Lesson+Plan

__State of Connecticut __ __Lesson Plan Format __

** Date of lesson ** : TBD Day 3 of Project
 * Teacher: **Library Media Specialist and Classroom English Language Arts Teacher
 * Grade Level: **7th
 * Subject: **English Language Arts
 * Length of lesson **: 45 minutes

**__ Lesson Topic __**__ : __ Research the Russian Revolution in order to better understand the time period of //Fiddler on the Roof//.

Students will understand that research can improve and further knowledge of a a current time period through nonfiction resources. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand that note-taking will help organize information found through research and organized notes will help complete the final project. (This information will eventually be used to help design the set from a scene from //Fiddler on the Roof//.)
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Overall Goal: __****<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> (Broad statement using non action verbs) “Students will understand that….” **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Learner Background: __ (This addresses why the lesson is being taught.) Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students have read //Fiddler on the Roof// in class and have shown basic understanding and comprehension of the play.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students understand the characters, the conflict and resolution.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are aware of stage directions within the text and understand how narration works. Students have viewed the film version of the play.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students know that final project that will be completed with the //Fiddler// text -- creating a set design.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students have completed research in the library before and have an understanding of how to select appropriate information and use the resources correctly.


 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Curricular Standards: __****<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> Identify the primary state standard(s) this lesson is designed to help students attain. (If required, include the national and/or local standards as well.) **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core Standard: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">AASL Standards:
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">W-9. Draw information from literary or informational texts to support analysis, reflection and research.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Use prior and background knowledge as a context for new learning.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">1.1.6 Read, view and listen for information in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">1.1.9 Collaborate with others to broaden and deepen understanding.


 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student Learning Objective(s): __****<span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Identify specific and measurable learning object ****<span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">ives for this lesson. Use action verbs. “Students will be able to….” **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to use nonfiction resources to gain a better understanding of the Russian Revolution in order to translate the feel of life during the Russian Revolution to the stage in their scene creation.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to use a graphic organizer to organize and keep notes based on their research.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to evaluate resources for legitimacy and accuracy in order to conduct appropriate research on the Russian Revolution.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to work in small groups effectively.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to use the library resources appropriately and respectfully.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Part I: How will you check for student understanding during the lesson? (Formative) ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Throughout the class period, the instructor should monitor students by roving throughout the computer lab and making sure student are on task. The instructor will determine what information students have collected through the research by sitting with each gropu and asking the questions: "What have you learned about the revolution thus far?" “How will this translate to the stage?” “How does this connect to the play //Fiddler on the Roof//?”
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Part II: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria/rubric. (Formative or summative) ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">During the class period, the LMS and teacher should be roving, ensuring that students are on task, working with their peers and using the resources correctly. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be formally assessed through the notes they’ve taken on the [|graphic organizer]. The notes will be based on information accessed from the Britannica sources, connections made between the research texts and the play and inferences made as to how the research can be translated to the stage

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Materials/Resources: __ List the materials you will use in each learning activity __including any technological resources__. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do Now paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Exit Slip paper
 * <span style="font-family: 'times new roman','serif'; font-size: 16px;">Graphic Organizers for each student (paper copies)
 * <span style="font-family: 'times new roman','serif'; font-size: 16px;">[|Workspace from Britannica]- Fiddler Project (the document is a list of resources from the Workspace exported to a spreadsheet)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SmartBoard access
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Computers for each student
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pencils/ pens for each student

<span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Initiation:Part I - Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning. (This is intended to motivate students.)
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">The Lesson __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do Now: I read on the internet that //Fiddler on the Roof// is based on a man who likes to play the fiddle on the roof of his house. Do you think I accessed a legitimate resource? Why or why not? How can one determine a legitimate resource?

<span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Part II – (This is intended to bridge to the lesson: set expectations for learning, articulate to learners what they will be learning in this lesson and why this is important).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain lesson objectives, tie into the entire set design project for final assessemnt
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Review LMC behavior
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Review effective group participation

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Development: Describe how you will develop the lesson: what you will do to model or guide practice and the learning activities students will be engaged in to gain the key knowledge and skills identified in the student learning objective(s). Include the questions you will ask, identify and explain the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and include the approximate times for each. __Include reference to Bloom’s taxonomy to identify higher levels of thinking.__

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(5 minutes) Do Now and review with students <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(5 minutes) Objectives, (What is our main goal for the project?) LMC behavior (How should one act?) group participation (What makes an effective group member?) and using Britannica (Does anyone remember Britannica Workspace?) Remind students that although they are working in groups, each student needs to complete his/ her own research and fill out his/ her own graphic organizer. (Bloom’s Remembering) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(2 minutes) Get into groups, log on to computers, pass out graphic organizers. Each student should be sitting with his/ her group, but have his/ her own computer and graphic organizer. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(2 minutes) Explain instructions regarding today’s task, have students place name on the graphic organizer. Explain the purpose of the graphic organizer, which should be visible on the SmartBoard. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(5 minutes) With students log on to Encyclopedia Britannica and bring students to the "Fiddler Project" Workspace, this should be shown through the SmartBoard. Show students how to access the different resources and how to click on the blue words to get definitions. Select the "Russian Revolution" resources from the Workspace and have students follow along. With students, add the name of the resource to the graphic organizer, which should be written on the electronic copy on the SmartBoard. Next, read the first two paragraphs aloud with the class. Model how to fill out the chart with the students by creating two notes from what you've read aloud. Next, read one more section aloud, but have the students create one note independently. Ask students to share the note they've made and write correct answers on the graphic organizer on the SmartBoard. Next, make a connection with the students based on the reading (the play takes place in…), and add any ideas based on the text on how this can be shown through the set (give the example, because it takes place in 1917, the items on the stage should reflect the time period, not 2012). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(1 minute) Remind students of purpose at the LMC and behavior expectations. Have students begin researching. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(20 minutes) Group researching using Britannica Workspace titled "Fiddler Project" and logging notes in graphic organizer. (Bloom’s Evaluating and Analyzing). During the research, the teacher and LMS should rove and do cold calls within the group to assess student learning.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Closure: Briefly describe how you will close the lesson, help students understand the purpose of the lesson, and show how it will connect to future learning. (Rather than an administrative closure, interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(5 minutes) Exit slip – what two facts did you learn about the Russian Revolution and what two things did you decide to add to your set design based on your research? After exit slip is complete, students should spend the remainder of the time, saving work and logging off.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Individuals Needing Differentiated Instruction: __ Describe students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners. **** Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in lessons included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement differentiated instruction in order to meet the needs of students __at both ends__ of the learning spectrum. ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remember: differentiation means “different”, not more; differentiation should focus on learning, not behavior. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is ELL || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Paper copy of graphic organizer with only two columns, resource name and notes <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provide resources that are on the reading level of the ELL student and show student which ones to access. Create own Britannica workspace if necessary ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson? ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student initials || **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evidence __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> that the student needs differentiated instruction || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will you differentiate instruction **in this lesson** to support student learning? ||
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student has a learning disability
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student has ADD/ ADHD and has difficult time staying on task || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Create a group for student that will help keep him on track and motivate him to stay focused ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Which students will need opportunities for enrichment and/or higher level of challenge? ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student initials || **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evidence __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> that the student needs differentiated instruction || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will you differentiate instruction **in this lesson** to support student learning? ||
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is bored easily and feels that he/she knows about Russian Revolution || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have student complete research on other revolutions such as American or French to support the idea of revolutions ||
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is a fast reader and completes assignments quickly and efficiently || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group student with lower achieving student to help bring up group member and keep student on track and assisting peers ||