mini lesson lesson plan

TPA Lesson Plan #_______

1. Teacher Candidate	Bryan Tapp	Date Taught
Cooperating Teacher		School/District
2. Subject	English	Field Supervisor
3. Lesson Title/Focus	Faith in Night	5. Length of Lesson	20min
4. Grade Level	11th

6. Academic & Content Standards (GLEs/EARLs/Common Core)	CCSS.ELA-LITERACY.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
7. Learning Objective(s)	Students will be able to identify the theme of faith in Night by analyzing the text and discussing how faith is addressed in the story.
8. Academic Language	Vocabulary: theme, faith. Function: students will analyze Elie’s faith and discuss it with the class Discourse: Students will be working in groups, researching faith in Night and analyzing it together. As a class students will discuss how Elie’s faith changed.

9. Assessment

Formative: entry task asking the definition of faith. Students are to take notes on faith in Night and are to turn these in so the teacher may see if the student is engaged in discussion. Exit task asking how is the theme of faith addressed in Night.

10. Connections

This past unit students have been reading Night and have recently finished it. Students have looked at theme before with other stories and now they will have their first theme assignment with Night. Students will be writing an essay in the future about Night and one of the topics they can write about is theme. Mark Sutton, Mia Zamora and Linda Best wrote an article explaining the benefits of group work in the classroom. One of the major advantages is the emphasis on critical thinking. Sutton, M., Zamora, M., & Best, L. (2005). Practical Insights on the Pedagogy of Group Work. Research and Teaching in Developmental Education, 22(1), 71-81. Retrieved from http://www.jstor.org.ezproxy.library.ewu.edu/stable/42802602

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role ·         Put up objective and have students read it out loud, next put up the entry task and pass out blank pieces of paper and have students write the answer on them. Call on students to share. Put up Oxford definition. (2-3) ·         Group students into three groups and then explain that each group will get a section of Night to look through and record any mentions of faith and write down the page number and the quote (okay to paraphrase if long). Have students focus on Elie. Group one is tasked with pages 1-35, group two pages 36-70, group three pages 71-97. Let students work. (10) ·         As students are working, the teacher will walk around and check on group progress. ·         After about 10 minutes of work call the class back together and have students share some of the quotes they found. Other groups are to record in their notes what is being shared. (2-3) ·         After hearing from each group, ask the class why Elie’s faith had changed, and ask what he meant by what he said in certain quotes. Depends on what students find. (2-3) ·         Put up exit task, how is the theme of faith addressed in Night. Have students complete it on note paper and then collect each student’s notes. Explain they will talk more about theme tomorrow.	·         Read objective and answer the entry task. ·         Work and cooperate in groups. ·         Present work and record notes of other groups work. ·         Participate in discussion. ·         Complete exit task.
Student Voice to Gather Students will read the objective. Students are to share what examples of faith they found in the text and will also explain some of them. Students will participate in a discussion about Elie’s faith and how it changed. Students are to ask questions if they do not understand a concept of the lesson.

12. Differentiated Instruction

Plan This lesson is group work based, this means that the ELL in the class is able to work closely with others so if they do not understand a passage or are falling behind, their groupmates can help them. This lesson uses visual learning by reading through the text and audio learning by discussion with peers and the class.

13. Resources and Materials

Plan Night by Elie Wiesel, blank sheets of paper, power point, computer.

14. Management and Safety Issues

Plan Students have rules and procedures that require them to be respectful to one another by listening and talking over one another when working in groups. When someone is addressing the class students know to not be having side conversations or be off task. If a student is not participating or keeps playing on their phone/ not listening, they will be warned, talked to, or sent out to the hall.

15. Parent & Community Connections

Plan An email was sent out at the beginning of the unit informing parents of the unit and topic of study.