Alternate Lesson Plan Format Student Teaching

Name:Catherine Megison
Lesson Date: April 5, 2016
Subject/Topic: English
Teaching Objective (ABCDE):

Cooperating Teacher: Ms. Bedell

School: CSHS
Teaching Model: Whole Class

Cooperating Teacher Initial Here________

Grade Level: High School Setting: Resource
University Supervisor Initial Here________

Given instruction on how to complete the independent reading editorial, the student will complete the assigned project within 1 day, getting
80% or above.
IEP Objective(s):
For English IV, by May 2016, C. will research a given topic of a time period, work of literature and real or imaginary people using
computer, library & text skills in order to write a quality 5 to 7 paragraph essay. He will edit his paper for spelling, grammar and
punctuation errors. Following the teacher made rubric, Connor will score at least a 80 out of 100.

TEKS:
110.51. Literary Genres (One-Half to One Credit).
(2) The student analyzes fictional and poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to:
(F) describe the development of plot and how conflicts are addressed and resolved;
Background Information:

Students have been reading independent reading novels

Students have experience with editorials
Students are familiar with guided notes

Materials:

Independent reading novels

Independent reading packets
powerpoint

Equipment:

Smartboard

Classroom Management/Environment:

Students will remain in their seats

All electronics will be put away
Students will raise their hands when they questions or comments
Students will complete their work assignments
Students will answer questions that are directed to them

Engagement/Focus:

How was it finishing your independent reading novel?

Were you surprised at the ending?

Why do you feel that way?

Today, we are going to discuss your books, and the editorial assignment you will do over it.

Student Objective (Today you will be able to___.):

By the end of class today, you will know what is expected of you for the editorial project and be able to complete the assignment
independently.
Purpose of the Lesson (This information is important because___.):
This is important because it is 50% of a major grade. It also helps to show others the main parts of your book and allows you to put all your
thoughts about your book onto one piece of paper.

Explanation/Procedures (Relate to prior knowledge; describe what you will teach & model, what the students are to do with you, and what they are to do
independently (I do, We do, You do); must include higher level questions you will answer) :

What is an editorial?
Review major parts of their independent reading novels
Go through the PowerPoint
Discuss what must be included in the assignment
Review antagonist, protagonist, rising action, climax, etc.
Go over examples/nonexamples

Writing a Plot Diagram:

I Do:
First, I am going to fill in all my blanks on the plot diagram for my book. This helps me to remember the key parts of my book and
prevents me from forgetting any major parts. (Discuss the major parts and write down the parts)
We Do:
As a class, have the students help you fill in the parts over a movie they have all seen (Lion King should work)
You Do:
The students will do their own diagram

Higher Level Questions:

Why do we call this project an editorial?

Why do you think it is important to include your opinion when discussing a book?
Do you think everyones editorial will look the exact same? Why or why not?
Would every editorial for the same book look the same? Why or why not?
Which example was the best one? Explain why you picked that one.

Modifications (what are the modifications needed in each part of the lesson) :

K. will have preferential seating

The students will receive reinforcements for behaving appropriately and being on task
Students will receive guided/prompted questions

The passage will be read aloud for students with lower reading levels
The students will be given multiple examples/nonexamples

Extension (what will you do to go deeper into this topic):

Have the students read each others summary of the book. Have each student write down three unclear parts within the summary (who
a character is, why one person is upset with other, etc.). Then have each student go back and write a clearer summary of their book.

Elaboration (what else might you need to do/say to teach this skill/concept):

As a small group, discuss the major parts of the book (summary, why they did or did not like it, etc.). As each part is discussed have
the student write down what they say/thought. If necessary, pull up online synopsis of the book for help. Once each part of the
assignment has been discussed, have the students type up their answers in the format provided in their packet.

Closure (objective & purpose are restated; address how are you going to include the students in this) :

Praise: You did a great job staying focused, working hard, and completing the guided notes today!
Review: Why are we doing this assignment? (showing others what we have learned, quick explanation of our book, etc.) What is an
editorial? (writer gives an opinion on a topic or issue)
Anticipation: This assignment will be due tomorrow and then we will work on the other 50% of the major grade- your creative project!

Assessment (how will you know when the student knows the information or can do the skill youve taught) :
Students will have their editorial project completed by the end of the following class period. The project should be completed independently
and each student should receive 80% or higher.
Resources:
http://galaxyrutracker.weebly.com/blog/the-hunger-games-plot-summary-diagram-software-free-download
http://slideplayer.com/slide/6224189/