Lesson+Plan+1

Tanya Opiekun, Intern Bel Air High School Mentor Teacher: Ms. Calla Stants March 10, 2011

Lesson Planning Organizer


 * **Class Description:**

Eleventh Grade English; CC Level; Medium Cognitive Ability/Achievement; Varied Reading Range; Constructivist Learning (Students achieve through interactive methods); Demographic: Predominantly Caucasian, with few other ethnicities. ||

Classical Literature || **Lesson Topic:** Review Game for The Scarlet Letter || **Type of Lesson:** Review ||
 * **Unit Title:**

Goal 1: Reading, Reviewing, and Responding to Texts: The student will demonstrate the ability to respond to a text by employing personal experience and critical analysis. A. Expectation: The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials B. Indicator 1.1.3: The student will use after reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. C. Assessment Limits: · Summarizing, Comparing, Contrasting, and Synthesizing significant ideas in a text · Summarizing or synthesizing significant ideas across texts and drawing conclusions based on the information in more than one text · Drawing conclusions based upon information from the text · Confirming the usefulness or purpose for reading the text · Predicting the development, topics, or ideas that might logically be included if the text were extended.
 * ** National Content Standard/Voluntary State Curriculum Standard: **

C. Assessment limits:
· Explaining the effectiveness of text(s) in accomplishing a purpose · Explaining connections within or between texts · Selecting and explaining appropriate textual evidence that supports a personal response · Specific words and phrases · Details · Scenes · Images · Symbols ||

Students will have completed the novel Students will have begun to review the novel Students will have previously completed various graphic organizers, (vocabulary; figurative language; literary elements) using information from the text, and will understand their content ||
 * **Judges Prior Knowledge** ** (How do you know students are ready to learn the content in this lesson?) **


 * **Lesson Objective(s):** Students will be able to complete a whole-class review game using texts, as well as other forms of class notes.


 * Objective 1 –** In two teams, students will be able to complete “The Scarlet Letter: A Baseball Game,” in order to review for a test on the novel.
 * Objective 2 –** Individually, students will be able to answer various questions based on their level of difficulty, in order to achieve “runs” for their team, as well as show a written, short explanation to gain extra points. ||


 * **Assessment(s):**

Students will answer various questions about The Scarlet Letter to show their understanding of the text.
 * __Assessment for Objective 1__ –**


 * Is this a formative or summative assessment?** Summative


 * Would you characterize this assessment as a traditional or performance assessment?** This is a performance assessment because the students are performing the task of identifying and locating previously acquired information to achieve a goal.


 * Why did you select this assessment strategy to measure student learning?** I selected this assessment strategy because the students will be required to show their understanding of the text by verbally answering questions correctly about The Scarlet Letter without the assistance of their novels or class notes.

Students will answer questions of various difficulties to achieve “runs” and extra points for their teams to show their individual participation in the class activity.
 * __Assessment for Objective 2__ –**


 * Is this a formative or summative assessment?** Summative


 * Would you characterize this assessment as a traditional or performance assessment?** This is a performance assessment because the students are using the information they have gathered to individually achieve assist their group by showing their individual understanding of the content.


 * Why did you select this assessment strategy to measure student learning?** I chose this assessment strategy because it allows students to not only use information that they found with their peers, but it also provides them with the opportunity to express their knowledge of the content. While it is important to know how the class as a whole is doing academically, it is also important to know how each student is achieving individually, for the benefit of themselves and the rest of the class. ||

1. Student copy of Nathaniel Hawthorne’s The Scarlet Letter (Condensed Version) 2. Individual notes || = = IEP Students will be provided with accommodations according to their individual IEPs (Various IEPs in this class) ||
 * **Materials Needed for Lesson**
 * **Adaptation for IEP Student(s)**

(No incorporation of technology necessary for this assignment) ||
 * **Incorporation of Technology (if appropriate)**
 * If you are using a website, be sure to include the website citation.**

· Small-Group Reading · Individualized Reading ||
 * = Reading strategies =

=Lesson Development=
 * **Teacher**

Teacher will ask the class for any obvious knowledge about the game of baseball.
 * Drill/Motivational Activity –**

“Someone share with us what they know about the awesome game of baseball.”

Teacher will begin by separating the class into two teams and allowing them to choose their team names based off of a symbol in The Scarlet Letter.
 * Transition**

Teacher will provide the students with their activity, and then proceed to facilitate the proceedings of the lesson. “Those of you with the number 1, move to this side of the room; those of you with the number 2….”
 * Activity 1 –**

“In these groups, we are going to use knowledge of the text and prior knowledge to play A Baseball Review Game on the Scarlet Letter. You will choose the level of difficulty, and move around the bases to achieve “runs” for your team.”

Key Questions
Single: “In what time period is the novel set?” Double: “Name one symbol from the novel and explain its significance.” Triple: “Explain why Hester refuses to give up the name of her child’s father.” Homerun: “What is growing in front of the jailhouse, that is mentioned in chapter one?” Extra point question: “How does Hester’s time period differ from the time period of the article?”

Teacher will inform students that dismissal is approaching and they should prepare to leave. || **Students**
 * Transition**:

Students will answer arbitrarily with their individual knowledge of the American-based sport Students will respond with: · Baseball is a game played by the Orioles · You hit a ball with a wooden bat to run around bases and achieve runs
 * Anticipated Responses?**

· “Changed for the better because life now is less harsh… · “Changed for the worse because family life is non-existent…

Students will quickly get into their teams and think of names for their teams. Students will choose names like: · The Scaffolds · The A’s · Meteors
 * Anticipated Responses?**

Students will work in their groups to answer various questions provided by the teacher.
 * Anticipated Responses?**

Students will use prior knowledge and retained information from their novels to answer various questions based upon their levels of difficulty.

Students will return to their seats and prepare for dismissal. || **Time**
 * Anticipated Response**:

4 minutes

1 minute

35 minutes

5 minutes ||

Students did not understand the review activity of the lesson—allow students to assist in altering the assignment. Students did not understand the game---alter it to the specifications to their learning levels Could also have the students compete against each other, and make it a different type of sports game. ||
 * **Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?**

// Updated Summer 2010 //