LESSON PLAN TEMPLATE FOR STUDENT TEACHING

SUBJECT/CONTENT AREA: 9th Grade ELA Date: 2/14/17

UNIT/THEME: Dance

STANDARDS:  GLE: 2.3.1 Applies a responding process to dance. Demonstrates a responding process: o Engages the senses actively and purposefully while experiencing dance. Articulates what is seen, felt, and/or heard when responding to dance. Analyzes the use and organization of elements, principles, skills, foundations, and/or technique. Interprets meaning based on personal experiences and knowledge. Evaluates and justifies by using supportive evidence and aesthetic criteria.

ISTE Student 2b. Manage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

OBJECTIVE(S): 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assessDay 1: Analyze a situation of cyber bullying in Friday Night Lights by using a responding process to determine whether or not characters used safe, legal, and ethical behavior online. Day 2: Analyze a dance about cyber bullying using a responding process in order to compare/contrast the dance with the Friday Night Lights video about cyber bullying.

KID FRIENDLY OBJECTIVE (KFO): Today I will . . . . Day 1: Analyze a situation of cyber bullying in Friday Night Lights by using a responding process to determine whether or not characters used safe, legal, and ethical behavior online. Day 2: Analyze a dance about cyber bullying using a responding process in order to compare/contrast the dance with the Friday Night Lights video about cyber bullying.

MATERIALS NEEDED:Laptops and Cyber Bullying LessonHeadphonesProjector/speakersCyberbullying Dance LessonPaper and pencil for entry tasks/exit slips

ACADEMIC LANGUAGE:

Function (verbs):AnalyzeCompare/contrastEngageArticulateInterpretsEvaluate and justify

PLANNED Language SUPPORTS (Use SDAIE/Sheltered English list OR Content Literacy Strategies)

Students write objectives in own words Discuss definitions of academic vocabulary as a classResponding procedure song and dance that goes as follows (to the beat of the Books of the Bible song “Genesis, Exodus, Leviticus, Numbers, Deuteronomy”):

Engage

Articulate

Analyze

Interpret

Evaluate and Justify

Vocabulary:Cyber bullying

Entry task, examples throughout lessons

Discourse:Discussion (small group and class), short answers, polls

Visual representation and whole-class progression through lessons

Syntax:Video and dance

Responding process and class discussion

ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)Different Learners: Discussion and individual work, responding process danceELL/struggling readers: Analyzing visual/audio sources, not literary textsInterests: Popular high school-based TV show, modern dance, spoken word-style music, addresses social media issuesCultural Differences: Taking on perspectives of roles played in cyberbullying

PROCEDURES:Day 1Entry Task (5 min):

Write the objective in your own wordsWhat is cyber bullying?

Discuss answers to entry task—teacher writes on board (7 min)Get laptops, open Nearpod lesson (2 min)Nearpod discussion question: How does online cruelty affect people involved? (3 min)Perspective short answer question (5 min)Student read empathy slideGo through the backgrounds slide and draw the following relationships map on the board (7 min):

Students read Bystander/Upstander slides (3 min)Assign groups to perspectives: Bystander, upstander, target, and offender (2 min)Watch Friday Night Lights clips, have students summarize in small groups after each clip (10 min)Roles short answer questions (10 min)“What would you do as a bystander” question (5 min)Discussion: How can you help the victim of online cruelty“Who can be implicated” question (3 min)Multiple choice quiz (5 min)Exit slip (10 Min):

Which step of the responding process do you feel the strongest in?Which step of the responding process could you do better on?How will you improve on this step tomorrow?What is one thing about cyber bullying that you learned about today?

Day 2Entry Task (5 min):

Restate the objective in your own wordsWhen might our responding process be useful in real life?

Discuss Entry Task (5 min)Review responding process dance (3 min)Get laptops and log into Nearpod lesson (3 min)Review rubric expectations (4 min)Review responding process (2 min)Watch Video Twice (9 min)Articulate Question (4 min)Analyze Question (4 min)Interpret, Evaluate, Justify question (8 min)Impacts Question (6 min)Compare/contrast (10 min)Exit Slide (5 min): What did you do in each of today’s questions to ensure that you met standard for each question?

STUDENT SELF ASSESSMENT (STUDENT VOICE):Student Voice pieces are highlighted in blue above

POST-ASSESSMENT (formative or summative)Formative: Responses in Day 1 lessonSummative: Responses in Day 2 lesson

Standard Exceeding Meeting Approaching BeginningDance GLE: 2.3.1 Applies a responding process to dance(Dance Responses)

Uses all steps of the following responding process, using strong evidence at every step:1. Engages the senses

actively and purposefully while experiencing dance.

2. Articulates what is seen, felt, and/or heard when responding to dance.

3. Analyzes the use and organization of elements, principles, skills,

Uses all steps of the following responding process:6. Engages the senses

actively and purposefully while experiencing dance.

7. Articulates what is seen, felt, and/or heard when responding to dance.

8. Analyzes the use and organization of elements, principles, skills, foundations, and/or technique.

Uses all steps of the following responding process with limited effectiveness:1. Engages the senses actively and purposefully while experiencing dance.2. Articulates what is seen, felt, and/or heard when responding to dance.3. Analyzes the use and organization of elements, principles, skills, foundations, and/or technique.4. Interprets

Uses few or steps of the following responding process, with little effectiveness:1. Engages the senses actively and purposefully while experiencing dance.2. Articulates what is seen, felt, and/or heard when responding to dance.3. Analyzes the use and organization of elements, principles, skills, foundations, and/or technique.

foundations, and/or technique.

4. Interprets meaning based on personal experiences and knowledge.

5. Evaluates and justifies by using supportive evidence and aesthetic criteria.

9. Interprets meaning based on personal experiences and knowledge.

10. Evaluates and justifies by using supportive evidence and aesthetic criteria.

meaning based on personal experiences and knowledge.5. Evaluates and justifies by using supportive evidence and aesthetic criteria.

4. Interprets meaning based on personal experiences and knowledge.5. Evaluates and justifies by using supportive evidence and aesthetic criteria.

ISTE Student 2b. Manage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices

Clearly explains the negative impacts of cyber bullying FROM SEVERAL DIFFERENT PERSPECTIVES, as well as ways to combat cyber bullying

Clearly explains the negative impacts of cyber bullying, as well as ways to combat cyber bullying

Vaguely explains some negative impacts of cyber bullying, or one way to combat cyber bullying

Unclear about impacts of cyber bullying, no suggestion for combatting cyber bullying

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

Compares/contrasts the representation of cyber bullying in Friday Night Lights and the dance, including what is emphasized AND absent in each treatment

Compares/contrasts the representation of cyber bullying in Friday Night Lights and the dance, including what is emphasized or absent in each treatment

Compares/contrasts the representation of cyber bullying in Friday Night Lights and the dance

Does not compare/contrast the representation of cyber bullying in Friday Night Lights and the dance

POST LESSON REFLECTION:

Expand the chart as necessary to make room for complete listing of information in each section.