Literacy Lesson Plan
Lesson Topic Identity Related Learning Standards CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Lesson Objectives Essential Expected Enrichment
What every student will learn: Define Identity What most students will learn: Define identity and brainstorm possible causes of persons identities What a few students will learn: Find specific causes for identity/deeper causes for persons identity
Assessment Procedures Essential
What every student will demonstrate and how they will demonstrate it: Understanding the definition of identity through making of the identity chart and journaling reflection
Expected
What most students will demonstrate and how they will demonstrate it: Understanding of the identity and the different major factors that make it up through identity chart and journaling reflection
Enrichment
What a few students will demonstrate and how they will demonstrate it: Understanding of the identity and the different specific and sophisticated factors that make it up through the use of the identity chart and the journaling reflection
How will you provide feedback for your students? How will you record progress or needs? How will you use this information? Different forms of feedback will be provided. For the identity chart, quick verbal feedback will be provided as students brainstorm different causes for human identity to help guide thinking and support students auditory. For the journal reflection, written feedback will be provided in the journals and a consequent individual meeting will be set up on Fridays.
Elements of Universal Design Multiple Means of Representation:
How are you going to present your content so that it meets the needs of all studentsis the information represented in different ways? For example, utilizing guided notes and graphic organizers in addition to a lecture format or having several books that represent different reading levels.
Note taking: Displaying the notes on the overhead visually and also dictating them as students copy them down into their writing journals. Anchor Chart: Having students verbally discuss what they think the causes of persons identity are and record them visually on an anchor chart. Also auditory support the students by re-reading the answers that students picked. Multiple Means of Engagement:
How are you going to provide multiple pathways for students to actually learn the material presented? Practice, or active mental/physical engagement, is required by students to make real learning happen. For example, some students may benefit from small group learning opportunities; others may require more focused practice with precise feedback, while others might benefit from working independently. Some students will need to write, others will need to talk through ideas before they understand, while
others may need to physically represent what they are learning. The lesson will have multiple means of engagement. The We Do portion of the lesson will be held in small groups where students will have a chance to brainstorm possible ideas for figuring out the causes of identity. For more focused work, with stronger feedback, the journaling activity should provide another mode of engagement. Both, writing, speaking out and being active during the writing of the anchor chart (having more kinesthetic students come up and record the answers for the class) should provide a mean of engagement. The chart will provide the means for physically representing what they have learned.
Multiple Means of Expression:
How will students demonstrate what they have learned? Again, the creation of many paths is key. Some students are good test-takers, while others are not. Tiered assignments, oral exams, building a model, making a video, using portfolio assessment are examples of alternatives to traditional paper/pencil tests. Students will demonstrate their mastery of the skill through three different mediums. One way is through verbal participation during the group work and sharing out during the identity chart activity. The other way was by their completions of the anchor chart visual organizer. And the third by their journal reflection piece.
Materials
What materials do you need for this lesson? Make sure you have all of your materials collected and organized so your lesson will flow smoothly. If you are presenting this lesson collaboratively, make sure you know who is responsible for what. Anchor Chart, Pen, Pencil, Markers (Different Colors),
Technology (Computer/Assistive) to Support Learning
Overhead, Elmo
Lesson Procedures
I Do Input (3-5 Key teaching points): Hook: Watch the short video. In your journals, answer this question. Who am I? Cold call on one student. Go over the objectives. Transition into identity. Write down definition of identity on the board. Students copy definition Get the anchor chart with Identity written in the center. Pose a question what factors make our identity? Brainstorm 2 factors. Ask students, in their notebooks to brainstorm other factors independently. We Do Guided Practice: At their tables students share their factors that they thought impacted who we are (our identities) Cold call on students to share out their responses and record them on the board. Finish taking hands for different factors. Finish up the chart of the identity.
Accommodations
Have Bobby B. sit at a table by himself for the independent work activity so he can take extra time to take notes and finish reflecting. Then move him to a group setting. I will use the iAuthor application to have the talking processor for the lesson and have Marty use headphones to go at his own pace. I will include a graphic organizer that he has to fill out as he listens to the recorded lesson. I would have Bobby B. be my anchor chart recorder and place the information discussed in class on it. Have the anchor chart ready for the student. Have Marty transition into working with a small group. Make his role in the group as the recorder to hold him accountable for work and keep him on task.
You Do Independent Practice: In their notebooks direct students to independently create a chart of their own identity and what factors influenced it.
I would give Bobby B. a graphic organizer to facilitate the writing (3 columns) Marty will also have a similar graphic organizer to fill in to keep him on task.
