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Kellyn Klapaska

Observation 2
October 30, 2017

Annotated Lesson Plan


Grade: 7th
Unit: The Choices That Shape Us
Class length: 53 minutes
Lesson: Novel Background Information & Hexagonal Thinking
Type of lesson: Introductory

Context for Learning:


Students are on day two of a 2.5 week novel study. Students chose from
two novels, Red Kayak and Drums, Girls, and Dangerous Pie, according to
their personal interest. During the novel study, students are responsible for
reading their novel as homework and in class. They have been supplied a
reading calendar, on which they divided the chapters and planned their
reading, to guide progress and ensure timely completion. Discussing and
completing various assignments in class will also be required. Novels are to
be used to reteach, reinforce, or extend learning around the standards
addressed in the first marking period. The quarterly assessment, completed
on October 26, will provide the data that determines who and what needs to
be retaught.
The purpose of this lesson is to build background knowledge that is relevant
to the study, contextualize the text, set a purpose for reading, and allow
students to get a sense of the content of the novel. The room has been
arranged so that students will rotate between four stations; each station has
a different topic/assignment relating to the novel. Two of the stations
incorporate technology with Chromebooks. Through use of an exit ticket as
formative assessment, students will be asked to create connections between
the knowledge gained during this lesson and justify their reasoning for those
connections.
Standards
CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.2
Determine two or more central ideas in a text and analyze their development
over the course of the text; provide an objective summary of the text.
Objectives
I can build background knowledge and use that knowledge to create
connections between topics in my novel.
Materials
Novels; station graphic organizers; hexagons, glue, and paper for the exit
ticket; pencil; Chromebooks; station directions.
Proactive Behavior Management
Classroom rules and expectations are listed on the white board. The
schedules and objectives for the day are posted as well.
A message on the Smart Board will direct students to sit quickly upon
entering the classroom and copy the homework assignment into their
agenda.
Directions are placed at every table.
The teacher will use techniques such as mobility, proximity, and facial
expressions.
Transitions will be signaled clearly.
Provisions for Student Grouping
Students are seated according to a predetermined seating chart. Three
students with 504s are given preferential seating, while those in need
of frequent movement breaks are seated in the back or outside edges
of the classroom.
For the background stations activity, students are grouped according
to student interest; i.e., according to the novel theyve chosen to read.
They are further assigned based on quarterly assessment results; e.g.,
2-3 students with lower scores and 2-3 with higher scores.

Procedures
Warm-up/Motivator (8 minutes):
Students will sit in their assigned seats and copy down the homework.
The teacher will explain the days activities. The students will be grouped.
Guided Practice/Independent Task (25 minutes):
Divided according to chosen novel and then divided into small groups,
students will rotate between four stations.
The stations for both novels are as follows (6-7 minutes each station):
Read the first three pages of the novel
Explore author information on Chromebooks
Leukemia (Red Kayak) OR Chesapeake Bay (Drums)
Practice novel vocabulary on Chromebooks
Concurrent Hexagon Activity
At each station, students will choose three main/big ideas and write each of
those ideas on a hexagon, giving them a total of twelve hexagons upon
completion on the stations.
Exit ticket (20 minutes):
Students will watch a 1-minute video clip of students engaging in a
hexagonal thinking activity: https://www.youtube.com/watch?v=lxsN6yLUED4.
After an explanation by the teacher, the students will arrange the completed
hexagons to show connection between concepts they explored in the
stations and glue them to paper (see Appendix A for example). On the flip
side, they will write a paragraph explaining those connections and justify
their reasoning.
Summary/Closure (3 minutes)
Collect exit ticket
Reiterate outcome and goal
Homework read novel
Adaptations
Students are given a choice of novel.
Students will be given extra time (1.5x) to complete activities, as
appropriate.
Students are provided auditory and visual directions.
This lessons activities are designed to meet the needs of different
learning styles auditory, visual, and kinesthetic.
Assessment
As students are working in small groups, the teacher will circulate, observe,
and check for understanding.
Formative Assessment: The students will complete an exit ticket that asks
them to make connections between what theyve learned at the stations.
Individually, they will write a few sentences explaining those connections
and justifying their reasoning. The exit ticket will be collected and assessed.
Summative Assessment: Students will be assessed on comprehension by 1)
taking a multiple choice question test on the novel and 2) completing a
differentiated choice board project.
Generalization/Extension Activity
Students will be engaged in reading, stations, and completing their
organizer. In the event that a student finishes the exit ticket early, they may
read their novel.
As students continue through the novel, they may add to the hexagons.
Homework
Students will continue their reading at home per the reading calendar they
created.
Appendix A

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