Shaun Tyborowski Lesson Plan
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Lesson Plan Template
EDIS 5470: English Education
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Lesson Components
What teacher and student behaviors are planned and expected |
Comments/Notes/
Reflections |
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Context: Course name; grade level; length of lesson; description of setting, students, and curriculum and any other important contextual characteristics. Include how many English learners are in the class and information about their L1s and WIDA levels.
Team-taught Civics. Eighth grade. The lesson will be in a 90-minute period. The classroom is organized into eight tables of four. Each table has a combination of 18 English language learners and 14 general education students. The English learners range from WIDA level three to level four. There are two students who’s L1 is Twi, one student who’s L1 is Dari, one student who’s L1 is Bengali, and one student who’s L1 is Amharic. The remaining thirteen students have Spanish as their L1. The general education students are all fluent English speakers. The student’s economic backgrounds vary from low, middle, and high.
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Virginia SOL(s) OR Common Core State Standard(s):
STANDARD CE.5a
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
a)describing the functions of political parties;
Essential Understandings
Political parties play a key role in government and provide opportunities for citizens to participate in the political process.-
Essential Knowledge
Functions of political parties
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WIDA Can-do descriptor(s). Include descriptors for all WIDA levels present in the class: 
No paragraph-level conversations.
Start one.
Apr 5
April Salerno
April Salerno
:
I mentioned this in response to your comment on David's lesson plan, but you might not see it. So I'll add it here, too.
more
Yes, it’s a good idea to try to focus these on ones that are particularly relevant.
Level 3: Developing
Recount:
-Listening: Matching main ideas of familiar text read aloud to visuals
-Speaking: Connecting ideas in content-related discourse using transitions
-Reading: Connecting people to actions based on oral descriptions with details
-Writing: Producing short paragraphs with main ideas and some details
Explain:
-Listening: Matching main ideas of familiar text read aloud with visuals
-Writing: Comparing and contrasting information, events, or characters • Producing descriptive paragraphs around a central idea
Argue:
-Writing: Substantiating opinions with content-related examples and evidence
Oral Language:
Asking clarifying questions to demonstrate engagement
Level 4: Expanding
Recount:
-Listening: Identifying main ideas and details in oral discourse
-Speaking: Paraphrasing and summarizing content-related ideas presented orally
Explain:
-Listening: Identifying relationships between people, ideas, or events in oral discourse
-Speaking: Connecting ideas with supporting details to show relationships
-Reading: Highlighting text evidence that points to how systems function
-Writing: Describing relationships between details or examples and supporting ideas • Connecting content-related themes or top
Argue:
-Listening: Matching evidence to claims in oral discourse
-Speaking: Connecting ideas with supporting details or evidence
-Reading: Identifying evidence to support analysis of what texts say
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Objectives (KUD format – Students will Know, Understand, Do):
KUDs:
Students will know:
K1: Functions are an activity or purpose.
K2: Political parties are groups of like-minded individuals that work together to get a candidate elected
to a public office.
K3: The electorate are the voters.
K4: A campaign is work directed towards a political goal.
Apr 5
April Salerno
April Salerno
:
often but not always when someone is running for election? (Wow, as I type that, I'm thinking how idiomatic that use of the verb run is).
K5: A candidate is someone running for political office
Students will Understand:
U: Political parties play a key role in government
Students will be able to:
D1: Identify the functions of political parties.
D2: Support assertions with evidence
D3: Create an example of a political party function
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Language Objectives (These should be ways you can observe students using language).
Students will be able to define vocabulary orally.
Students will be able to write a descriptive paragraph that restates the prompt (Political parties play a role in government by……).
Students will be able to support assertions with evidence.
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Vocabulary students will need in order to be successful in the lesson
Apr 5
Kim Sundermeyer
Kim Sundermeyer
:
Have they seen some of these words before? Will students be explicitly taught these words? When/how will they be getting definitions? I'm assuming they will see them in your windshield activity...
Apr 5
April Salerno
April Salerno
:
Does it help to teach related words together (e.g. nominate/nomination, fund-raiser/to fund-raise)?
Politics
Political Parties
Functions
Republicans
Democrats
Fund-raisers
Congressional
Senator
Candidates
Position
Healthcare
Education
Debates
Nominates
Conventions
Concern
Monitor
Repeal
Foreign Policy
Ticket
Issues
Platform
Committee
Media
Apr 4
David Fox
David Fox
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This is a lot of vocabulary. Are some of these words that they already are familiar with?
Apr 4
Apr 5
Shaun Alexander Tyborowski
Shaun Alexander Tyborowski
:
Some of the vocabulary will have been used in previous lessons. The rest will have to be addressed. In the teacher led section, I intend on explaining each term. I will add a vocab portion to my draft.
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Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know by…
Students will respond to the prompt, “What is a political party?”, at the beginning of the lesson. They will then share their answers with their table groups. Each table will then share their shared responses with the class. Teacher is creating an anchor chart as students are responding.
No paragraph-level conversations.
Start one.
Apr 4
David Fox
David Fox
:
Do they have background knowledge of this from another lesson or is this just a brainstorming pre-assessment type question.
Apr 5
Shaun Alexander Tyborowski
Shaun Alexander Tyborowski
:
This is a brainstorming pre-assessment question to get a feel for what the class already knows.
Formative: Students will show their progress toward today's objectives by…
Students will complete a windshield test activity after the direct instruction portion of the lesson to inform the teacher of student readiness.
Apr 4
Apr 5
Shaun Alexander Tyborowski
Shaun Alexander Tyborowski
:
It is a real quick way to do a formative assessment. It works well, if the students are honest.
Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by...
Students will complete a writing reflection that demonstrates their understanding of the main purpose of the lesson, or the understand goal of the KUD.
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Instructional Steps (Procedures): Detail student and teacher behavior. Identify possible student misconceptions. Include:
I. Welcome/greeting/announcements
II. Hook/ bridge/ opening to lesson
III. Instructional steps
IV. Closing
Warm-up/Link/Preparation: Students will answer a quick write prompt on their weekly warm-up sheet. The prompt is
“what is a political party?” . They will think-write-pair-share their answers to the prompt. The teacher creates an anchor chart of all the student responses. After a brief class discussion about political parties the learning objective is framed.
Apr 5
April Salerno
April Salerno
:
Is this the part where students learn the functions of the political parties? (I might just be overlooking it, but I'm not seeing that part, where they learn this before they go into the hallway.)
Direct Instruction/Engage/Presentation: Students will take notes on a graphic organizer on the four functions of political parties.
Each function is explained, and multiple examples are used.
*After the students take notes, they will participate in a windshield activity. In three corners of my room I have a picture of a windshield posted. One of
the windshields are clear, one windshield has some bugs on it, and one windshield is covered in bugs.
I will instruct the students to go to the corner that identifies how comfortable they are with the functions of political parties. If they completely understand the functions, they can go to the clear windshield. If the
students are somewhat unsure, they can go to the windshield with some bugs. If they are lost, they can go to the windshield that is covered in bugs. This activity will inform the teacher where students’ readiness levels are in regard to the content.
Activity/Active learning/Practice: At each windshield there is an organizer that is scaffolded based on student readiness. The teacher frames the instructions and directs students to the hallway where there are 11 pictures with short descriptions.
No paragraph-level conversations.
Start one.
Apr 4
David Fox
David Fox
:
I was wondering why the windshields matter, I like where you went with this. I assume you have extra copies for each windshield as you don't know readiness before they begin the assignment.
Apr 5
Their task is to look at the picture and identify which of the functions are being exemplified.
Apr 5
April Salerno
April Salerno
:
Just a clarification: Does blank mean that they don't have a list of the functions? I'm thinking that I understand political parties pretty well but that a list of the four functions would still help me with this activity.
-Clear windshield: The students have an organizer that is completely blank. They are to identify the function and support their assertion with evidence from the picture. They are then to create an example for each of the four functions on their own using background knowledge.
-Few bug windshield: The students have an organizer that is completely blank. They are to identify the functions and support their assertion with evidence from the picture. They are then to create one example of one of the functions.
-Covered in bugs windshield: The students will have an organizer that has a word bank. They are to identify the functions. Before the students in this group participate in the gallery walk, the teacher works with them to clarify any misunderstandings and completes the first picture with them. The teacher will monitor this group of students to help clarify misunderstandings and to prompt academic conversations.
No paragraph-level conversations.
Start one.
Apr 4
David Fox
David Fox
:
I see this a team taught classroom, so one of the teachers is in this corner?
Apr 5
Shaun Alexander Tyborowski
Shaun Alexander Tyborowski
:
That is correct. You brought attention to the fact that I didn't specify my co-teacher's role. Thank you.
Closing/Reflection/Self-Evaluation: After the students complete the gallery walk they will engage in a writing reflection. The prompt is “How do political parties play a role in government?” The students will then compare their answers on their organizer with the students at their tables to make sure they were accurate.
Relation/Now and Then/ Expansion: The teacher will collect each reflection sheet from the students. The class will then engage in a discussion of the reflection question. Throughout the discussion the teacher will link student responses to current political events and examples that they may have heard of.
No paragraph-level conversations.
Start one.
Apr 4
David Fox
David Fox
:
What are some of the reflection questions? They might be somewhere else... I'll keep scrolling.
Apr 5
Shaun Alexander Tyborowski
Shaun Alexander Tyborowski
:
See the group page on Canvas under files.
Apr 5
April Salerno
April Salerno
:
Is the document called lesson plan materials the graphic organizers you'll use?
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Materials:
Dry erase board
Projector
Computer
Student “warm-up” sheet
Political party functions graphic organizer
Presentation on political party functions
Political party function gallery walk pictures/descriptions
Scaffolded political party function gallery walk organizer
Political party functions reflection sheet
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Attention to Individual Student Needs: Detail specific actions/materials you will use to meet individual needs in this lesson.
In this lesson, students will be grouped based on readiness. Once they are grouped they will utilize a graphic organizer that is scaffolded to meet their needs. The teacher will also provide support throughout the active learning phase of the lesson.
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Enrichment plans for advanced/gifted students
Students that are advanced will have the opportunity to create examples of each function of a political party. They can draw from previous examples in class or use their own background knowledge to create each function.
No paragraph-level conversations.
Start one.
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Accommodations for students with IEP
This class does not have students with IEPs. The lesson could be modified to accommodate any students that need specific scaffolding.
No paragraph-level conversations.
Start one.
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Technology Use: Detail specific technology being used in the lesson with explanation for why it is being used.
A computer and projector will be the only technology that is required for this lesson.
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Rationale
How this lesson incorporates Gibbons’ (2009) Intellectual Practices (pp. 21-30). (Note: you are not required to address all of these in your lesson plan and your rationale may include how this one lesson fits in with a larger unit.):
- Students engage with the key ideas and concepts of the discipline in ways that reflect how “experts” in the field think and reason.
- Students transform what they have learned into a different form for use in a new context or for a different audience.
- Students make links between concrete knowledge and abstract theoretical knowledge.
- Students engage in substantive conversation.
- Students make connections between the spoken and written language of the subject and other discipline-related ways of making meaning.
- Students take a critical stance toward knowledge and information.
- Students use metalanguage in the context of learning about other things.
Throughout the course of this lesson on the functions of political parties, students make links between concrete knowledge and abstract theoretical knowledge, engage in substantive conversation, and take a critical stance toward knowledge and information. The students are also learning information that will eventually be applied to a bigger unit activity where they will simulate a political party in their groups, becoming “experts” (Gibbons, 2009). In the beginning of the lesson, students are prompted about their knowledge of political parties. Most students will have some idea of what a political party is and what they do. From this starting point, the teacher will guide them into more abstract content knowledge that will expand their current understanding of political parties and their purpose. Students will learn of examples of the functions and be able to determine what role political parties play in our government. Throughout the lesson, students will be engaged in substantive conversations that will help them build off one another. Students discuss their warm-up question, they have peer-to-peer discussions as they move through the gallery walk, and they at the end of the lesson, the students will share their responses to the reflection and discuss how it relates to current events. Students will also be involved in taking a critical stance. The reflection piece at the end of the lesson has them forming an opinion of what role political parties play in our government. They will also have to be critical of the evidence that was presented.
Post-teaching Reflection (3-5 pages):
- What change did you make to your lesson?
- Why did you make them? (Provide specific evidence of the precise source and focus of the inspiration for each your choices)
- What went well in the lesson?
- What would you change in the future?
- What did you learn about planning? List each objective and evaluate how well it was met during the lesson.
- What did you learn about teaching?
- What did you learn about your students?
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