Lesson Plan Design Template

Objective
Students will be able to compose a letter to the superintendent of SDP in order to identify how
catchment zones perpetuate the inequities found in the education system and how these
catchment zones can be changed to bring about more equity for all students.

Connected Standards
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or lowered).

Before the Lesson

Students have been learning about redlining and how the government used it as a means of
control to segregate Whites and African Americans. Students are aware of the effects of
redlining in our communities today and the effects these segregated neighborhoods have on
schooling opportunities for students. Students have analyzed data that presents these inequities
by comparing Penn Alexander with the neighboring school LEA. With the information gathered
the past few weeks, students will compose a letter to the superintendent of SDP advocating for
more equitable catchment zones.

Part 1: Mini-lesson (10-15 minutes)

Connection These past few weeks we have been exploring
the effects of redlining on our communities
and schooling opportunities in the present
day. I noticed on the exit slips last week that
many of the students, although they felt like
the catchment zones were unfair, did not
know how they, as students, could advocate
for more equitable change. While reading
through the remaining exit slips, a student
mentioned writing letters to the school district
and I thought that this would be a great idea.
Simply writing a letter can seem as though it
might not be effective and might not bring out
immediate results, but it is a great way for
students to become involved and advocate for
things they believe. So today, we are going to
compose a letter to the superintendent of
SDP.
Teach Before we begin, I want to briefly model to
you the different components needed in a
letter, especially one that is targeted towards a
more professional audience, such as the SDP.
Unlike a friend we would send to a friend or a
family member, letters that are sent to School
 Boards or other institutions require a different
formatting and different language.
a. pass out letter sample
b. point out required parts included in sample
(i.e. superintendent’s name, address, date,
etc.)
c. fill out empty boxes of letter on smart
board (model)
*would I begin this letter the same way I
would to a friend?
*emphasis on spelling, grammar, etc.
Active Practice Now I’d like you to compose the skeleton of a
letter that will be sent to the superintendent of
SDP. Leave space in the body of the letter
because we will be working in groups to write
the body portion of the letter.
Link I know in this day and age it is not common
for students to send letters, however, it is a
great way to become politically involved
within society and your community. So we
will now work within our table groups to
compose our own letter to the superintendent
advocating for change.

Part 2: Group Work (25 minutes)

Students will be working within their table groups that have been assigned during my two-week
takeover. Within these groups, students will compose the body component of the letter that
illustrates the reasons why the group thinks catchment zones are not equitable and how
catchment zones should be changed to create a more equitable opportunity for all students. As
students work in groups, I will circulate among the different groups making sure that students are
on task and that the different components of the letter are present.
a. How might the way you write a letter to a friend differ from the way you would write a letter
to the superintendent?
b. Is that too much content or too little content in a letter?
c. How might you catch the attention of the superintendent at the beginning of the letter?
d. Is your evidence strong enough to support your statement?
e. What might be another way for students to become politically involved?

Part 3: Lesson Closing (10 minutes)

At the closing of the lesson, students will discuss their thoughts on how effective they think their
letter is.
*does it clearly communicate the reasons for writing this letter?
*does it clearly communicate your thoughts?
*what is your thoughts on using letters as a way to become politically involved? if not, what
would be a way for students to become politically involved?
Classroom Arrangement/Management/Materials
Transitions: Students enter the classroom every day and know that they are expected to sit
within their assigned table groups. This has been established since my two-week takeover.
Taking into consideration the shape of the tables and the setup of the room, students will remain
in these seats throughout the entirety of the lesson.
Seating: Students have been assigned tables since my two-week takeover and during this lesson,
students will remain in these assigned seats. These seats were created through the collaboration
of my CM and I, taking into consideration which students work best together and which students
absolutely cannot sit together. Students are already aware of their seating, since it has been
enforced throughout my two-week takeover, and know they are expected to sit in these seats
when first entering the classroom.
Materials: For the lesson, students will need a Chromebook and letter sample handout. Prior to
beginning the lesson, I will call out tables to grab a Chromebook but will require them to leave
the Chromebooks closed on their desks, until students are required to “active practice”. During
the “teach” portion of the mini-lesson, when I am identifying the different components of a
letter, I will pass out the letter sample to the students so that they have the document in front of
them. Students will use this document to follow along as I model filling out the necessary
components to a letter. After the closing of the lesson, students will be called by table groups to
return their Chromebooks to the cart.
Expectations: Prior to having students grab their Chromebooks, students should all be seated
with their eyes on me. Voices should be off and listening to the directions being given. While I
am at the “teach” portion of the mini-lesson, students will have their Chromebooks closed and
will be following along on the handout. During the “active practice,” students will be working
individually, so the noise level should be at a level 1(quiet). During group work, students will be
allowed to work with their partners, so will be held to a noise level of 2(inside voice).
Individual Management Concerns: With this 8th grade bloc, there is hardly any ever individual
management concerns. However, in the case that management concerns do arise, I will walk
around and remind the students of the expectations. I will also give the students check-in points
with time so that students are aware of how much time is remaining.

Accommodations and Differentiation

Material Too Challenging: Although the students in this specific grade bloc most likely will not
come across any difficulty tackling the material, considering that I have worked with these
students, I decided to allow the students to work in groups so that collaborative group assistance
can take place. I am aware that the students work very well with each other, so assume that if one
specific student were to come across any difficulty, the group partners can be of assistance. I will
also be circulating, so that if a student is struggling I can provide further assistance. But overall, I
do believe that all students are capable of tackling the material without much difficulty.
Finishing Early: Groups that finish early might be challenged to think about how the format and
language of the letter might change if it was being written to a friend. Students will also be asked
to be thinking about how letters can be used in other ways and what other forms of advocacy can
students partake in.

Assessment and Evidence

Informal: student response/participation in discussion *are students playing an active role in
group work? are students listening to the other members of the group? are student’s responses on
topic?
Formal: letter that students have composed *have students included all necessary components in
their letter? is the body of the letter clear and concise?