High School Natalie Kreider

Fall 2014 CSU STEPP





Cycle of Hero’s Journey well visited and instructed—students were able to give examples

of the Hero’s Journey from books/movies. SSR went smoothly.


teach again?

Regulate note-taking throughout the class. Think of strategies to keep all students on the

same page (big vats of silent waiting for students to finish writing, while half were finished,

bored).


Must revisit Hero’s Journey notes on Monday…

lesson plans: english 9 fc week 1

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