Standards-Aligned Lesson Plan Template

Subject(s): English Language Arts, Comprehensive Literature 1 Grade: 9

Teacher(s): Taylor Erickson School: Santa Ynez Valley Union High School Date: Friday November 3, 2017

Part I – GOALS AND STANDARDS (TPE3.1)1. Common Core Learning Standard(s) Addressed:

Reading Standards for Literature 9.1

Reading Standards for Literature 9.2

Reading Standards for Literature 9.3

Writing Standard 9.4

Writing Standard 9.10

Speaking and Listening Standard 9.1 (c and d)

Language 9.4

Language 9.5

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

NA

3. ELD Standard Addressed: (include Part I, II; Communicative Modes – A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level addressing – Emerging, Expanding, Bridging)

Part 1 Interacting in Meaningful Ways

A. Collaborative. 9.1 Exchanging Information/IdeasB. Interpretive 9.5 Listening Actively

Interpretive 9.6 (a,b,c) Reading CloselyInterpretive 9.8 Analyzing Language Choices

C. Productive 9.10 (a) Writing

4. Learning Objective: (What will students know & be able to do as a result of this lesson?)

Unit Objectives:

We will be able to identify main ideas and key supporting details in Fahrenheit 451; we will be able to draw the real-world connections from the novel to today and analyze character/theme development through expository essays and a Socratic Seminar discussion

Daily Objectives:

1. Students will be able to independently read a book of choice and summarize the main ideas of what they read by recording the summary in their journals and discussing the summary with a partner.

2. Students will be able to verbally define 10 key terms from the text of Fahrenheit 451 through the association of hand-motions and hand-drawn images; students will be able to generate 3 sentences using 3 of the vocabulary terms, demonstrating their comprehension of the word’s definition with sufficient contextual detail.

3. Students will be able to infer the meaning of 3 vocabulary terms using the context. Students will be able to collaborate with one another in determining the logical meaning of the terms.

4. Students will be able to independently write ½ page addressing a prompt related to the reading of Fahrenheit 451. Students will be able to organize their ideas in a logical manner and discuss their ideas through respectful agreement/disagreement as they exchange ideas as a class.

5. Students will be able to identify the main ideas, themes and key details in the excerpt of Fahrenheit 451 as the text is read aloud by the teacher; students will be able to discuss their

STUDENT-FRIENDLY TRANSLATION

1.I will be able to read a book of my choice independently for an extended period of time. I will be able to summarize the content of what I read by writing in my journal and discussing with a partner.

2.I will be able to understand the 10 vocabulary terms with hand motions motion; I will be able to write 3 sentences using 3 of the vocabulary terms that demonstrate my understanding of the word.

3.I will be able to guess meaning of 3 vocabulary terms using the context.

4. I will be able to reflect on a journal prompt respond in about ½ a page. I will be able to discuss my thoughts with my table group. I will listen to the ideas of others and respond in respectful agreement/disagreement.

5. I will be able to figure out the main

observations and listen to one another’s observations; students will be able to generate open-ended questions to promote further discussion of the novel.

ideas, themes and interesting details in a section of Fahrenheit 451 by using Post-Its to mark and explain my observations. I will discuss my observations with my table group members. I will write open-ended questions to continue our discussion of the novel.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)(TPE1.3)

1.Read to Self: it is important to maintain a daily habit of independent reading. The more literature one reads, the more exposure to language structure one receives, and the better verbal and written communicator one becomes. Thus, independent reading will promote comprehension and fluency. 2.Vocabulary: expanding our understanding of words is important to access the content of Fahrenheit 451. Many of the terms were selected in order for students to understand thematic concepts in the novel. We learn the words with hand motions to support students who prefer the kinesthetic mode of learning.

3.Grammar: students need to learn how to infer the meaning of vocabulary words using the context in order to prepare for standardized reading assessments that will contain unfamiliar words. This skill also helps promote fluency in reading to avoid constantly looking up terms in the dictionary.

4.Journal: daily writing reflections are important to help students organize their thinking and state arguments based on textual evidence. This activity helps promote college readiness when English classes require on-demand argumentative or expository essays.

5.Reading Fahrenheit 451: This is a challenging text and helps promote critical thinking and literary analysis. Many of the novel’s themes such as broken marriages, fear and technological distractions are relevant to today’s society. Ray Bradbury wrote this novel in the 1950s and very surprisingly made many prophetic predictions on what society would look like today.

STUDENT-FRIENDLY TRANSLATION

1. Read to Self: it is important to read every day so I can improve my reading comprehension and writing skills. By reading more, I will be exposed to good examples of quality writing.

2. Learning 10 vocabulary words from Fahrenheit 451 will help me understand the novel themes better. Using hand motions is helpful for people who like to move when they learn.

3. I need to know how to figure out vocabulary words using the context so I can improve my reading comprehension and critical thinking skills.

4. It is important to write in my journal so I can organize my thoughts in a shortened time because this will prepare me for timed college essays.

5. It is important to read Fahrenheit 451 because many of

the predictions Ray Bradbury made about society have come true. Many of the novel’s themes dealing with marriages, relationships and technology connect to society’s problems today as well.

6. Essential Questions (TPE1.5):

What would our society be if people ceased to read and think deeply?

How have the distractions involved with technology affected our interpersonal relationships?

How has technology influenced the way we process information and the way we think?

Is it important to stand up for what you believe, even if the majority in society disagrees?

Part II – STUDENTS’ INFORMATION (TPE1.1,3.2)7. Class Information:

a. Total number - 16

b. English Learners–Limited English Proficient Learners: 2, Re-Designated English Learners: 7

c. English only: 7

d. Students with Special Needs – 2

e. Academic language abilities, content knowledge and skills in content area - overall the class needs more instruction on how to use

academic language both in speaking and writing. They need to learn how to respectfully agree and disagree with each other’s ideas

and interject their own ideas in a formal discussion. Many of their Lexile scores were below 1000, hence their placement in

Comprehensive 1 literature. Many students lack fundamental understanding of literary devices (metaphors, similes, analogies and

allusions). Many students also need instruction on how to use transition words properly.

f. Linguistic background – Spanish-speaking and English -speaking

g. Cultural background (home/family) -Hispanic/Latino and Caucasian

h. Health considerations (if any) – 1 students with a peanut allergy, 1 student with post-concussive syndrome

i. Physical development factors that may influence instruction in this academic content area– none

j. Social development factors that may influence instruction in this academic content area – this class tends to be more on the quiet

side, they are more reflective learners and prefer more thinking time to write down their ideas before speaking/discussing. One of my

SPED students has Tourette’s which makes him socially “awkward” and reluctant to select a partner when I ask them to share their

writing samples. Many students are very respectful of authority so there are little to no classroom management issues in this

particular class.

k. Emotional development factors that may influence instruction in this academic content area – many students are shy and do not

want to appear “stupid” in front of their peers. I provide students opportunities to share their ideas in small groups before

transitioning to whole class discussions to lower the affective filter.

l. Interests/Aspirations (relevant to this academic area) – most are college bound and capable of CP-level and Honors-level English

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

Whole class: this is a morning class and most teenagers are not fully awake at 8am. Some may struggle with wakefulness during our independent reading time. Some may also experience difficulty concentrating during our sustained reading of 10 pages of Fahrenheit 451.

Standard English learners: some students experience difficult starting their writing prompts. They experience “writer’s block.”

English learners/re-designated English learners: some may not have a solid grammar background and may experience confusion during the grammar activity where they will infer the meaning using context. Some LEPs/RFEPs may also experience difficulty comprehending the text of Fahrenheit 451 due to the elevated vocabulary.

2 SPED students: my SPED students experience difficulty completing their tasks at the pace of the whole class. They usually need extra time to complete assignments. One of my SPED students experience socio-emotional difficulties with finding a partner when I ask them to share their Read to Self summaries or their journal reflections.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)

Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )

Accommodations:

-I strategically provide preferential seating to my SPED learners and many of my LEP/RFEP learners who would benefit from close proximity to the teacher.

-Each table group is mixed-ability, mixed-personality, mixed-ethnicity and mixed-language proficiency to promote diverse learning outcomes. Pairing English learners with English-only students will help support their language skills.

-I allow my SPED learners to finish their journal prompts in tutorial if they did not have enough time to write a ½ page within the 10 minute allotted time frame.

-Vocabulary definitions are also provided in Spanish for our English learners when I first introduce them. I am not a Spanish speaker, but I rely heavily on Google Translate, which has proven to be a reliable resource. For our RFEP and LEP students, I write the Spanish translation of the vocabulary words on the board.

-Visuals and hand motions are provided along with the word definitions. This is to differentiate across multiple learning modalities of visual and kinesthetic learners.

-For the grammar activity, I will provide half-sheets with guided questions to help students infer the word meaning using the context. The text is printed clearly so all students who have visual problems can access the content. They will also have an opportunity to work with their table groups to stimulate the zone of proximal development and support one another in learning.

-My SPED learners who do not finish their comprehension check during the allotted time for the general ed students will be able to finish their comprehension check either after class or in tutorial (their choice).

-Guided and leveled questions for the Fahrenheit 451 reading will be posted on PowerPoint to aid more visual learners and students who struggle with auditory input. Asking frequent questions as we read will promote engagement and will provide multiple opportunities to formatively assess their understanding of the text.

-If students are struggling with concentration or wakefulness during our reading of Fahrenheit 451, I will give them a 2-3 minute stretch break. I will also ask them to stand up when sharing their observations of the text.

-Think-alouds: As I read Fahrenheit 451 aloud to them, I conduct a think-aloud where I identify interesting language and explain why I think it is interesting. I also frequently summarize the content in student-friendly terms to help facilitate comprehension. Students then hear me “analyze” the text by selecting interesting word choices. By hearing my verbal analysis, they are able to listen to my thought process with interpreting language.

10. 21 st Century Skills – Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21 st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):

Communication: multiple opportunities for multiple layers of discussion. Students do pair-sharing and whole group sharing with Read to Self and the journal prompt. Students also engage in table group conversations as they compete the Grammar Activity and as they answer the Fahrenheit 451 questions as they read. This helps them become acquainted with different ways of thinking/different perspectives.

Critical Thinking: The journal prompt requires application to real-world contexts as it relates to the novel Fahrenheit 451. The grammar activity promotes inferential reasoning skills by determining the meaning of vocabulary terms using context. The vocabulary activity

requires students to apply their understanding of vocabulary terms by composing original sentences. The guided questions as we read Fahrenheit 451 also require higher-order thinking and analysis. Students are also required to communicate their critical thinking with each other in small groups and to the whole class.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

-PowerPoint for opening procedures, grammar activity, journal prompt and Fahrenheit 451 guided questions

12. Visual and Performing Arts – How will you provide the students with opportunities to access the curriculum by incorporating the visual and performing arts? (TPE1.7)

Not in this particular lesson, but throughout the unit, there are creative opportunities. Students have collaboratively designed a “Propaganda Poster” as if they were government officials from the society of Fahrenheit 451 trying to inculcate the masses with slogans. Students will be engaging in other visually creative activities such as cartoons/ that illustrate their understanding of the novel characters.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)13. Assessment Criteria for Success : (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met

in a successful product/process? What does success on this lesson’s outcomes look like?)

a. Formative:

-Independent Reading: I review the students’ Read to Self summary logs in their journals to check that they are comprehending the content during our independent reading time. I will select a few students to share their summaries verbally in a whole class discussion.

-Vocabulary: This is a daily drill that we conduct to reinforce the vocabulary definitions in students’ mind. Based on how quickly they are able to do the hand motion and recite the definition I can determine how well students are comprehending the terms. I will also review their journals after they compose their sentences to determine how well they can apply their understanding of the word meanings.

-Grammar activity: students will infer the meaning of 3 vocabulary words using the context. I will conduct direct instruction/guided practice. Students will respond to the 3 questions on half-sheets. I will review these responses to determine how well students are able to infer meaning through context. I will also informally circulate and listen to table group discussions to determine how effectively they are understanding.

-Journal prompt: I use the journal prompts to determine how students are able to organize their ideas, structure an argument and use real-world examples to illustrate their point. Overall, this exercise is to build their writing stamina, to encourage them to write as industriously as possible within a 10 minute time frame. This daily drill will prepare students for college readiness when they write formal essays. I review their journal

prompts and require at least ½ page of their thoughts.

-5 question Fahrenheit 451 comprehension check: This quiz will be given if the journal prompt discussion is shorter than expected. This quiz gives each student an equal opportunity to demonstrate what they know about the text. I am assessing students as to whether they are comprehending the main ideas and key details from an excerpt.

-Verbal prompting/probing questions: during our reading of Fahrenheit 451, I will ask students 3-4 guiding questions to help them draw out important ideas from the text.

-Fahrenheit 451 exit ticket: students will demonstrate their understanding of the reading by asking 2 open-ended questions that they will want to pose in a future discussion of the novel. I will hear one open-ended question per table group. I will also read students’ open-ended questions in their journals to determine whether they are able to ask open-ended questions that provoke discussion rather than basic one-word-answer comprehension questions.

b. Summative (if applicable):

Summative Assessments for this unit will be in two parts: 3 paragraph essay involving a quote analysis from the text of Fahrenheit 451 . The second part will be an hour-long Socratic Seminar based on student-generated questions about the literary themes/character development and how the themes relate to the real world.

c. (Attach rubric here, if applicable):

Not applicable

d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)

-Students self-assess their energy levels at the beginning of the period (0-5, 5 being the most focused)-Students self-assess their level of focus (1-5, 5 being the most focused) during their independent reading time. They record this rating in their journals.-Students self-assess their level of comprehension of the content by showing me a (fist to five, 0-5, 5 being the most confident)-As an exit ticket, students will reflect on that day’s reading of Fahrenheit 451 and ask 2 open-ended questions

Part V - INSTRUCTIONAL PROCEDURE14. Instructional Method: Circle one – Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials : (What texts, digital resources, & materials will be used in this lesson?)

-Fahrenheit 451 by Ray Bradbury-PowerPoint-Post-Its-Google Translate (for Spanish translations of vocabulary definitions)-Microsoft Surface Pro-Half-sheet handout with 3 questions on inferring vocabulary

*Comprehension Check for pages 80-90 (if time)

16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):OPEN:

8:00-8:01 Opening Procedures

Customary to my beginning of class routine, there is a PowerPoint slide with several instructions for students to take care of at the beginning of class. I set a timer to 60 seconds and they have exactly that amount of time to fulfill all of these instructions and be prepared to begin the day.

-Grab your Read to Self book-4s grab Fahrenheit 451 books-3s pass out journals to the class

-Everyone grab a pen or pencil and make sure it is sharpened-Please silence cell phones

8:01-8:30 Read to Self:

Students select an independent reading book of their choice. They are allowed to sit anywhere in the room, so long as they are arms’ length apart from each other to prevent distraction. I set a timer and monitor their level of focus. When even one student appears to doze off or lose “reading stamina,” we stop the timer. When students meet different levels of reading stamina, they will be rewarded. The purpose of this is to promote regular, independent reading for pleasure for post-high school life.

When I stop the timer, students return to their seats and begin logging what they read in their journals.

Title of Book:Summary: (3-4 sentences)Time:Focus Level (1-5, 5 being the most focused):

They will then find a partner in the room to share their reading. We then transition to a whole group discussion where students can volunteer what they read or what their partner read. If no one volunteers, then I pull popsicle sticks with student names.

8:30-8:45 Fahrenheit 451 Vocabulary: Review 10 terms

1.Heresy/herejia2.Cacophony/cacofonia3.Radical/radical4.Water under the bridge5. Digests/resumenes 6. Melancholy/melancholia7. Breach/incumplimiento8. Custodian/custodio9. Sieve/tamiz10. Status quo/status quo

Students will quickly assemble into a circle in the room. I will call out the words and they will do the hand motion associated with the word. This is to facilitate the learning process for kinesthetic learners. Once the class does the hand motion I will ask for a volunteer to raise their hand and explain the definition of the word. This activity will prepare them for their quiz on Tuesday November 7th. On the quiz, they will be expected to identify/match definitions and compose original and detailed sentences using the words.

We will have gone over these terms since October 24. When I first introduce the terms, I have PowerPoints with Spanish translations of the definitions for our RFEP, LEP and English learners. Since we will have reviewed for a substantial amount of time, I will not project the Spanish definitions in the class.

Students will choose any 3 words from the list on the board and write 1 sentence for each term in their journal. This will be practice for their quiz.

BODY:

8:45-8:55 Practicing Inferring Word Meaning Through Context

This is an important skill to help students take standardized tests when they will need to read complex passages with unfamiliar vocabulary terms. It is an important reading skill to be able to infer the meaning of a vocabulary term without using a dictionary for the sake of convenience and taking standardized reading tests that assess critical thinking.

I have selected 3 vocabulary words from the Fahrenheit 451 reading for the day and students will practice inferring the meaning of the underlined word using the context. This will be guided practice and I will ask a series of prompting questions to lead students through this task. These three sentences will be printed on half-sheets for students to complete. They will work in their table groups to stimulate the zone of proximal development and support one another’s learning.

1.“He was eating a light supper at nine in the evening when the front door cried out in the hall and Mildred ran from the parlor like a native fleeing an eruption of Vesuvius. Mrs. Phelps and Mrs. Bowels came through the front door and vanished into the volcano’s mouth with martinis in their hands.” (page 89)

We see a proper noun “Vesuvius.” Eruption. What erupts? Volcano.*The parlor is described as a volcano. What does that suggest about the parlor?

(It’s exploding with sound, very violent, and loud, it’s dangerous and kills nature/society)

2.Children are ruinous…I plunk the children in school nine days out of ten. I put up with them when they come home 3 days a month; it’s not bad at all. You heave them into the “parlor” and turn the switch.” (page 92-93)

RuinousOus—having the quality ofRuin—to destroy

What is Mrs. Bowles saying in this quote about children? What does “ruinous” mean based on the context? What does the word sound like?

3.“I voted last election, same as everyone, and I laid it on the line for President Noble. I think he’s one of the nicest looking men ever became president.”

“oh but the man they ran against him!”“He wasn’t much, was he? Kind of small and homely and he didn’t shave too close or comb his hair very well.” (page 93)

What does the Mrs. Bowles ay about President Noble?

What does the other lady say about the man who ran against him?

What do you think “homely” means?

8:55-9:05 Fahrenheit 451 Journal Prompt

This is an anticipatory set for the reading for the day. The prompt will be projected on the white board using PowerPoint

Journal Prompt:

*This journal prompt is subject to change based on comments/ideas and questions posed by students on previous instructional days.

As Montag is discovering more about books and doesn’t want to be a fireman anymore, what do you think will happen to his marriage with Mildred? Do you think Mildred will continue to watch the TV parlor? Do you think she will change her thinking and be supportive of Montag? Predict what you think will happen based on what we know about Mildred thus far. Use textual evidence to support your answer.

9:05-9:15 Pair Share/Whole Group Discussion

For the first layer of discussion, students will first discuss their thoughts in their table groups. They will be encouraged to invite each table group member in the conversation “What do you think ______(insert name)?”

For the second layer of discussion, students will sit on top of their desks and face each other. This is a whole group discussion strategy we are incorporating to encourage exchanging of ideas, respectful agreements/disagreements and open-ended questioning. I will review with them the expectations for this level of discussion, that they are encouraged to “respectfully agree and respectfully disagree” with one another. I will communicate to them that the purpose of these types of activities is to prepare them for discussion-oriented courses in college. During my time as an English major at UCLA, we engaged in respectful arguments in all of my classes about literature. Towards the end of the unit in December, students will engage in a formal Socratic Seminar on the content of Fahrenheit 451, so this activity is preparation for that type of assessment.

*If the whole group discussion loses steam (the quality varies day to day), I will have students complete a 5-question comprehension check from the previous day’s reading. If students are highly engaged in the discussion, I will forego the comprehension check to ensure that we cover the appropriate amount of reading of Fahrenheit 451.

CLOSE:

9:15-9:40 am Fahrenheit 451 Reading (pages 90-98)

Every 2-3 pages, I will stop reading and ask students to place a post-it in their books, identifying something that is “interesting” or “confusing.” They share their ideas in small groups. At each table, I have number the desks 1,2,3,4. I will pick a random number and the student seated at that corresponding desk will be required to report their groups observations to the class.

If I notice the class becoming “sleepy” during this time, I’ll have students stand up to share their responses. When they volunteer a response they can sit down. However, if they are focused, I won’t require them to stand up.

As we read I will ask a series of guided questions to help them draw out main ideas from the reading. These questions will be posted on PowerPoint as well to ensure that all students can read and reflect on the questions.

-Guided Question # 1 (page 90): Identify something strange or interesting with that passage we just read about the images on the TV walls.

-Guided Question # 2 (page 91): Based on what we just read, what is this society’s attitude towards marriage?

-Guided Question # 3 (page 93): Based on what we just read, what is this society’s attitude towards raising children?

-Guided Question # 4 (page 97): After Montag reads this poem, why is Mrs. Phelps crying?

Exit Ticket:

Write down 2 open ended questions you would like to ask to continue our discussion of Fahrenheit 451. They will all discuss their questions in table groups.

Students will also self-assess their comprehension of the text (1-5, 5 being the most comprehensible). They will write this number in their journals.

I will select 4s to report an open-ended question that another student posed in their group.

We will hear 1 question per table group, then everyone will be able to pack up and leave.

Part VI – REFLECTION (TPE6.1)1. Please include your rubric data here. Include 5 student work samples – low, medium, high, EL, & Student with Special Needs

2. Were the students successful at achieving the lesson objective?a) If so, explain which areas in which students were successful, according to your data analysis.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy)

4. What would you change about the lesson and why (according to your data analysis)?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.

*Give him F451 copy marked to page 90

*copy of half sheet for vocab in context

*copy of unit objectives

*have essential questions written on the board

*can I summarize what we did at the end of each activity