Sarah King Lesson Plan R5

KTIP Source of Evidence: Lesson Plan
Name: Sarah King Date of Lesson: October 5 th, 2018 School: Madison Central High School
Grade / Age: 10th grade, 15-16 years old Subject & Topic: English 10, “A Lamb to the Slaughter”
# of Students: ______21________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________
Lesson Title / Topic: Mary Maloney’s Verdict
_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __ Team
1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be incorporated
into lesson plan. Also, be specific about student skills and knowledge. Describe racial, socioeconomic diversity
in class.
The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the computer lab or chromebooks are made accessible for the whole
classroom. While there are no students with special needs accommodations, each student is leveled as low-
performing. Out of 21 sophomores, 11 girls and 10 boys, every student is at around an eighth or ninth grade
reading level. To accommodate this, students are arranged by achievement level in groups of 3 and work
frequently with those in their group. Other accommodations are extended time to work, all instructions are
written and said allowed, and visual aids.
2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate
state curriculum/content area standards] List the content standard then the specific learning targets for each
standard.
a. Previous lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape
with the Fall of Icarus).
Students will:
 Identify what is stressed or is missing from the representation of a subject or key scene in two
different mediums.
 Explain how and why an artist/author chooses to represent a subject or scene.
 Break down why an artist/author emphasized ideas for effect.
b. Current lesson’s learning targets / objectives:

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Students will:
 Identify a character’s motives
 Break down text in order to provide evidence that explicitly uses details to support key ideas.
c. Next lesson’s learning targets / objectives:
3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.
The lesson will continue the students’ work in their short story unit. So far, they have:
 gone over the three different types of irony (situational, verbal, and dramatic)
 made predictions over the story
 read and responded to the story
 compared and contrasted two different versions of the story
The lesson will begin with the students answering a PollEverywhere about their feelings of Mary Maloney and
whether she could be convicted or not (yes or no). After seeing the results, we will discuss the students’
reasonings. It is important to see the students’ original thinking as they will be further developing these
arguments in class today.
Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.
My formative assessments will be:

 Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
 Scaffolding with targeted questions while students are working
 Mary Maloney’s Verdict
o Student’s will work with their group to decide which level of murder Mary Maloney committed
(First-Degree, Second-Degree, Voluntary Manslaughter, or Involuntary Manslaughter). They will go
through the story and find quotes that support their decision. When finished, each group will have
a chance to make their case for Mary Maloney.
Exit-Slip:
 Students will receive an index card where they will respond to the following statements:
o You are justified for getting revenge when someone does you wrong.
o When people are under a lot of stress, they can do or say things that they later regret.
o Yes or no, did your original response to these statements change.
o Why do you think they changed or stayed the same?
4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
 Projector for the PollEverywhere
 Computer to control the PollEverywhere
 Chromebooks
 Hardcopies of Mary Maloney’s Verdict worksheets
 Hardcopies of “Lamb to the Slaughter”
 Index cards
Link for Mary Maloney’s Verdict sheets: https://docs.google.com/document/d/119GH2Ej4_h81kjN3w-
RQwEfCHcg9XhMS7BRLTO0Yh0U/edit?usp=sharing
Link for “Lamb to the Slaughter”: https://lewebpedagogique.com/anglais/wp-content/blogs.dir/16/files/lamb-to-
the-slaughter.pdf
PollEverywhere: https://pollev.com/sarahking481
Mary Maloney’s Verdict Sheet modeled on one from Ashley Snow.
5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
 Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
 identify the questions you will use to promote higher order thinking and understanding and encourage
discussion
Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
 I greet the students at the door and in the classroom. I’m incorporating many different
 I need to have the objectives and instructions written on the types of learning into my lesson.
board before the students come in the door.  Auditory/Visual: When I and
 I need to have the PowerPoint up with the PollEverywhere the students are going over
assignment and instructions up. the notes.
 Collaborative/Interpersonal:
2.) Lesson Objectives: My overall lesson objective is that the students students routinely check
will be able to analyze Mary Maloney and make an argument with back in with their peers
cited evidence on her verdict. throughout the lesson to
collaborate and
3.) Relevance: The relevance of the topic is that today the students communicate.
have completed many low-stakes assignments this week leading up to  Intrapersonal: students also
this assignment. They will use the work they’ve completed this week have time to think at their
to complete this high-stakes assignment. own pace and collect their
thoughts.
4.) Practice/Feedback:
 Beginning Activity: While I do not have any students
o Students will come into the room and begin setting with IEP’s, there are
up for the PollEverywhere. Students will have the accommodations incorporated into
option to use their phones or chromebooks available my lesson and classroom that can
in the classroom to complete the poll. support all students, such as:
o We will get the survey results and then discuss them  Modeling
together. Students will say if they said yes or no and  Prompting and Cueing
explain why they believe so.  Small Groups
Activity:  Reader
o We will carefully go over the instructions before  Paraphrasing
beginning. I will use popsicles sticks to pick out
student that will read the instructions and Low-socioeconomic students are
information on the sheet. Students will have thirty accommodated with the accessibility
minutes to work with their groups and complete the of chromebooks in the classroom.
sheet.
o We will then discuss each group’s verdict, keeping
track on PollEverywhere again on what each student
decided.
o After we have each group’s answers, we will see the
total and do the following:
 If every student answered the same, then
Mary Maloney’s verdict will be that choice.
 If there are different answers, students will
have the chance to try to persuade the other
students to change their verdict until
everyone does agree on one answer.
 If students cannot persuade each other
towards one answer, then I will tell them that
since the “jury is hung”, Mary Maloney will
have a mistrial and will not be tried.
 Exit Slip:
o As students pass their papers up, I will hand them an
index card where they will answer the exit slip
questions. They will give these to me as they leave
the classroom.
Lesson Time: Approximately 55 minutes.
6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.
Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)
How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)

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KTIP Source of Evidence: Lesson Plan

# of Students: 21 # IEP / 504 _0_ # G/T 0_ # ELL 0______

Lesson Title / Topic: Mary Maloney’s Verdict

2. Learning Target(s)/Objectives (1A; 1C)

a. Previous lesson’s learning targets / objectives:

b. Current lesson’s learning targets / objectives:

c. Next lesson’s learning targets / objectives:

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Formative Assessment (1F)

My formative assessments will be:

5. Lesson Procedures (1E)

Procedures: Accommodations / Adaptations

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