Disordered Plot Lesson 3

Name: Tiffany Bishop Program: Secondary Course: Edu 460

Education
Lesson Topic/Title: 3. Disordered Plot Line in After Earth Class: Reading Movies
Lesson Date: 3/28/2017 Lesson Length: 80 minutes Grade/ Age: 11th and
12th
Learning Objective (Targets) :
Objectives
1) Students will refer to specific scenes when analyzing the disordered plot of the movie. video.
Targets
1. Students will answer the following questions :
1. What are the key plot points of After Earth?
2. Which scenes demonstrate a disordered plot line?
Content Standards: CCSS.ELA-LITERACY.RL.11-12.5 Content Standards Alignment & Justification:
Analyze how an author's choices concerning how to structure This standard asks that students look at specific scenes
specific parts of a text (e.g., the choice of where to begin or or parts of a text and analyze how those specific scenes
end a story, the choice to provide a comedic or tragic or aspects contribute to the work as a whole. In this unit,
resolution) contribute to its overall structure and meaning as students will be analyzing the tools used to disorder plot
well as its aesthetic impact. lines and how those tools add meaning to the movie as a
whole. They will also identify the message or theme that
the movie has. In this lesson, students will be using their
movie outline graphic organizer in order to identify
specific scenes that they will use when analyzing the
disordered plot of the movie/ video. Students will later
be using these graphic organizers to answer questions
about the plot line type of the movie and the key scenes
related to that plot line type.
Assessment: Assessment (Data & Student Feedback):
Pre Formative The graphic organizer will serve as a formative. I will
Summative Student Self collect data from it about what scenes students found
In previous lessons we learned about disordered plot lines most important at the end of class. On my assessment
and used commercials as example texts to help students chart, it will be marked with a + to demonstrate that
analyse a disordered plot line. Most of this lesson will be students performed the formative assessment. If they do
spent watching the movie. The graphic organizer they use will not pass their graphic organizer in or if it is blank, they will
be to record key scenes from the movie. It will act as a receive a -. This graphic organizer will help students meet
formative and will be used later to answer questions about the overall goal of referring to specific scenes to back up
the movie and plot line type. their analysis of the plot structure of a movie because it
will help them keep track of specific scenes. If students
dont complete the chart it will affect their habits of work
grade. It will also make it harder for students when they
are working on their graded formative- the questionnaire.
Students will have their graphic organizers returned to
them at the beginning of the next class.
Integration of Other Content Areas (If Appropriate):
History/ Social Studies: This movie takes place in the future which means it is important to understand the different
social and cultural expectations. We will address this in our class discussion.

Science: This story takes place in part on a futuristic planet and involves a lot of references to atmospheric properties
among other physics and biology related concepts. We will address this in our class discussion.

Film: Rather than analyzing written texts, almost all of the texts used in this unit, if not all of the texts used in this unit
will be videos/ movies.
Instructional Strategies to Differentiate Whole Class Instruction:
Learning Style
Verbal/Linguistic: Students will be provided both verbal and written instructions. How they are graded will also be
stated verbally.
Logical/ Mathematical: Students will be using a graphic organizer to record key events from the plot of the movie.
Visual/ Spatial: Students are working with videos to learn literary tools instead of written texts.
Intrapersonal: Students will be working alone to complete their graphic organizers.
When I gave students the multiple intelligences survey, the highest result was for musical, the second highest for
visual, and the third highest was tied between kinesthetic, intrapersonal, and verbal. No students who were present
scored for interpersonal or logical. I tried to include as many of the styles that students did score on as possible.

Pairing
At the beginning of class, students will each share how their day has been with the whole class. After the regular
welcome, students will be working alone for their graphic organizers. We will watch the movie as a full class. Then they
will complete their graphic organizer alone.

Choice
Students were given a choice about which movie they wanted to watch in the last class. I am offering this choice
because I want students to be interested in what they are watching.
Modifications/ Accommodations/ Extensions for Individual Students with Identified Needs:
Students needs
There are two students in the class who have an IEP. Alphabetically, the students are Student o and student g. Student
os IEP requires that notes are provided to the student at the beginning of class, materials are provided at the student's
reading level (fifth grade), the student is provided visual and verbal organizers to complete the assignments, that the
students workload is reduced by 50%, that the student has extra time to complete assignments, and that the student may
use all materials on assessments. Student gs IEP requires that she has extra time to complete assessment, may take
assessments in the special education setting, must be provided with extra clarification when asked, is provided with extra
time for her assessments, is allowed to reassess, and will be given the best grade out of all of the trials on her
assessments.
Accommodations
Student o will be accommodated with a graphic organizer, which all students are receiving. Both student g and student o
will be allowed extra time to complete the assignments or to work on their assignments in the special education setting, at
the end of class, in hpt, or during study hall. I am also happy to meet with them and discuss the movie if they feel that
they missed parts or werent as specific as they would have liked to have been due to the time constraint to fill the
organizer out. Student g will also be allowed to reassess in the special education room if she desire to. All students will be
allowed to use their notes on their formative examinations (this accommodates student o). There is also one student,
student c, who has a behavior plan stating that she is not allowed to leave the room during class. She must be dismissed
three minutes before the end of class to go to her next class, however this doesnt need to apply to my class because my
class is the last period of the day. If she does need to go to the bathroom and it is an emergency, this means I will have to
escort her.
Modifications
For student o, in order for the student to meet the requirements of the standard, the amount of work the student must
perform on the formative cannot change. However, they may be less descriptive about the events in the movie that they
select, should she choose to be.
Extensions
Students who need more of a challenge will be asked to provide more examples of important scenes in the graphic
organizer. They will also be asked to specifically refer to more scenes on their formatives.
Technology Integration (if appropriate): Students will be meeting ISTE standard number 2 a, b, c, and d because they
will be working on google classroom and participating in an online community there. They will be learning how to be part
the online community and how to be safe, positive, respectful, and follow legal and ethical behavior while using the
technology. Students will be able to access the graphic organizer on google classroom if they forget theirs or lose theirs.
Materials and Resources for Lesson Plan Development
After Earth Movie
Lesson plan
Agenda (teaching and learning sequence)
Bell work (teaching and learning sequence)
Writing utensils for students
My Laptop
Projector
Whiteboard
Writing utensils
Note sheet
Graphic Organizer (on google classroom)
Teaching and Learning Sequence:
Amount of time for lesson: 80 minutes

Bell Work:
Take out your movie graphic organizer
Agenda on board
1. Fill in graphic organizer
1. What are the key scenes of the movie?
b. Watch After Earth
1. Do any of them demonstrate a disordered plot line?
b. Fill in graphic organizer
1. What are the key scenes of the movie?
Work Due
None

Agenda Outline
12:43- 12:45 Welcome (2 minutes)
Share full class: How is everyone? Did anything exciting/ positive happen?
Please do the bell work if you havent already.
If you lost your graphic organizer find it on Google Classroom.
Reminder about Video Permission Slips (5 students)
Walk through agenda/ introduce targets
Targets:
What are the key scenes of the movie?
Do any demonstrate a disordered plotline
12:45-12:55 Fill out Movie Outline Graphic Organizer (Formative) (10 minutes)
Work alone to answer: What are the key scenes of the movie?
I will collect it at end of class
12:55-1:55 Watch After Earth (60 min)
Start the film at 30 minutes and watch it as a full class.
While watching, look for scenes that demonstrate a disordered plot line.
1:55- 2:02 Fill out Movie Outline Graphic Organizer (Formative) (10 minutes)
Work alone to answer: What are the key scenes of the movie?
2:02 - 2:03 Review todays lesson (1 minute)
Review targets
Next lesson we will discuss
I will collect the graphic organizer as they leave
Content Knowledge Notes (if applicable/ instructor discretion):
See Note sheet
See descriptions of After Earth
Common Core Teacher Standards (CCTS) Alignment & Justification (Field/ Student Teaching Only)
Standard 9
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects
of his/ her choices and actions on others (students, families , and other professionals in the learning community), and
adapts practice to meet the needs of each learner
9 (h) Understands and knows how to use learner data to analyze practice and differentiate instruction accordingly.
I chose this standard for this lesson because during the last movie we watched I learned two valuable lessons. One,
students need to use graphic organizers while they watch the movie in order to keep track of what happened in the movie.
And two, students need to be held accountable for this graphic organizer, or they will not do it.
Because students needed the graphic organizer, I used the same graphic organizer as during the last movie. It
helped a lot of the students have a better grasp of the movie, cut down on instructional time required to list the events of
the movie, and made it so students could refer to specific scenes that were more meaningful to them. I am, however,
holding students accountable for their graphic organizer this time by collecting them because I want to make sure that all
students do their graphic organizer. Most of the students who didnt seem to benefit from it were also the students who
lost it. If this doesnt work, during the next movie, I will keep pausing the movie and waiting for them to write, even
though, as a class, they hated that exercise.

Standard 1
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
1 (k) Values the input and contribution of families, colleagues, and other professionals in understanding and supporting
each learners development.
I chose this standard because before planning this lesson, I conferenced with my mentor for a few brief moments
about what I should do in moving forward.
I asked her, as she still knows the students a little bit better than I do, if she thought it would be more valuable to give
the students ten minutes at the beginning and end of class to work on their organizer and to finish the organizer and
movie that day, or if it would likely be more beneficial to discuss what happened so far in the movie and finish ten minutes
of the movie in the next class. We decided that with these students, it would probably be best to finish it and just have a
longer discussion next class.

Standard 3
The teacher works with learners to create environments that support individual and collaborative learning, encouraging
positive social interaction, active engagement in learning, and self motivation.
3 ( q) Seeks to foster respectful communication among all members of the learning community.
I chose this standard for this lesson because every day I ask my students how they are. I also often ask students if
there is anything positive going on in their lives or if anything fun happened over the weekend.
By doing these exercises it gives students an opportunity every day to practice interacting positively with each other.
It also helps both me, and other students get to know each other, get to know what each other like, and allows us all to
celebrate something positive together. I believe that by taking this time and modeling how to respectfully respond to each
of my students answers (even those that are saying they skipped school as something positive) it allows my students to
have a better idea of how I expect them to interact with each other.
Post-Lesson Reflection:
Strengths of the lesson
The strongest part of this lesson was that I started class with the graphic organizer. It allowed students who were
struggling to find theirs time to find it and it also allowed students who didnt finish their outline time to complete it.
Areas for growth in the lesson
I need to figure out what to do to hold the students accountable with their graphic organizers. Some students just
decided not to pass their graphic organizers in or did not even attempt filling them out. Maybe if I give students more time
and hold them more accountable about not packing up before the end of class, this will be a more successful activity.
Evidence of student learning and interpretation of assessment results
Most of the students filled out all of the boxes on the graphic organizer which meant that it was easy for them to
identify key scenes. I collected them to see which scenes were most important thus far to the students and to help me
create discussion questions. They will be using their organizer in order to help them answer questions about specific
scenes in the movie during later classes.
Plans for next steps and/ or reteaching
For the students who werent here last class, I had their peers fill them in on what happened as they didnt miss too
much of the movie. For the student who wasnt here this class, I will find a link online where the student can watch the
video, or I will lend dvd to the student.
Suggestions for improving future lessons
I should divide the movie up more evenly in future lessons so that they spend time doing things other than just
watching a movie and completing their graphic organizer. However, if we are watching a movie that is too long for that to
work, I will have to continue what I am doing in this lesson. However, if the movie is too long, this isnt necessarily a bad
thing because the students are most engaged while watching the movie.

Completed student work included in lesson 4