EDUC 472 Direct Instruction Lesson Template

 
INSTRUCTIONAL UNIT
 TEACHER: DATE:  GRADE/Acquisition LESSON TITLE:
    Level: The Soc and The
Jamie Bell November 28, 2016 7th Grade/Bridging Greaser

** please note that the SUBJECT:

teacher’s classroom is English Language Arts LESSON OBJECTIVE:
split into two periods.   SWBAT compare and
contrast characters
within The Outsiders
through reflection
writing in their “head”
graphic organizers.
 
LANGUAGE STANDARDS AND CONTENT OBJECTIVES
California Content Standard Common Core Language Arts Standard
RL.7.6 Analyze how an author develops and
contrasts the points of view of different characters
within a text.
W.7.9 Draw evidence from literary or
informational texts to support analysis, reflection,
and research.
SL.7.1 Engage effectively in a range of
collaborative discussions with diverse partners on
grade 7 topics, texts, and issues building on each
other’s ideas and expressing their own.
   Common Core ELD Standard  
R.L.1-7 Explain ideas, phenomena, processes, and
text relationships based on close reading of a
variety of grade-level texts and viewing of
multimedia, with light support.
W.7.1-10 Write clear and coherent summaries of
texts and experiences using complete and concise
sentences and key words.
 
Culturally Responsive Pedagogy
Students will be asked to complete a graphic organizer independently from their group,
thus allowing students to express their own ideas and thoughts about the characters,
and how the author contrasts and compares antagonistic characters.
 
ADAPTATIONS FOR LEARNERS
MODIFICATIONS FOR ELs RATIONALE  REFLECTION
T. will use a Picture File while The EL students are Bridging
the lesson is being taught, and will not require as much
including during instruction one-on-one guidance. The
time, and time of independent Picture File will work as a visual
practice. The Graphic Organizer aide for the students, this will
will be scaffolding so students help to lower the affective filter
know how to fill in the required of students who are nervous
materials. ELs will also be able about keeping up with the pace
to ask a table partner for help. of the class. Partner work and
scaffolding also help to lower
the affective filter of EL students
in class.

 
 MODIFICATIONS FOR RATIONALE  REFLECTION
Special Challenges Both students will benefit from
Autism: Student will have the aide of the Resource teacher
access to the Resource Teacher as an additional source of help.
in the classroom. S. will also be Knowing there is help if needed
allowed to modify how many will lower their affective filter.
facts he includes in his graphic Allowing them to work with
organizer. S. also sits with strong their table will also help to
students who can help when decrease possible feelings of
needed. embarrassment and instead help
ADHD: Student will be allowed both students to feel a part of the
to use a reduced number of facts class and a team. The modified
for her graphic organizer. She work takes off some of the
will also be sitting in front, with pressure, and allows both
an unobstructed view of the students to work at a pace that is
teacher and picture file. S. sits healthy for them both.
with strong students, and will be
allowed to partner with her table. Other modifications are made to
Other modifications made for help provide equitable education
Resource class will be for students in the resource class,
highlighted in yellow. by allowing them to work at
their own pace and with more
scaffolding.
Multiple Intelligences Addressed RATIONALE  REFLECTION
Bodily Kinesthetic: Students Based on the Multiple
will participate in activities that Intelligence survey given out
require them to move around the students rank highest in
room. Interpersonal, and Bodily
Intrapersonal: Students will Kinesthetic. Activities within the
reflect on their own ideas of lesson will allow students to use
characters, overall theme, and those strengths. Students must
the connection S.E. Hinton learn to use all of the
creates in her novel. intelligences, so interpersonal,
Interpersonal: Students will naturalist, and visual will also be
share with their classmates, and utilized within the lesson. Every
participate in small group and ELA lesson requires the use of
whole class discussions. verbal/linguistic.
Verbal Linguistics: Lesson
requires writing, reading, and
analyzing texts.
Naturalistic: Students will go
outside (weather permitting) to
read in small groups.
Visual: Students will draw, and
create a graphic organizer
depicting the contrast and
comparable features of
characters within the text.

ASSESSMENT
STRATEGY FOR ASSESSMENT: Students will participate in think-pair-share activity, small group
reading, and whole class discussion of the text to serve as formative assessments. Students will create a
graphic organizer comparing and contrasting two characters within the text as a summative assessment.
   
 
 LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED: Every student will need their own
copy of The Outsiders, writing utensils, paper, and coloring tools. Teacher will need graphic organizers,
dialectical journals, Picture File, Index cards, and access to the text.

INTO, THROUGH, and BEYOND

INTO RATIONALE  REFLECTION
 S. will be coming back from Students will be coming back
Thanksgiving Break so T. will from Thanksgiving break, and
take them through a review of might have forgotten a lot of
Chapter 8 by allowing S. to share what they have read. This review
what they remember. Once S. is an interactive way for students
share, T. will share a quick to participate without it being a
summary to refresh the class by formal test. It also allows the
using Response Card activity. T. Teacher to see how much
will show True/False questions, students recall from the previous
S. will hold up cards based on week. By replaying “The Human
their answers. Family” video, the students are
T. will transition by stating the reminded of the themes within
objective of the lesson and the text, and it sets the stage for
replaying Maya Angelou’s comparing and contrasting
“Human Family” apple characters.
commercial video from the
previous week.
THROUGH RATIONALE  REFLECTION
Students will read pages 131-143 Students have to read in class,
of The Outsiders in class. The T. because the books are a class set.
will lead the reading for the first The teacher sets the precedence
half, the second half S. will read of how to read, so S. have an
in their table groups either example of what it looks like to
outside or inside. Students in the read with inflection, and proper
Resource class will read out loud pronunciation. The small group
with the teacher. Any groups that participation will give every S. a
finish early will begin their chance to read out loud in a
dialectical journal vocabulary. “safer” environment. Switching
Vocabulary words: between the T. and S. for the
affectionately, agony, mortal, Resource class will allow the T.
stifled, superiority. T. will to monitor student progress and
review vocabulary words with S process. The dialectical journals
under the ladybug camera. allow students to practice their
summary skills, and is a study
T. has S. participate in Think- tool for students. The guided
Pair-Share activity by posing practice is necessary at the
questions about certain quotes beginning of the year to set the
within the reading. Students expectation.
think by themselves, share with a
partner, and share out loud with Think-Pair-Share activity allows
the class. students to process comparing
and contrasting before jumping
T. teachers compare/contrast into the deeper content.
within a text through a Picture
File. T. shows S. how to T. lead instruction is necessary
compare and contrast a when teaching a new skill.
character, and has S. help However, the S. and T.
through whole class collaboration allows S. to take an
participation. active role in their education and
helps to solidify the lesson.
 BEYOND RATIONALE  REFLECTION
 Students are given the option  S. have already gone through the
between several character practice with the T. but this
pairings. S. will be given a independent process will help S.
graphic organizer that they split to make personal connections,
in half. S. will repeat the process and think for themselves through
of comparing and contrasting symbolism in both pictures and
two characters that the teacher words. This individualizes the
went through during instruction process and helps to solidify
time. (Both sides must represent information. This also works as a
one of the characters, with one summative assessment and
quote per character, and a picture utilizes skills they have been
symbolizing that character. In learning throughout the year
the middle of the organizer, S. (proper quotations, textual
must write five adjectives that fit evidence, symbolism, and word
both characters). Resource S. choice).
only have to write three
adjectives. T. will monitor
progress throughout the process,
keeping up the class/teacher
example for reference.