Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name:Jacob
Lesson Title: Geronimo part 3
Grade Level: 11th
Lesson Goals
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
Students will develop an understanding of Native American slavery and its impact on a personal level and on a global level. This will
be done through reading Andres Resendezs The Other Slavery and other relevant works.
This lesson builds towards the Socratic seminar in the next lesson, which will connect Geronimos tale to the students person
opinions on Native American slavery.
This lesson introduces students to Geronimos Story of His Life, which is Geronimos autobiographical account of his life in the US
Southwest and Mexico.
List the title, author, and write a short description of the text(s) used in this lesson.
The Other Slavery by Andrs Resndez
Resndez builds the case that mass slavery was one of the largest factors in the decimation of Native American populations, tracing
the history from first contact by Columbus through the nineteen century and looking at the effects and fallout in the contemporary era.
Geronimos Story of His Life, by Geronimo, taken down and edited by S.M. Barrett
Famed warrior and leader Geronimo of the Apache tribe tells his story of living and fighting in the US Southwest and Mexico, including
the end of his life spent as a prisoner of war.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
Socractic Seminars have been shown to improve student comprehension, usage of evidence, and higher order
thinking skills in secondary education. According to one study, Of the 49 participants, 58% improved their ability
to organize their thoughts logically from T1 to T2 and nearly 60% of them improved in their use of evidence. Such
an outcome is not surprising, as many researchers and teachers have found that students who engage in Socratic
seminars demonstrate growth in critical thinking and reasoning skills (Arnold, Hart, & Campbell, 1988; Chorzempa
& Lapidus, 2009; Chowning, 2005; Copeland, 2005) (Masters).

Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CC.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
CC.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
IPTS.2N The competent teacher facilitates learning experiences that make connections to other content areas and to life experiences;
Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
Students must take a stance and defend it on a contentious question. This is precisely what the first standard listed above is about,
and by participating in a Socratic Seminar students makes a student do just that.

Materials/ Instructional Resources:

Notebooks and pencils for students
Chromebooks

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1: Students should be able to argue for and

defend a position based on textual evidence.

Related Assessment: Socratic seminar

Explain the Assessments Alignment with the Objective:

The teacher will be able to follow along with the discussion
2

and should take notes on which students speak. The

expectation should be that every student participates at
least once.
Describe the form of Student feedback that accompanies
the assessment: The teacher may comment on particular
points during the discussion, but the primary feed back
should come from the note sheets in the next objective.

Objective 2: Students can listen to and appreciate both

sides of an argument while still defending one position.

Related Assessment: Note sheets

Explain the Assessments Alignment with the Objective:

Students will hand in their note sheets which should have
Notes that support both sides of the argument, while
Still taking a stance at the end.

Describe the form of Student feedback that accompanies

the assessment: The teacher will write margin comments
on their notes, providing feedback, further points of
consideration, and guiding questions on both the
students participation in the discussion and their notes.

Lesson Considerations

Pre-Assessment: Previous classwork and the initial preassessment.

Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.) Students have done Socratic Seminars in previous units and are familiar
with the format. It should be a format they are somewhat comfortable with. They are still learning to effectively build,
support, and defend an argument over a sustained period of time.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
In the class there are students from low-income households, students from middle-class households, students who are homeless,
students who speak both English and Spanish, and a student whose first language is Spanish. We have one student who has an
emotional disorder. There are students who are religious (Roman Catholic, Lutheran, Muslim) and students who are not religious.
There are some students who are interested in sports, several who are involved in extracurricular clubs such as student government
or newspaper, and some who are involved in the school musical.
Misconceptions:

Language Objectives and Demands

Identify a Language Function:

Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary:

Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:
We have one student with an emotional disorder. This student will be warned about the content in advance so they will be able to
process it in time to do the assignment. They will also be allowed to take breaks if they are overwhelmed or too anxious at the
moment to complete the assignment. They will have a say in their seating to reduce stress. Finally, they will set up goals with the
teacher outside of class. They will be granted extensions when necessary to create an academic plan that allows to success without
the buildup of anxiety. The special education teacher will be consulted when making accommodations, and will check with the
student to make sure the accommodations are working and modify them if necessary.

Accommodations for students who are not proficient uses of Standard English:

Students are in small groups, so they can be supported by their peers if they are having trouble. They will also have the
texts available to read, and many ELL students are better at reading than speaking English. Those who are in particular
need of help will be purposely grouped with higher-performing students.

Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small

group arrangements
Since previous days were primarily small group-dependent, this day is very much an individual task. Students are paired so if one is
struggling their outer-circle partner can help, but primarily they are flying solo. Although students are working individually, its also a
whole-class discussion, and students should be addressing one anothers arguments and points made.

Time

*Lesson Plan Details

Lesson Introduction

5 min

30
min

Have students get into two concentric circles: of students on inside, the other half outside. This will be a familiar format
for students. They should have Chromebooks and note paper available. Teacher should build the excitement around the
activity.
Learning Activities Once the circles are established, the teacher should pose the guiding question for the Socratic Seminar:
Question: Given what weve read in The Other Slavery and other texts, is Geronimos retaliation justified?
Students self-guide discussion. One speaker at a time, only the inner circle may speak. Outer circle can make notes and
pass them forward or hold on to them for when they are in the inner circle. At the half-way point, circles switch.
Students will be asked to take notes throughout the seminar that are turned in at the end of the lesson. They should use two
column notes with the heading, Geronimos retaliation was justified, and a pro and con side as the headings for each
column. They will also be asked to take note of what passages they cite on the back of this notesheet: a simple page
number from the e-text plus the starting words from the passage will suffice.

Throughout the seminar, the teacher should stay uninvolved as possible. If another prompting question is needed, he/she
can draw from the students questions from the day before, focus in on a particular point a student makes, etc. Teacher
should model good notetaking throughout.

Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.
Students note sheets will show what they have gained from the seminar, as well as what passages they cite. Ultimately, the
task here is to take a stance, and the teacher can keep track of

10
min

Closure
At the bottom of their note sheets, students should write a few sentences about which side they personally agree with and
what evidence supports their opinion, drawn from their notes during the seminar. Finally, the teacher will do a whip-around,
asking each student to say whether they ultimately supported the pro or con side of the question. Teacher will collect
notes and dismiss class for spring break.

Extension
Continued time in the Socratic seminar.

Resources and References (use APA or MLA listing the information from the conceptual framework above as
well as from any other categories where cited a source):
Geronimo, and S. M. Barrett. Geronimos Story of His Life. N.p.: Duffield, 1906. Geronimo's Story of His Life. Ibiblio.
Web. 15 Dec. 2016.
Masters, Kateri Rose. Using the Socratic Seminar to Improve Student Comprehension.University of Notre Dame.
University of Notre Dame, 2013. Web. 12 Dec. 2016.

Resendez, Andres. The Other Slavery: The Uncovered Story of Indian Enslavement in America. Boston: Houghton
Mifflin Harcourt, 2016. Print.

Attachments: handouts, assessments, etc.