Source of Evidence: Lesson Plan 2

Name: Breea Kirkpatrick & Zoe Mihalicz Date of Lesson: 06 March 2020 School: Madison Central

Grade / Age: 9th Grade Subject & Topic: English, “The House on Mango Street”

# of Students: 10 # IEP / 504: 0 # G/T: 0 # ELL: 1

Lesson Title / Topic: Esperanza’s American Dream: Part Two

__teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach _X_
Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;

This lesson is designed for a ninth grade high school English class. Specifically 9 students during the class
period, made up of five boys and five girls. There are no students with IEPs in this class, but there is one
student who is an English-Language Learner. This is a remedial learning group who are working towards
improving their reading speed and comprehension. Most days they work with the Reading Plus program on
their chromebooks, which are personalized to each student, monitoring their progress. This lesson is designed
to help the students improve their reading skills, identify main themes within texts, while connecting multiple
texts to an overarching theme.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard. Previous lesson’s learning targets / objectives:

a. Current lesson’s learning targets / objectives:

Standard(s):

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of
the text.
Target Level: Knowledge/Reasoning
Students will develop the ability to determine a theme and/or central idea of a text. Students will
critically analyze how the reading develops- how it emerges and how it is shaped by specific details. By
the end, students should be able to summarize what they just read.

Teaching Objectives:

● Students will be able to identify how the main themes develop through the multiple prose poems
in Sandra Cisneros’ “The House on Mango Street”.

Student Objective:

● I can identify multiple main themes in the assigned readings from Sandra Cisneros’ “The House on
Mango Street”.
 ● I can explain how each theme is developed in relation to one another.

HS.UH.CH.1 Examine the ways diverse groups viewed themselves and contributed to the identity of the United
States in the world from 1877-present.

Target Level: Reasoning

Students will be analyzing diversity within specific cultural groups, how they view themselves as
individuals and groups, and how these different cultural groups have contributed to the identity of the
United States.

Teaching Objectives:

● Students will be able to explain how the specific culture described in “The House on Mango Street”
affects students’ particular belief system and contributes to self-identity and beyond,
subconsciously developing stereotypes as a result.
● Students will be able to analyze how their culture plays a part in the development of personal
stereotypes, thus resulting in their own versions of the “American Dream.”

Student Objectives:
● I can explain how specific cultures in “The House on Mango Street” affect specific beliefs and lead
to stereotyping.
● I can analyze the effect my own stereotypes have on my version of the “American Dream.”

3. Students’ Baseline Knowledge and Skills (1B; 1F)

De Describe and include the pre-assessment(s) used to measure students’ baseline knowledge and skills for this
lesson.

The previous lesson should have provided the students with previous knowledge about these topics that we are
able to build in today's lesson. Last lesson, students often misconceived cultural evidence as stereotypes,
something we will help clarify during this lesson. Students should be more comfortable identifying main
themes in the text.

Students will be asked questions regarding the previous lesson on Sandra Cisnaros’ “The House on Mango
Street.” Using Kahoot at the beginning of the class, students will be asked to recall what the “American Dream”
is, what poems from the book included this idea, and then to define “stereotype” and pick out examples of
stereotyping because this will be the main topic for the day.

4. Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

Students will be formatively assessed by their level of participation in class (e.g. answering questions, participation
in group discussions with classmates, listening in on their group conversations). We will constantly be asking
questions to reassure students are actively learning. We will have students complete an exit slip, reviewing the
materials discussed during today’s lesson. The prompt will be “Choose one or more stereotypes from either of the
two poems talked about today. Explain why it is a stereotype. Did it change your way of thinking about a specific
group of people? A specific issue?” We will give students approximately five minutes to finish their exit slips.

Below Meeting Exceeding

 Identifying Main -Students cannot identify -Students can identify two -Students can identify
Theme(s) any of the main themes (2) main themes seen in multiple (3 or more) main
from the story. the text. themes seen in the text.

-Students are unable to -Students can provide -Student can provide

provide evidence to evidence from text that verbal and written
support their reasoning. supports their reasoning. evidence of the main
themes of the text,
relating it to the real
world.

Identifying and analyzing -Students are unable to -Students can define -Students can define
the effects of different define stereotypes in stereotypes as they relate “stereotype” and can
cultures on the terms of the text. to the text. identify (2-3) examples of
development of stereotypes in the text(s)
stereotypes in “The -Students cannot identify -Students can identify one provided.
House on Mango Street” and provide evidence (1) stereotype in the text
from the book relating to and provide evidence -Students are able to
the stereotypes. from the text relating to connect the concepts of
the . stereotypes to their own
belief systems.
In future lessons, Kahoot will be used to measure student progress on the objectives in the previous lesson.
Questions will correlate with the ideas students took away from the previous lesson, combined with ideas that will
be discussed in more depth in the current lesson.

5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning
(including appropriate technology).

● Laptops (Chromebooks)
● Overhead projector
● Projector screen
● Printed PDFs of selected poems for each student (and each co-teacher)
○ “Marin”
○ “Those Who Don’t”
○ “Boys and Girls”
● Kahoot (The House on Mango Street Pre-Assessment on Stereotypes and Student Access to Quiz)
● Pencil
● Paper
● White board
● Dry erase marker

6. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
● Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
● identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures Accommodations
Engage: Prior to class, we will have written the learning objectives in “I can”
statements on the board. The warm-up question will also be on the board,
the question being “Do you think all judgement is done on purpose and
intentionally to be hurtful?” This Bellringer should be answered in 3-5 The ELL student speaks
minutes. We will also have the selected poems printed and ready on the fluent English, but still
student’s desks. Kahoot (pre-assessment) will be pulled up on the overhead struggles with reading speed
projector, ready for students to enter the access code on their chromebooks and/or comprehension
almost immediately. Once on their Chromebooks, students will be asked to levels. Since this is a remedial
pull up the Google doc sent to them by Zoe and I. This will be a quick and reading section, we will read
efficient way for me and Zoe to review their participating in the warm-up each poem aloud to the
assigned. We then will introduce the lesson to the students through the students, while still providing
Kahoot, explaining that we are working with the term stereotypes today. them with hard copies. This
will give them both visual
Explore / Explain: Once the Kahoot is completed, we redefine stereotypes, and auditory versions of the
as well as ask what factors play into stereotyping (gender, socioeconomics, reading, increasing likelihood
race). Subsequently to defining the term, we will actively reflect on the of comprehension.
previous lesson with the students, discussing how the cultural indicators are
often misconceived as stereotypes. We will ask students to then group up
and create their own example of a stereotype. The students will write down
their examples so after the activity they can share with the class in whole-
class discussion what they came up with. We will then connect the topic of
“stereotyping” to our readings for the day, explaining how Esperanza’s race,
gender, and socioeconomic situation affects how her and her family are
stereotyped. We will assess students along the way by asking questions to
assure they are understanding how and why she is stereotyped against. The ELL, along with the other
students need extra time to
read the Kahoot. We have
Extend: We will tell students that we will be exploring the main ideas and
added 3 seconds to each
stereotypes in Sandra Cisnaros’ “The House on Mango Street”, referring to
Kahoot question to assure
the “I can” statements written on the board. We will pass out the selected
the students are able to
poems that we believe best incorporate the idea of stereotyping,
read, process, and answer
encouraging students to underline or highlight the locations in the text that
each question with ease. This
help them identify examples of stereotypes as we read aloud. After reading
gives each student a longer
the poems aloud to the class, we will assign students to groups of three and
period of time to process
encourage them to discuss what examples each of them found and explain
their thoughts and answers.
to one another how this would affect a girl like Esperanza in her daily life.
They will then discuss how and if they have ever been stereotyped against,
showing they are able to apply what we are discussing and learning to their
own lives. Students will remain in these groups for two minutes. We will
then come together as a class, and will ask for the variety of examples We will use verbal and
students brainstormed, writing them on the board and allowing the physical clues to keep
students to provide the textual evidence they used to grasp the main idea. students engaged and on
task.
Evaluate: Our evaluations will consist of constant formative assessment,
asking students questions pertaining to the main topics of the lesson so we
can determine if the students are understanding what is being taught and
are on their way to achieving the lesson’s overall goals set by the standards We will have extra paper and
chosen. (The rubric above in the formative assessment block is what will be pencils for the students in
used to evaluate the students during and after each lesson). We will case they didn’t come
conclude the lesson by circling back to the “I can” statements, asking the prepared with supplies to
students if they feel they’ve achieved our daily goals. We will have evidence class. They can use these
that the students reached their objective of the lessons by assigning an exit materials for the exit slip if
slip. The prompt will be “Choose one or more stereotypes from either of need be.
the two poems talked about today. Explain why it is a stereotype. Did it
change your way of thinking about a specific group of people? A specific
issue?” We will give students approximately five minutes to finish their exit
slips, and will later evaluate if the students have met the objectives by using
 the rubric.

7. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

Watch for the interactions between the students and the co-teachers, as well as our movement when the
students are participating in their pre-assessment on Kahoot. We will greet the students at the door, and
continuously move around the classroom in hopes of keeping the students focused and on task. This movement
will stay consistent when we are reading the choice texts. Watch for when we address the misconceptions of
stereotypes.