Teachers: Subject:

Ms. Tapia Junior English Honors (Dual Enrollment: ENH 111 Phoenix College)

Common Core State Standards:

11-12.SL.4:
Present information, findings, and supporting evidence in an organized, developed style appropriate to
purpose, audience, and task, allowing listeners to follow the speaker’s line of reasoning, message, and
any alternative perspectives.
11-12.RL.4:
Determine the meaning(s) of words and phrases as they are used in a text, including figurative and
connotative meanings, while analyzing the impact of specific choices on meaning and tone.

Objective:
Students will be able to present a meme that translates their own annotated and illustrated interpretation
of one of Benjamin Franklins saying VIA memegenerator. Alongside their projects, students will turn
in and analyze 50 out of 83 of “The Sayings of Poor Richard” to determine the meanings of phrases as
the students understand them.

Evidence of Mastery (Measurable):

Assign value to each portion of the response

S​tudents should be able to explain their choices for how they depicted the saying of their choice. An
example of this would be “I choose to depict saying 1 which is; “They who can give up essential liberty
to obtain a little temporary safety deserve neither liberty nor safety,” by using X,Y, and Z as photos. I
believe this saying was trying to explain that new technology causes concerns about government
surveillance and what can happen if big brother takes over.” (If any other student disagrees, they may
express what they believe the saying is trying to explain.)
Students will be graded off of the rubric that I have created which equals 24 points, while the 50
sayings they need to analyze will each equal 1 point. Extra Credit offered for students that would like
to do 55 statements instead of just 50 (and extra 5 points in total)

Sub-Objectives, SWBAT (Sequenced from basic to complex) Formative Assessments:

Students turning in their final
projects and annotations
regarding the text. Presenting
their information in front of the
class as showing their
understanding of the text.
Remind students of rubric goals
Ask students if they will like an example presentation
Optional (depending on class): provide presentation example

Key vocabulary: Materials:

Looking for students The papers that contain the 50 sayings.
to use either the word The paper printed with their memes ready to go.
interpreted or Pencil or Pen ready for their quiz
analyzed

Opening (state objectives, connect to previous learning, and make relevant to real life)

Begin class by greeting all students at the door. When the bell rings begin class by reiterating that they
will be presenting in class today, and must have their 50 sayings done and turned in by the end of the
period. Make sure to mention that if they are caught being disrespectful or working on their own
assignment while others are presenting their own presentation grade will be marked down. Have the
objective written on the board, although change wording so it makes more sense for the students and is
not as difficult to understand. Remind them that it is important that they are able to analyze and
understand the meaning of phrases that might not make sense to them because it shows a high critical
thinking skills. Plus, since it has been made relatable to their generation make sure to compliment their
technical skills for creating the memes and being able to comprehend how to apply literature to “real
life.”
Objectives will be posted on the front of the board to remind students that those are the goals they are
trying to achieve.

Instruc Teacher Will Student Will:

tional
Input Make sure to remind students to speak loudly, clearly,
and that they will be graded upon the rubric- if they talk
during other presentations they will also be marked
down for these.
Understanding will be checked by the rubric and their
ability to answer the questions asked by the teacher.
Address misunderstandings by asking students why
they may have misinterpreted their sentence or why
they may have thought the sentence meant what they
said.
Students will present their meme
with their groups (or on their
own), in front of the whole class.
Students will be able to answer
the questions that are asked by the
teacher after they are presenting.
Students can be taking notes if
they need any more annotations,
otherwise they must have phones
away and clear desks (except for
projects). Students must have full
attention on the speaker(s).

Co-Teaching Strategy
One teach- One assist or Observe
 Differentiation Strategy
Frequent monitoring – limit unstructured, unsupervised time
Allow for time-out between presentations
Provide frequent feedback on behavior and progress
Allow to restart if needed
Provide sample tests, practice
Use of reference materials while presenting

Guided Teacher Will: Student Will:

Practic
e Make sure to guide students through presentation by
asking them questions or if they forget the questions
(that they should have written down on the back of their
paper) I will remind them of what they should be able to
answer.
Questions can be found on the back of my own version
of the paper as they are presenting. There is also a list
that indicates which saying they are using and in which
order they signed up. Be sure to start from the bottom of
the list and go in said order!
Student will practice all
knowledge/skills required of the
objective by presenting their
Memes and turning in their 50-55
annotated analyzations. This
allows them to be engaged with
each other, and engage their
classmates into their project. If
students in the audience would
like to ask the students presenting
questions they will be allowed to
in order to elicit
student-to-student interaction.
Students will practice ways that
align to independent practice by
maintaining a respectful
mannerism as their peers present.

Co-Teaching Strategy
One Teach- One Observe

Differentiation Strategy
Ability to change their seats for viewing purposes (auditory or visual).
Perhaps asking Sean if he would like to move if it feels like everyone is presenting/yelling in
his ear.
Frequent monitoring of students especially to see if they are actually paying attention or not.
Modify the amount of work if student requires a lowering of the amount of annotations
(especially for any ELL or forigen exchange students). Allow them extra time to present as it
may take them longer to explain their thoughts. They may even come in during advisory if
that makes them feel comfortable.

Indepe Teacher Will: Student Will:

ndent
Practic I will provide opportunities for remediation and Answer five questions on the
e extension by mentioning if the quiz is not finished they “Autobiography of Ben Franklin
must still turn it in and get a stamp from myself or Quiz” the teacher has created.
Dr.Bragg to come in for advisory on Tuesday to Other than when they present at
complete the quiz. Or Monday in class due to the fact least one portion of their project
that juniors will be hitting a block in where they will not this will help identify what they
be able to travel due to the pre ACT bubbling (not sure understood from the text. Student
when this starts). will make sure to review the
qualities needed to receive 24
Make sure to wander around the classroom in order to points out 24 by reviewing the
make sure that students are not cheating or using their rubric before presenting.
phones during the test. Quietly and efficiently they will
turn in their papers to the baskets
Answer questions best to my ability without giving out in the back of the room. When
the answer to the tests in order to provide clarification finished students should begin
for students that may be confused. working on assignments for other
classes, make-up assignments, or
read.

Co-Teaching Strategy
One teach- One assist

Differentiation Strategy
Allow students the opportunity to come in during advisory to finish their quizzes.
Testing individually
Provide quite work area for all students.

Closing/Student Reflection/Real-life connections:

For the closing portion of the lesson I require all students to turn in their assignments by hand at the
end of the class period.
Students will summarize the significance of what they learned by turning in tests that will be handed
out after presenting. Regardless of completion students can finish the test in advisory. This is also how
students will reflect on their learning and be checked for understanding.
Defining the last question of test in accordance of how they live their life (this will be explained in
class before they begin the test).
Don’t forget to tell them to have a good weekend!!!