Disordered Plot Lesson 7

Name: Tiffany Bishop Program: Secondary Course: Edu 460

Education
Lesson Topic/Title: 7. Disordered Plot Line in Safe Haven Class: Reading Movies
Lesson Date: 4/7/2017 Lesson Length: 80 Grade/ Age: 11th and
minutes 12th
Learning Objective (Targets) :
Objectives
1) Students will identify different disordered plot line types.
2) Students will defend their identification of a type of disordered plot line by speaking.
3) Students will refer to specific scenes when analyzing the disordered plot of the movie/ video.
Targets
1. Students will answer the following questions:
1. What are the key scenes of Safe Haven?
2. How do the scenes in Safe Haven relate to the world around us?
3. What are our impressions of the Safe Haven?
4. What are the themes of Safe Haven?
Content Standards: CCSS.ELA- Content Standards Alignment & Justification:
LITERACY.RL.11-12.5 This standard asks that students look at specific
Analyze how an author's choices concerning how scenes or parts of a text and analyze how those
to structure specific parts of a text (e.g., the specific scenes or aspects contribute to the work as a
choice of where to begin or end a story, the whole. In this unit, students will be analyzing the tools
choice to provide a comedic or tragic resolution) used to disorder plot lines and how those tools add
contribute to its overall structure and meaning as meaning to the movie as a whole. They will also
well as its aesthetic impact. identify the message or theme that the movie has. In
this lesson, students will discuss events that
CCSS.ELA-LITERACY.SL.11-12.1.A happened in Safe Haven. Students be provided
Come to discussions prepared, having read and ample opportunity to provide opinions about the
researched material under study; explicitly draw movie, about specific scenes of the movie and
on that preparation by referring to evidence from how they relate to the whole movie, and about how
texts and other research on the topic or issue to the movie relates to their lives. Students will also be
stimulate a thoughtful, well-reasoned exchange of asked deeper questions about how aspects of the
ideas. movie relate to the world around us. This discussion
will help students discuss specific scenes and their
impact on the entire film.
The second standard basically asks that students
discuss the topic (movie) using background
information and research. The main goal of this class
is that students will be able to discuss movies and
understand the meaning behind scriptwriters and
directors choices. This is why we are doing two
discussion activities, the yes/ no activity, and the
discussion circle. Its to get the students talking about
the movie, sharing opinions, and making connections.
This discussion will help students be better prepared
to answer the short answer questions next class.
 Assessment: Assessment (Data & Student Feedback):
Pre Formative I will make note of the types of questions and types
Summative Student Self of answers students have about the movie. This will
In this lesson, we will be finishing the movie help me understand their thinking. It will also help me
Safe Haven. Next, we will discuss the movie as understand if I need to help students outline what
a form of a debrief. The discussion will act as a happened in the movie more before moving on to the
formative assessment. The discussion will help next topic. Since a speaking standard is used in this
students prepare for their summative short unit, I will also be asking each student to speak in
answer question worksheet. class. If a student participates in class discussion by
being engaged with the material, but does not speak,
they receive a one. If they speak but it is unrelated,
they get a two. If a student provides an opinion of the
movie, they will get a passing score of three. If they
use background information or research about the
world around them, they will exceed the standard with
a four. Next class, I will hand them a rubric with their
score.
Integration of Other Content Areas (If Appropriate):
Film: Rather than analyzing written texts, almost all of the texts used in this unit, if not all of the texts
used in this unit will be videos/ movies.
Instructional Strategies to Differentiate Whole Class Instruction:
Learning Style
Verbal/Linguistic: Students will be provided with verbal instructions. How they are graded will also be
stated verbally and they have a rubric that they can review for written instruction.
Logical/ Mathematical: Students will be using a graphic organizer to record themes from the movie.
Visual/ Spatial: Students are working with videos to learn literary tools instead of written texts. Visual
learners will also be able to see who agrees with them during the Yes/No activity and see who is
speaking during class discussion because the speaker will have the ball..
Intrapersonal: Students will be working alone to complete the second part of their graphic organizers.
Interpersonal: Students will be discussing the events of the movie as a full class.
Kinesthetic: Students will be physically moving from one side of the room to the other during the
Yes/No activity and will be passing a ball around the room during class discussion to signify who is
talking.
Musical: I will play music between questions to give students think time.
When I gave students the multiple intelligences survey, the highest result was for musical, the second
highest for visual, and the third highest was tied between kinesthetic, intrapersonal, and verbal. No
students who were present scored for interpersonal or logical. I tried to include as many of the styles that
students did score on as possible.

Pairing
At the beginning of class, students will each share how their day has been with the whole class. After
the regular welcome, I will give students my answer to the graphic organizer and allow individual
students who were absent to fill their own organizers in. After this activity, we will finish the movie as a
whole class and after the movie, students will continuing to work as a whole class for class discussion
circle.
Choice
Students will be given a choice about what questions or scenes they want to start class discussion by
talking about. I am allowing students this opportunity because they have less time for class discussion
and I want each student to have the best opportunity to meet the discussion standard. Students were
also given a choice about which movie they wanted to watch. I am offering this choice because I want
students to be interested in what they are watching.
Modifications/ Accommodations/ Extensions for Individual Students with Identified Needs:
Students needs
There are two students in the class who have an IEP. Alphabetically, the students are Student o and
student g. Student os IEP requires that notes are provided to the student at the beginning of class,
materials are provided at the student's reading level (fifth grade), the student is provided visual and verbal
organizers to complete the assignments, that the students workload is reduced by 50%, that the student
has extra time to complete assignments, and that the student may use all materials on assessments.
Student gs IEP requires that she has extra time to complete assessment, may take assessments in the
special education setting, must be provided with extra clarification when asked, is provided with extra
time for her assessments, is allowed to reassess, and will be given the best grade out of all of the trials
on her assessments.
Accommodations
Student o will be accommodated with a graphic organizer. Both student g and student o will be allowed
extra time to complete the assignments or to work on their assignments in the special education setting,
at the end of class, in hpt, or during study hall. I am also happy to meet with them and discuss the movie
if they feel that they missed parts or werent as specific as they would have liked to have been due to the
time constraint to fill the organizer out. Student g will also be allowed to reassess in the special education
room if she desire to. All students will be allowed to use their notes on their formative examinations (this
accommodates student o). There is also one student, student c, who has a behavior plan stating that she
is not allowed to leave the room during class. She must be dismissed three minutes before the end of
class to go to her next class, however this doesnt need to apply to my class because my class is the last
period of the day. If she does need to go to the bathroom and it is an emergency, this means I will have to
escort her.
Modifications
For student o, in order for the student to meet the requirements of the standard, the amount of work
the student must perform on the formative cannot change. However, they may be less descriptive about
the events in the movie should they choose to be.
Extensions
Students who need more of a challenge will be asked more specific questions and expected to
identify more specific scenes in their movie graphic organizer.
Technology Integration (if appropriate): Students will be meeting ISTE standard number 2 a, b, c, and
d because they will be working on google classroom and participating in an online community there. They
will be learning how to be part the online community and how to be safe, positive, respectful, and follow
legal and ethical behavior while using the technology. Students will also begin to understand the
permanence of things they do in the digital world.
Materials and Resources for Lesson Plan Development
Safe Haven Movie (Netflix)
Discussion Questions
Speaking Rubric
Lesson plan
Note sheet
Agenda (teaching and learning sequence)
Bell work (teaching and learning sequence)
Writing utensils for students
Room set up in a circle
Stress Ball (just in case)
Whiteboard markers
My Laptop
Projector
Whiteboard
Writing utensils
Graphic Organizer (on google classroom)
Teaching and Learning Sequence:
Amount of time for lesson: 80 minutes

Bell Work:
Find your desk
Agenda on board
1. Review Graphic Organizer
1. What are the key scenes of the movie?
b. Finish Safe Haven
c. Discussion Circle
1. What are the key scenes of the movie?
2. What are our impressions of the Safe Haven?
3. How do these key scenes make us feel?
4. How do these scenes relate to the world around us?
Work Due
Video Permission Slips if they are missing

Agenda Outline
12:43- 12:45 Welcome (2 minutes)
Attendance/ Check in individually with everyone
Start video
How is everyone?
Please do the bell work if you havent already
We are moving the bags out of the way to avoid tripping hazards and distractions
Reminder about Video Permission Slips (5 students)
That is why we have assigned seats
Walk through agenda/ introduce targets
What are the key scenes of the movie?
How do the scenes in the movie relate to the world around us?
What are our impressions of the film?
What are the themes of the movie?
12:45-12:55 Review Safe Haven (Formative) (10 minutes)
Im going to read my organizer and you can make note of anything you are missing.
12:55- 1:40 Rewatch/ Finish Safe Haven (Formative) (45 minutes)
Trigger Warnings for violence and domestic abuse
Rewarch 10 minutes of the movie; finish the rest.
Give students time to complete their movie graphic organizer alone
12:40-2:00 Class Discussion (20 min)
Answer student generated questions
Everyone answers a few questions (favorite part)
Students answer my discussion questions
Throughout the discussion, I will make note of which students have obtained a 1, 2, 3, and 4,
by writing the number by the students name
2:00 - 2:03 Review todays lesson/ Overview next lesson (1 minute)
Review targets
Next lesson we will vote on movies and do our written graded formative
Collect graphic organizers as they leave
Content Knowledge Notes (if applicable/ instructor discretion):
See Note sheet
See descriptions of Safe Haven
Common Core Teacher Standards (CCTS) Alignment & Justification (Field/ Student Teaching
Only)
Standard 5
The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical/ creative thinking and collaborative problem solving related to authentic local and global issues.
5 (q) Understands and knows how to use learner data to analyze practice and differentiate instruction
accordingly.
I chose this standard for this lesson because of some of the content in Safe Haven.
Because of the domestic abuse trigger in the movie, I gave students resources to reach out to if
they had experience with domestic abuse. I gave them a phone number and wrote it on the board for
students. I also reminded them that the guidance counselors at the school are a safe place to go.
Furthermore, in our class discussion, we also discussed police/ police brutality. This has been a hot topic
in the news the last years.
Standard 9
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice,
particularly the effects of his/ her choices and actions on others (students, families, and other
professionals in the learning community), and adapts practice to meet the needs of each learner.
9 (g) understands and knows how to use a variety of self-assessment and problem-solving strategies to
analyze and reflect on his/ her practice and to plan for adaptations/ adjustments.
I chose this standard because I scratched my initial outline for this lesson and decided to add a few
activities and move one to the next lesson. Initially, students would finish the movie, work on their movie
outline graphic organizers, have a class discussion, and do the theme graphic organizer. Instead, we are
going to update our movie graphic organizers, finish the movie, update the graphic organizers today, and
have the class discussion. I am doing this to help the students (half the class) who missed last class
catch up on what happened in the movie.
Standard 3
The teacher works with learners to create environments that support individual and collaborative learning,
encouraging positive social interaction, active engagement in learning, and self motivation.
3 ( o) Values the role of learners in promoting each others learning and recognizes the importance of
peer relationships in establishing a climate of learning.
I chose this standard for this lesson because, in this lesson, we have a class discussion.
In these class discussions, I do not answer the questions unless all students are answering them.I
hope that the students will build off of each other and look to each other for help with the answers. I want
students to feel as if they are part of a community and I want them to be able to look towards each other,
as well as me for support.
Post-Lesson Reflection:
Strengths of the lesson
Reviewing the movie by reading my graphic organizer helped quite a few students. Since I also gave
them all common scenes that happened, it made it easier to refer to something on the graphic organizer. I
was also really happy that I managed to give the trigger warning this time when we watched the scene
both before playing the movie and while playing the movie. I also really liked showing them the short clip
where we learned that Katie had a double identity. I prefered showing them the two minute clip rather
than explaining it to the students and I think the students enjoyed watching it more than they would have
liked to listening to me explain it.
Areas for growth in the lesson
I really wish that I would have had more time in this class to do a kinesthetic/ lower stakes discussion
activity to get my students up, moving around, and engaged with the material. The last class that we had
a discussion in, we did those activities, and students were much more willing and excited to talk.
Evidence of student learning and interpretation of assessment results
Students did slightly worse on this discussion than they did on the last discussion, but they still did
much better discussing than they did in the first unit. I think the reason they are doing better than the first
unit is because they are much more comfortable talking with each other, but I think they did worse
discussing this movie than the last movie in this unit for two reasons. The first reason is that this movie is,
at least, in my opinion, harder to talk about. It certainly was harder to create discussion questions for,
especially questions to help students get from a three to a four. I also think they did worse because we
jumped right into the high stakes class discussion circle instead of creating lower stakes and more fun
situations for students to discuss in. I did this because of lack of time and my students suffered a little bit
because of it. I did give my students the option to say anything extra or try to connect what they were
saying to something in history, current news, or related to other books/movies they have seen/read, so
they could get their scores up; however, no one took advantage of this opportunity.
Plans for next steps and/ or reteaching
I dont think I am going to reteach or review this discussion, partially because we dont have enough
time, and partially because I dont think the students need to since most of them met the standard. I will,
however, keep in mind that I should create lower stakes/ more fun discussion opportunities for future
class discussions to benefit my students.
Suggestions for improving future lessons
In future lessons, I will provide more fun/ lower stakes discussion opportunities. I also will create
more kinesthetic and musical opportunities for students so my curriculum better aligns with their learning
styles.