Adapted from Deborah Layzell - Weebly
Lesson Planning Model Elementary LiteracyLesson Title/#: Science FictionGrade Level: 7th Date Taught: April 30, 2014Learning Segment Central FocusReplace the text in this column with your lesson plan textCentral FocusTo introduce the genre of science fiction, and the elements of drama so they can begin reading Monsters are Due on Maple Street. Below are the areas to address for the Individual Lesson within the Learning SegmentContent Standard HYPERLINK "" CCSS.ELA-LITERACY.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). HYPERLINK "" CCSS.ELA-LITERACY.W.7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Student Learning Goal(s)/ Objective(s)I wanted students to understand what the genre science fiction is, and recount what works they have read in this genre. I also wanted students to understand what a drama was and the key components of its writing. ie: stage direction, dialogue, setting. I also wanted students to be able to write in a specific genre for a writing project to prove their understanding of it.Teacher Content Knowledge The teacher needed to know the concept of science fiction and how to explain it to their class. The teacher needed to know the elements of a drama and how to make their students understand.Prior Academic Knowledge and ConceptionsThe students needed to know what a genre was and types of genres. Students had to be familiar with the idea of dramas with plays they had seen or read.Instructional Strategies and Learning TasksDescription of what the teacher (you) will be doing and/or what the students will be doing.Launch___5___ MinutesThe teacher will explain to the students that they are learning a new genre today. The teacher will ask the students what genre means, and what genres they already know about.Instruction___20___ Minutes(Mini-Lesson)The teacher will go through a short powerpoint presentation explaining what science fiction is. The teacher will have the students engaged and interacting with the powerpoint by asking them to give examples related to the definitions. The teacher will have them discuss in small groups their ideas to a few questions presented after the writing activity. This will lead into the explanation about what a drama is. The teacher will ask students what they knew about a drama, and then show them some characteristics that are important.Structured Practice and Application___10____ Minutes(Writing/Conferencing)The students will write a short writing piece that is of the genre science fiction. The teacher will give them some ideas to spark their creativity, but allow them to go with it where ever they please. They must keep in mind some of the key things that make up the science fiction genre and use it in their work.Closure____5____ Minutes(Sharing)The teacher will then give a short explanation about Monsters are Due on Maple Street. The teacher will tie in why the students needed to know about science fiction and dramas before reading.Differentiation/ Planned SupportWhole Class: The teacher would change the writing task and allow it to be a whole class assignment if the class was confused.Groups of students with similar needs: These students would get personal time with the teacher coming up with ideas and starting their writing process.Individual students: These students would be pulled to the back to be worked with separately and helped with their writing.Students with IEP’s or 504 plans: The teacher would make changes necessary to their plans. ie: extra time, shorter page requirement, extra help.Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: If the teacher noticed a continuing error within the writing they would address it to the whole class to clear it up. I a single student had a misconception the teacher would address that students individually.Student InteractionsStudents are allowed to bounce their ideas off of each other during the learning stage. The questions posed to make them think would hopefully help them later during the writing assignment. They could also share their writing with other students after they were finished.What IfsStudents may be confused about the genre and not know how to write a short story in science fiction. The teacher may get through the powerpoint slower than planned and not have enough time for writing. Students may not understand the connection between science fiction writing and the story they are about to read.Theoretical Principles and/or Research–Based Best PracticesMaterialsThe teacher would need a computer, a projector, their powerpoint, and a desk.The students would need a piece of paper or writing journal, and a writing utensil.Academic Language Demand(s):What language function do you want students to use in this lesson (e.g., analyze, argue, persuade, narrate, etc.)? HINT – THINK ABOUT ACTIVE VERBS -What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?-Give references back to your instructional plan for how you’ve addressed the language function and how students will actively learn and do what you describe.I want students to synthesize the idea of science fiction being a combination of science and fiction genres. They will need to know exactly what characteristics science fiction writing has.Students also need to be able to infer what is going to happen in Monsters are Due on Maple Street. They need to be able to infer based on the lesson and hints given during the powerpoint.I want students to classify the genre science fiction. They need to look at this genre’s characteristics and be able to know what genres are similar.What content specific terms (vocabulary) do students need to support learning of the learning objective for this lessonStudents need to know what genre, science fiction, drama, dialogue, setting, and stage directions mean.What are your students’ abilities with regard to the oral and written language associated with this lesson?Students should be able to explain what the above words mean, and also be able to identify them within a piece of literature.How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?I will use proper academic language functions during my teaching. It will encourage students to be used to these words so they can better understand them.Assessments:Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.Type of assessment(Informal or Formal)Description of assessmentModifications to the assessment so that all students could demonstrate their learning. Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? InformalAsking students if they understand each new idea.I can student in private later if they understand or not.If the students say they understand then we will move on, if they don’t I will reiterate the rmalI will have the students give explanations to each question asked.Students could write down their responses or tell the teacher at a later date.If the explanation goes along with the question asks and proves that the student understands the material.FormalStudents will write a short science fiction story incorporating key elements mentioned in the powerpoint.Students can take longer to do their writing activity, or have a shorter page requirement.I will read them and see if they incorporated key characteristics of science fiction writing, and look to see that it meets the page requirement.Analyzing TeachingTo be completed after the lesson has be taughtWhat worked?What didn’t?For whom? I think that this lesson worked really well. The students seemed to enjoy the interactions with each other discussing certain questions. The students also really seemed to enjoy the writing assignment and went above and beyond what I was expecting.AdjustmentsWhat instructional changes do you need to make as you prepare for the lesson tomorrow? I would next time not allow my cooperating teacher as much power as she had in this lesson. She told me exactly what she wanted me to do and even changed it at the last minute. She also interjected during my teaching and talked more than I did.Proposed Changes.If you could teach this lesson again to this group of students what changes would you make to your instruction?Whole class: I would have better examples ready for explaining the characteristics of science fiction and what a drama is.Groups of students: I would give them more time to work on their stories and possibly brainstorm within the group ideas that they would like to write about.Individual students: I would give them extra time and possibly even help them write their story. I would go through the stages of the writing process and help them to create a great story.JustificationWhy will these changes improve student learning? What research/ theory supports these changes?These changes will help the students because they will know more about science fiction writing and what makes up a drama. They will have better background information and better examples to go off of for the future. It would also help them with the writing process and really start to love writing. It would help them to be better writers. ................
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