D171 Task2 (2)

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Rhode Island College *

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English

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Jan 9, 2024

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A. Direct Instruction Lesson Plan Template General Information Lesson Title: "Mapping-Out Chapter 1 Lord of The Flies" Subject(s): English Grade/Level/Setting: 9th grade Prerequisite Skills/Prior Knowledge: The students will have to have read chapter 1 of Lord of The Flies What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson? Students will need to have read chapter 1 of Lord of The Flies Standards and Objectives State/National Academic Standard(s): R.L 9-10.1 Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text. R.L 9-10. 10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course. S.L 9-10. 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S.L 9-10. 4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and task. Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion). Given The Lord of The Flies, students will work in groups of 4 to create and present a map of the island from the book with at least 3 landmarks and at least 3 pieces of textual evidence to support the landmarks and design of their map with 80% accuracy.

Materials Technology Poster paper, pencils, colored pencils, crayons, markers, note cards, The Lord of The Flies text. How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.) Chrome books, PowerPoint, Smart Board Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work. The students will work in their groups to identify textual evidence from the book to create a map of the island from the story. The students will work with their group members to identify this evidence, analyze it, and then collaborate their ideas that will lead to their map design. Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline. identify- establish or indicate who or what (someone or something) is

collaborate- work jointly on an activity, especially to produce or create something. analyze- examine methodically and in detail the constitution or structure of (something, especially information), typically for purposes of explanation and interpretation. evidence- the available body of facts or information indicating whether a belief or proposition is true or valid. Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables). Discourse- the students will communicate verbally to reach a collective agreement within their group on what textual evidence will be used to represent their map designs. They will also record their textual evidence on the note cards provided, and then create their map by drawing on the poster paper using the provided drawing materials. Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines. Planned language support will be done through scaffolding. Drawing the reading of chapter one, students will be required to take ARN’s (active reading notes) of their ideas, and important quotes from the text. The students will be able to then use the ARN’s in their groups when it is time to identify the required textual evidence for this assignment. There will also be a discussion prior to the students choosing textual evidence on what makes a quote supportive or not. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions -introduce assignment content and expectations( i.e “today we will be creating a map of the island based on what we have ready so far of Lord of The Flies ”) -Students will raise their hands to participate in the review of the text and the recap of what has been read so far -Students will get in their assigned groups provided

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- review major events/findings from the text 1. What happened (plot)? 2. Where is this taking place (setting)? 3. Who is involved (characters)? -get students into their assigned groups by their teacher. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions The teacher will create a “brainstorm” graphene organizer to be presented on the Smart board to review key questions that relate to the assignment 1. What makes a quote “evidence”? 2. What are components of a map? 3. What major landmarks should be evident based on the text? -write student’s responses to the key questions on the Smartboard in the form of a “brain storm” Students will raise their hands to provide responses to the key questions so they may be included in the “brain storm” Guided Practice: Activity Description/Teacher Student Actions -Pass note cards out to the students in their groups so they may record their chosen quotes/textual evidence -Approach each group to observe their progress, as well as provide feedback on the evidence they have recorded (ex. comment on the strength of the quotes that are chosen) and/or provide expectation clarification -students will collaborate with their group members to search through the text, as well as utilize their ARN’s to identify quotes that serve as evidence for their map designs -students will use their note cards and writing utensils to record the agreed upon quotes. Independent Student Practice: Activity Description/Teacher Student Actions -tell students they have 10 more minutes to determine and record their remaining needed quotes -tell students it is time to come up to get their poster paper and drawing materials (or open up -the students will finish up identifying and recording the needed quote -the students will go up to the front of the room and gather the needed material to create their maps

powerpoint if the group is using the accommodation below) -have students apply the textual evidence they have gathered to create their maps. -the students will work with their group members to analyze the textual evidence they have gathered to then draw (or digitally create if using the below accommodation) their maps. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions -the teacher will tell students when time has run out and the maps must be complete. -the teacher will call groups to the front of the class individually so they may present their map and textual evidence to support their designs -the teacher will ask any needed questions for clarification, as well as provide needed feedback before calling up the next group. -the students will come to the front of the class in their group to present their maps(physical or digital), as well as read their quote/textual evidence to support the position of landmarks and other design attributes to the class and teacher. -the students will answer questions to provide any clarification of their maps or quotes if needed. -the students will receive any immediate feedback provided by the teacher to apply to their understanding of the text as it relates to their interpretation of their maps Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: Gifted and talented students can be provided with an enrichment activity. Once they have identified their textual evidence, and have completed their maps, these students will be handed a worksheet where they may take the assignment a step further and comprise their predictions for the remainder of the text based on the layout of the island they have designed. EL: EL students may be accommodated by receiving a “quote bank”- a list of quotes from the text that serve as evidence for the assignment. Students using this accommodation will be able to use the list of quotes rather than search through the text to find them, but will still have to choose appropriate quotes from the list to support and justify their map design. These students will also have additional teacher support through the form of feedback to ensure that strong textual evidence is being chosen. Students with Other Special Needs: Students with other special needs will be allowed to type out their textual evidence, create a digital map rather than a physically drawn one, and incorporate the typed quotes and digitally created map into a PowerPoint to be used for presentation if this accommodation is helpful for them. Assessment

Formative Describe how you will monitor, support, and extend student thinking. Formative assessment will take place during group work. I will approach each group as they begin to identify quotes that they plan to use as evidence for their maps to determine the level of engagement and understanding of the assignment among the students. Summative (Quizzes, Tests, products) Summative assessment will take place when students are presenting their maps to the class with their groups. Summative assessment will also occur in the evaluation of the quotes chosen by the group. B. Explain how the lesson plan from part A could be modified to be a cross-disciplinary lesson. Include modifications to each of the following in your explanation: ● instruction-The lesson plan from part A could be modified to be a cross-disciplinary lesson by implementing content from the student’s history class in our English instruction. Because the English lesson involves creating an island map, as an introductory lesson, we could put a map of the Galapagos Islands (if appropriate to the current history content) and analyze it. The students can then use what they have learned through analyzing a professional map to aid them in creating their own maps for the activity in part A. ● skills- The students will be combining skills in map reading and map interpretation from their History class with their reading comprehension and analysis skills from English in this cross- disciplinary lesson. ● content- The content of this lesson will consist of English and History 1. Explain how the modified lesson from part B aligns to all relevant standards. Include the associated alphanumeric code and full description for each standard in your explanation.

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The modified lesson in part B aligns with the Massachusetts history standard “HSS.WHI.T3.04-Explain how travelers’ accounts and maps contributed to knowledge about the world” in combination with the English standard “R.L 9-10. 10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course.” The history standard involves explaining and understanding how accounts of maps directly affect our understanding of world and history. This then connects to the English standard as it applies to this lesson because the English lesson is requiring the students to interpret the reading and create maps of their own, furthering their understanding of both maps and comprehension simultaneously. 2. Explai n how your modifications to the plan’s instruction, skills, and content would increase the relevance of the lesson and impact student engagement and motivation in the lesson The modifications to the plan’s instruction, skills, and content will increase the relevance of the lesson and impact engagement by establishing a sense of value in the lesson within the students. The students will understand the lesson as one of importance if they are made aware of how the work they are doing and the instructions, content, and required skills are interconnected with the instruction, content, and required skills that can be found in their other classes as well. By creating similar themes across the curriculum, you are creating a learning environment made up of content that is “more meaningful for students ” ( Ways to Make Cross-Curricular Connections in Instruction , 2019). Recourses Ways to Make Cross-Curricular Connections in Instruction . (2019, July 16). ThoughtCo. https://www.thoughtco.com/cross-curricular-connections-7791

D171 Task2 (2)

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