Vous êtes sur la page 1sur 5

A Modern Version of Madeline Hunter’s Lesson Plan Template:

Class: Honors English 9

Unit: Character and Idea Development (using effective sentences and quotations) To Kill A
Mockingbird

Teacher: Ms. Martinez

Objectives: What the students should be able to do, understand, and care about
as a result of the teaching? Bloom’s Taxonomy of Educational Objectives may be
used.

➢ Students will understand the complex forces that “tug” at opposing sides in various
dilemmas, issues, and problems; specifically, within censorship of books in schools.
➢ Students will be able to articulate a richer understanding of the dilemma.

Learning Target:

I can: Utilize deeper thinking to evaluate evidence/support for both sides of a dilemma.

This means: Taking an unbiased approach toward an issue and examining with sound reasoning.

Standards: What standards of performance are to be expected? When will pupils will be
held accountable for what is expected? The students should be informed about the
standards of performance. (Standards are an explanation of the type of lesson to be
presented, procedures to be followed, and behavioral expectations related to it, what the
students are expected to do, what knowledge or skills are to be demonstrated and in what
manner.)

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

http://www.corestandards.org/ELA-Literacy/L/9-10/

Materials: List the materials needed for this lesson.


Materials: projector, whiteboard, markers, sticky notes, pens/pencils
YouTube Video: https://www.youtube.com/watch?v=yyd2kII-8D4
Homework for students to complete if time allows

Duration: 20 min. (5 min. for set up, 15 min. for presentation/activity)

Anticipatory Set: This part of the lesson is to “grab” the students’ attention or relate
the experiences of the students to the objectives of the lesson.
This part of the lesson:
1. Focuses the student attention on the lesson.
2. Create An Organizing Framework For The Ideas,principles,or information
that is to follow
3. Extends the understanding and application of abstract ideas through the use
of an example or an analogy; or may be used when a different activity or
new concept is being introduced.

Make lesson relevant to students/audience:


“As you enter your high school years, you will come to understand that those around you may
think, believe, or act differently for a variety of reasons. It’s important to learn the skills of
questioning or listening before making a judgement because things can make a bad turn quickly if
we act without thinking. Today, we will use the topic of censorship as a topic of discussion in
exercising these skills. We are all going to have to deal with this is in our ways and should consider
both sides to the issue before acting.”
Teaching: Input
The teacher provides the information needed for students to gain the knowledge or
skill through lecture, film, tape, video, pictures, etc.

● Inquiry Question(s): In what ways do the values and conflicts within the community shape
and influence the values of the individual?

How does the class perceive the issues (censorship) at hand?


What do the students conclude?
Are students able to think more deeply and complex about dilemmas?
Can students take an unbiased approach toward an issue?
Do students consider both sides of a dilemma?

Modeling
The teacher uses the materials to show students’ examples of what is expected as
an end product of their work.

➢ Teacher will introduce the Tug-of-War strategy, then show a brief 30-second video:

https://www.youtube.com/watch?v=yyd2kII-8D4

Example: A colleague of mine may disagree with what texts I see in the classroom, while I see
nothing wrong with the text at hand. A compromise would look like us having a civil discussion
about the topic, and potentially agreeing to disagree if a compromise cannot be made at the time.

Checking for Understanding


It is important for students to understand what is to be learned before they practice
it.

➢ As a method to check for understanding, I will be reading the answers that students wrote
on sticky notes at random, and ask for students to orally support these answers.

Questioning Strategies
This section enables teachers to ask the right questions to probe for higher levels
of thinking. Again, teachers may find the Bloom’s Taxonomy of Educational
Objectives a valuable tool in questioning strategies.

➢ The following question will be asked, “What seems to be the issue here.” Teacher will draw
a line on the board and ask students to discuss in groups and write evidence for both sides
on sticky notes.
Guided Practice:
This part of the lesson allows students an opportunity to demonstrate their
understanding of the lesson by working through an activity or exercise under the
teacher’s supervision. This is the time for the teacher to move around the room and
determine the level of mastery and to provide individual remediation, if necessary.

➢ As students answer the question of “What seems to be the issue here?” based off of the
video, teacher will walk around and observe students working and ask/answer questions if
needed in order to support students.

Closure:
These are statements by a teacher that are designed to bring a lesson or
presentation to an appropriate conclusion. Closure is the act of reviewing and
clarifying the key points of a lesson. It is used to:
1. Cue students to the fact that they are at the end of the lesson.
2. Help organize student learning.
3. Help students form a clearer picture of what the lesson is all about.

(3) Refer back to:


Inquiry Question: In what ways do the values and conflicts within the community shape and
influence the values of the individual?

May consider asking any other IQ’s depending on how the lesson goes:
● How does the class perceive the issues (censorship) at hand?
What do the students conclude?
Are students able to think more deeply and complex about dilemmas?
Can students take an unbiased approach toward an issue?
Do students consider both sides of a dilemma?

Independent Practice:
This section is for reinforcement practice. This may include homework, group work,
or individual work in class. It may also be used for projects or as a way for students
to apply what they have learned.

➢ Students will be asked to place sticky notes on each appropriate end of the rope (line).
Students will discuss and ask questions as a class if time.
http://template.aea267.iowapages.org/lessonplan/