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Lesson Plan: Moby-Dick Ch.

132-END

Teacher__________Ian Smith_________ Grade Level______11_______

I. Content and Standards:


 Standard - CC.1.2.11-12.A: Determine and analyze the relationship between two
or more central ideas of a text, including the development and interaction of the
central ideas; provide an objective summary of the text.
 Standard - CC.1.2.11-12.C: Analyze the interaction and development of a
complex set of ideas, sequence of events, or specific individuals over the course
of the text.
 Standard - CC.1.3.11-12.K: Read and comprehend literary fiction on grade level,
reading independently and proficiently.
 Standard - CC.1.4.11-12.U: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments and information.
II. Prerequisites:
 Students will have read all of Moby-Dick
III. Essential Questions (provide a framework)
 How does Melville address and tie up all of the important themes in this section
of the book?
IV. Instructional Objective:
 Students will be able to comprehend, summarize, and analyze passages from
Moby-Dick, and will use this knowledge to create a brief summary presentation
for peers.
V. Instructional Procedures: BDA
 Start class with comprehension quiz. Quiz set up on Google forms and shared
through Google Classroom.
 Students will break into whaleboats. Each crew will be responsible for reading
and teaching a section of the reading that was due. Each crew will have to identify
at least one theme that we have discussed (common themes listed on Google
Slides) and they must provide one significant quote from their passage.
 Students are first given about 5 minutes to read their passage. Passages break
down as follows:

1. Ch. 132 “The Symphony”


2. Start at “The Chase – First Day” end at the paragraph “A gentle
joyousness”
3. Start at “In long Indian file” end at “It is often the case”
4. Start at “It is often the case” end at the end of the chapter
5. Start at “The Chase – The Second Day” stop at “As if to strike a quick
terror”
6. Start at “As if to strike a quick terror” stop at the end of the chapter
7. Start at “Forehead to forehead” end at “At length as the craft”
 Explicitly explaining directions is key for this activity. Explain directions, present
relevant themes, and then use model slide to show students what is expected.
Directions and themes are available to students to access as they work on activity.
 Help students find passage as needed. Answer any questions they may have and
guide their discussions to address the larger themes working here. Melville brings
it all together in these chapters and it is important that students are understanding
that.
 Once slides are ready, groups will teach their passage to the class.
 Time permitting, wrap up remaining passage & epilogue

VI. Materials and Equipment:


 See technology
VII. Assessment/Evaluation:
 Comprehension Quiz (Shared via Google Classroom and Google Forms: click
here to view quiz)
 Google slides
 Informal presentation
 Class discussion
VIII. Technology:
 Google Classroom and Slides
 1-1 laptops with internet access
 Projector
Drexel University Student Teaching Observation Rubric
Domain 1: Planning and Preparation

Components Unsatisfactory 0 Developing 1-2 Proficient 3-4 Distinguished 5

1a. Planning and instruction Planning and instruction Planning and instruction reflect Planning and instruction represent that
Demonstrating reflect reflect awareness of solid knowledge of the teacher:
-content errors -content -content -Has a deep understanding of the content
knowledge of
-lack of knowledge of -prerequisite relationships -prerequisite relationships and prerequisite relationships among
content and prerequisite relationships -instructional strategies -instructional strategies that can content and skills
pedagogy -lack of knowledge of be used to enhance -Anticipates student misunderstanding
instructional strategies teaching/learning and its causes
-Plans and practice reflect various
instructional strategies based on needs of
1b. Teacher demonstrates little Planning and instruction Planning and instruction student and
Planning andcontent
instruction represent that
Demonstrating or no knowledge of represent that the teacher represent that the teacher has the teacher has knowledge of the
-student development has some general knowledge of the following and following and uses it to plan instruction
knowledge of
-learning process knowledge of the following uses it to plan instruction for for individual students:
students -student interests and needs and applies the knowledge groups of students: -student development
-special needs to the class as a whole: -student development -learning process
-cultural backgrounds -student development -learning process -student interests and needs
-student skills, knowledge, -learning process -student interests and needs -special needs
and proficiencies, -student interests and needs -special needs -cultural backgrounds
-special needs -cultural backgrounds -student skills, knowledge, and
-cultural backgrounds -student skills, knowledge, and proficiencies
-student skills, knowledge, proficiencies
1c. Setting Instructional outcomes are Instructional outcomes are
and proficiencies Instructional outcomes are Instructional outcomes are
instructional -not appropriate for content -appropriate for some -clear, measurable, aligned with -clear, measurable, aligned with
and/or students students instruction and assessment instruction and assessment
outcomes
-low level -listed as activities and -reflect high-level learning and -challenge students to think on a higher
-stated as activities goals standards level
-not applicable to -allow for some type of -appropriate for most students -meet the needs of all learners
appropriate assessments assessments -reflect different types of -differentiated for various student
-not adapted for student learning interests and needs
need -opportunities for differentiation

1d. No knowledge of or use of Teacher shows some Teacher knows resources Teacher demonstrates knowledge of
Demonstrating resources to enhance familiarity with resources available and uses them available resources and
-instruction available; however, does -for professional development -uses them to enhance instruction
knowledge of -professional development not seek to use them to -to improve instruction based on -resources are aligned with learning
resources -student need improve student need outcomes
-instruction -seeks out other new resources
-professional development -uses resources to promote independent
-student need learning
1e. Designing Instruction Designs instruction that Designs instruction that Designs instruction that
coherent -is not aligned with -is partially aligned with -is aligned with instructional -is aligned with instructional outcomes
instructional outcomes instructional outcomes outcomes -engages all students in higher level
instruction -does not follow organized -may engage few students -uses a clear and sequenced learning
structure in higher level learning lesson -uses a clear and sequenced lesson,
-is not suitable for all -engages students in higher level appropriate grouping, instructional
students learning appropriate grouping, materials and resources
-uses appropriate instructional -Evidence of curriculum map which
materials and resources. shows relationships to prior learning
-Student led instruction
-Differentiated where appropriate
1f. Designing Assessments Designs assessments that Designs assessments that Designs assessments that
student -are not aligned with -are partially aligned with -measure if all students met -measure if all students meet learning
instructional outcomes instructional outcomes learning outcomes outcomes
assessments -do not measure if all -will measure if some -are aligned with instructional -are aligned with instructional outcomes
students will meet learning students met learning outcomes -used to guide instruction
outcomes outcomes -are used to guide instruction -include clearly defined criteria
-do not include assessment -use only one type of -include clearly defined criteria -are varied; uses formal and informal
criteria assessment -are varied; uses formal and assessments
-are not used to guide -criteria is weak or unclear informal assessments -include criteria for student work
instruction -include criteria for student -are differentiated based on student
work interest and/or need
-Students participate in the assessment
process

Domain 2: The Classroom Environment


Components Unsatisfactory 0 Developing 1-2 Proficient 3-4 Distinguished 5

Creating an -Teacher does not initiate or -Teacher tries to initiate or -Teacher initiates and -Students and teacher promote
environment of promote an atmosphere of promote an atmosphere of promotes an atmosphere of an atmosphere of respect.
respect. respect. respect. -Students and teacher promote
respect and -No strategies are in place to -Classroom interactions are -Classroom interactions are positive interactions.
rapport promote positive interactions or generally positive; however, positive. -Students and teacher are
sensitivity to cultures and occasional disrespect may exist. -Students and teacher are sensitive to cultures and
developmental differences. sensitive to cultures and developmental differences.
developmental differences.

Establishing a -Classroom culture is negative. Teacher attempts to create Teacher creates a classroom -Students and teacher share a
culture for -Low expectations for students. culture that includes culture that includes passion for learning.
-Students show little to now -high expectations for most -high expectations for most -Teacher promotes excitement
learning pride in work. students students in learning.
-commitment to learning -commitment to learning -High expectations are set for
-students demonstrate little -students demonstrate pride learning and achievement.
pride in their work in their work -Students take pride in their
work, hold themselves to high
standards, and initiate
improvements in their work.
Managing -Most instructional time is lost -Instructional time is lost due to -Little instructional time is -No instructional time is lost
classroom due to unclear and inefficient partially effective classroom lost due to classroom routines due to classroom routines and
procedures for group work, routines and procedures for and procedures for group procedures for group work,
procedures transitions, attainment and use group work, transitions, work, transitions, attainment transitions, attainment and use
of materials. attainment and use of materials. and use of materials. of materials.
-Classroom procedures are not -Classroom procedures are not -Classroom procedures are -Classroom procedures are
clear to students. clear to all students. clear to all students. clear to all students.
-Students initiate seamless use
of procedures with no loss of
instructional time.

Managing student -No expectations for student -Expectations for student -Expectations for student -Expectations for student
behavior behavior or expectations are not behavior have been established; behavior are clear and behavior are clear and
clear. however, their implementation implemented successfully. implemented successfully.
-Teacher does not monitor is inconsistent. -Teacher frequently monitors -Teacher uses subtle and
student behavior. -The teacher sometimes student behavior. preventive measures to
-Teacher responds negatively to monitors student behavior. -Teacher’s response to monitor student behavior
student misbehavior. -Teacher response to student student misbehavior is -Teacher’s response to student
behavior is inconsistent. consistent. misbehavior is respectful of
individual student needs.
-Students take ownership for
and contribute to behavior
management.

Organizing -Classroom is not safe or -Classroom is safe and -Classroom is organized to -Classroom is organized to
physical space accessible to all students. accessible to most students. ensure safety and ensure safety and accessibility,
-Physical arrangement is -Physical arrangement is accessibility, including those including those with special
ineffective for the use of all sometimes ineffective for the with special needs needs.
materials and resources, use of all materials and -Physical arrangement is -Physical arrangement is
including technology. resources, including appropriate and effective for appropriate and effective for
technology. the use of all materials and the use of all materials and
resources, including resources, including
technology. technology.
-Students contribute to the
organization of classroom to
enhance learning.

Domain 3: Instructional Delivery


Components Unsatisfactory 0 Developing 1-2 Proficient 3-4 Distinguished 5
Communicating with -Teacher communication is Teacher Teacher clearly Teacher clearly
students unclear or confusing to the -communicates expectations for communicates: communicates:
students. learning -expectations for learning -expectations for learning
-Teacher uses language that -communicates directions and -directions and procedures (learning outcomes and
contains errors or is procedures -explanations of content assessments)
inappropriate to the students’ -clarifies explanations of Communications are -directions and procedures
cultures and developmental content after initial confusion. appropriate to students’ -accurate explanation of
levels. -uses language that is correct cultures developmental content Oral and written
but may not be appropriate to levels. communication is:
students’ cultures and -clear and expressive
developmental levels. -appropriate for
developmental level and
culture
-anticipates possible student
questions
Using questioning and Questions are Questions Most questions and Questions and discussions
discussion techniques -low level and inappropriate -are low level discussions -require students to think on a
-limited to one student -promote one student to answer -require students to think on higher level
participating at a time a higher level -promote active discussion
-recitation, not discussion -allow few opportunities for -promote active discussion amongst students
students to discuss, ask amongst students -promote culturally and
questions -promote culturally and developmentally appropriate
developmentally discussions and questions
appropriate discussions -promote students to develop
and ask high level questions
and ensure that all voices are
heard
Engaging students in -Few students actively -Some students actively Most students are All students
learning thinking and working. working -engaged in thinking about -are engaged in higher level
-Materials are unsuitable. -Learning tasks are a mix of and discussing thinking, discussing and
-Learning tasks include recall thinking and recall. -making contributions to explanation of their thinking
or one correct response. -Student engagement is learning experiences, group -work to engage each other in
-One type of instructional passive. work discussions and learning
group. -Few materials and resources -engaged in effectively experiences
-Pacing is slow or too fast. require thinking or ask students using materials and -make contributions to
to explain thinking. resources learning experiences, group
The lesson has a recognizable The lesson’s structure is work
structure but lacks appropriate coherent, with appropriate -are engaged in effectively
pace. pace. using materials and resources
-have opportunity to reflect on
their thinking
Structure and pacing allow for
student reflection and closure.
Using assessment in -Assessments are not used -Assessments are used -Assessments are used -Assessments are used
instruction throughout instruction. occasionally to monitor student regularly throughout throughout; both informal and
-Student progress is not progress, provide student instruction and provide formal.
monitored. feedback. high quality feedback. -Assessments measure if all
-Students are not provided -Students are aware of some -Students self-assess. students can meet learning
with feedback. assessment criteria. -Students are fully aware of objectives
-Students have no knowledge assessment criteria. -Both students and teachers
of assessment criteria. self-assess and monitor
progress.
-Both students and teachers
provide meaningful feedback.
Demonstrating Teacher Teacher Teacher Teacher
flexibility and -adheres to lesson plan -attempts to modify lesson -promotes successful -monitors and adjusts lesson
-does not adjust to meet -has limited use of instructional learning of all students -is flexible and responsive to
responsiveness
student needs strategies -monitors and adjusts students
-does not answer student instruction -takes opportunities to build
questions -accommodates questions, on and enhance learning
needs, and interests of -uses extensive repertoire of
learners instructional strategies

Domain 4: Professional Responsibilities


(***Note that the highlighted items might be difficult to assess during a lesson. These can
be assessed through conversations with the cooperating teacher, EDUC540 seminar
instructor, evidence in the Professional Learning Portfolio (PLP), and evidence from lesson
to lesson.)
Components Unsatisfactory 0 Developing 1-2 Proficient 3-4 Distinguished 5

Reflecting on -Does not mention if -Mentions learning -Mentions learning goals, whether -Mentions learning goals, cites accurate
teaching learning goals are goals but makes they are met, cites accurate examples, and evidence showing the
met. inaccurate statements examples. degree to which they were met.
-Does not consider as to whether or not -Mentions feedback and discusses -Discusses and reflects on prior feedback
feedback from CT, they are met. how it was used to influence and how it was used to change
US, and/or Seminar -Mentions feedback instruction. instruction/student learning citing specific
Instructor. but does not discuss -Discusses performance in each of 4 examples from the lesson.
-Does not discuss how it was used to domains and cites specific examples. -Discusses performance in each of 4
performance in each influence instruction. -Lists 1-2 personal teaching goals domains, cites specific examples, and
of 4 domains. -Discusses with reasoning and evidence. includes artifacts.
-Does not mention performance in each of -Lists more than 2 personal teaching goals
personal teaching 4 domains. with reasoning and evidence.
goals. -Lists 1-2 personal
teaching goals.

Maintaining Does not maintain Uses partially effective Maintains accurate records Effectively maintains accurate records
accurate records records of: system for maintaining throughout lesson throughout lesson
-completion of records of: -completion of assignments -completion of assignments
assignments -completion of -student progress -student progress
-student progress assignments -non instructional records Records -non instructional records
-non instructional -student progress are used to inform instruction. Shows evidence of using records to adjust
records -non instructional instruction.
records Some
inaccuracies occur and
therefore cannot be
used to inform
instruction.

Communicating -Little or no -Minimal or occasional -Frequent and effective culturally -Frequent and effective culturally sensitive
with families culturally culturally sensitive sensitive communication with communication with families with student
appropriate communication with families. input.
communication with families. -Successfully engages families in -Successfully engages families in
families. -Little attempt to instructional program. instructional program.
-Does not work to engage families in -Responds to family concerns. -Responds to family concerns.
engage families in instructional program.
instructional
program.
Participating in a -Does not develop -Forms positive Engages in and contributes to Engages in and contributes to
professional professional professional -positive professional relationships -positive professional relationships within
relationships. relationships within within school community school community and on social media
community -No participation in school community. -school events, meetings and -school events, meetings and projects
school/district -Attends school events, projects -the “larger community” outside the class
meetings, events, meetings and Participates in a culture of inquiry.
projects. participates in projects.

Growing and -Does not engage in -Engages in few -Engages in several professional -Engages in and seeks out professional
developing professional professional development experiences. development opportunities both online and
development. development -Welcomes feedback. face-to- face.
professionally
-Resists feedback. experiences. -Participates in and contributes to -Welcomes feedback.
-Does not share -Reluctantly accepts profession. -Participates in and contributes to
knowledge with feedback. profession.
peers. -Makes few -Uses information from professional
contributions to the resources to develop lesson/seeks out new
profession. resources.

Showing -Professional -Professional -Teacher displays honesty, integrity, Teacher shows leadership in Educ540
professionalism interactions are interactions are honest. and confidentiality. coursework, student teaching,
dishonest. -Teacher shows -Teacher assures that all students are correspondence, and decision making by
-Teacher shows lack inconsistent attempts fairly served. -displaying honesty, integrity, and
of awareness of to serve students. -Teacher complies with confidentiality
student needs. -Teacher does not school/district regulations. -assuring that all students are fairly served
-Teacher’s decisions always comply with -complying with school/district regulations
are self-serving. school/district Teacher challenges negative
-Teacher does not regulations. attitudes/practices in a respectful and
comply with professional manner.
school/district
regulations.
Reflection

The lesson under review came at the conclusion of reading Herman Melville’s Moby-

Dick and was taught in an 11th grade English classroom at a public school. Upon entering the

class, students had completed reading the text. Students began class with vocabulary homework,

which is completed through Google Classroom, and then moved into the activities that involve

the text. Following the completion of the vocabulary homework, students are given access to the

comprehension quiz via Google Classroom. Hapara, a web-based screen monitoring device, is

used to monitor students’ laptop screens to ensure they are not cheating. Upon completion of the

quiz, students are able to move seamlessly into the group activity that is planned for the day, via

the Google Slides that have been shared through the classroom. Detailed instructions are given

once the entire class has completed the quiz. The directions for the activity are stated explicitly

and are posted on the board for students to see. Lastly, the activity is modeled by the teacher.

Students break into their whaleboats (groups that they have been working in over the past six

weeks) and begin working on the activity until they are ready to present the passage of the text

that has been assigned to them.

The planning and preparation of this lesson was strong in terms of content knowledge.

There was ample time dedicated to the modeling of how the activity should be completed, which

allowed for the incorporation of important concepts and content to understand within the text.

Additionally, the lesson incorporated a variety of technologies and mediums for a variety of

student engagement. That being said, there is a greater opportunity for increased knowledge of

students and differentiation in assessment and activities. In the future, additional considerations

for varying forms of assessment and scaffolding for student learning could be implemented.
In terms of classroom environment, a positive environment of respect is promoted and

maintained. Additionally, the classroom is organized in a way that is accessible to all students.

The classroom is also set up so that it is conducive for the type of group work that is being

implemented during this lesson. High expectations are maintained for all students, but only a

portion of students demonstrate a commitment to learning and pride in their work. Various

adjustments could be made in instruction to ensure that all students are engaged in learning.

This lesson does encourage groups to engage in higher order thinking by asking them to

identify and analyze the themes that are present in the reading that they have been assigned. The

lesson certainly allows for ample time for group discussion and questioning between student and

teacher. Additionally, the assignment involves the production of a summary and analysis through

the use of technology and with a brief presentation. While the questioning in this activity was

strong, it failed to engage all students in learning at the same time. The group work tended to

allow some students to take on the majority of the work for the group, while the others fell short

of remaining on task and engaging in higher order thinking. This occasionally led into issues

within the domain of classroom management, such as loss of instructional time during

transitions. There appears to be some inconsistencies with the implementation of expectations for

student behavior.

In terms of professional responsibilities, the largest area for improvement would be the

engagement with families. Reflection is ongoing and efforts to improve are continuous. Ongoing

involvement in the school community and an attempt to improve are being made. Throughout the

entire lesson, the greatest areas for improvement are certainly within classroom management and

instructional delivery. The two areas that could be immediately addressed would be establishing

clear expectations and consequences for student behavior and ensuring that all students are
engaging with high order thinking tasks simultaneously. An assessment of the effectiveness of

the class groupings could address these areas. Future lessons could incorporate room for more

self-directed and individual learning, small group learning, or activities that use a mixture of

both.

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