UMF Secondary Education Lesson Plan Template

Name: Program: Secondary Course: Practicum (EDU 222,

Kali Hopkins Education EDU 223, SED 220)

Lesson Topic / Title:

Animal Farm -- Class Debate

Lesson Date: Lesson Length: Grade/Grade Range:

(Lesson # in your unit sequence) One 80 minute class periods Freshman, Sophomores
6/6

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings​.

Learning Objective(s) Instructional Decisions / Reasoning

(Write learning objectives that are clear, attainable, measurable, (In bulleted form, identify your reasoning or why you
observable and age/content appropriate. They may be from Stage 1 chose these objectives. How are they content, age
and/or they may be more detailed ones specific to this lesson. They must and lesson topic appropriate?)
align with targeted standards and conceptual understandings. If you have
any additional objectives for particular students related to IEP goals, you
1. By the end of the novel, students
can include those here too.)
should be able to communicate
their thoughts about the
1. Students will be able to independently use their
characters and the novel as a
learning to communicate ideas, thoughts, and
understandings effectively whole effectively and efficiently.
2. Students will have knowledge of different By having a class debate this
characters within the novel in order to describe allows students to show where
them they are at this skill and to see if
3. Students will be able to discuss how character they need to improve.
development over time can affect the novel 2. The debate makes students think
4. Students will be able to understand the different
about the characters
perspectives of the characters
perspectives and take on the role
of the character rather than just
give their opinion on the novel.
This makes students look at the
novel at a deeper level and
makes them realize that there
can be a deeper meaning as to
why a character did something.
3. Character development is a very
important thing in English. It
plays a major role within almost
 every single novel that students
will read while they are in high
school. Having them start to
think about character
development from the beginning
of their high school career will
help them excel in the future.
4. Some characters might view
events differently. Having
students participate in a debate
allows them to challenge each
other and see if they can get the
other side to see how their
character saw the event.

Content Standard(s) Instructional Decisions / Reasoning

(Identify the relevant content standards (CCSS, MLR, ISTE, other) and (In bulleted form, why did you choose these
discipline-specific standards (mathematical practice, ELA literacy, anchor, standards?)
cross-cutting, other). Align objectives with content- and discipline-specific 1. While having the debate
standards.)
students will need to be thinking
about how complex characters
1. Analyze how complex characters (e.g., those with have developed over the course
multiple or conflicting motivations) develop over the
of the novel and how to defend
course of a text, interact with other characters, and
advance the plot or develop the theme those characters views.
CCSS.ELA-LITERACY.RL.9-10.3 2. The second standard relates to
the class debate that will be
2. Analyze how the author unfolds an analysis or going on because students will
series of ideas or events, including the order in need to analyze the different
which the points are made, how they are events that have occurred so far
introduced and developed, and the connections within the text, along with making
that are drawn between them.
connections between the
CCSS.ELA-LITERACY.RI.9-10.
different events.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessments Instructional Decisions / Reasoning

● In bulleted form, list at least one assessment for each instructional ● In the bulleted form that aligns with
objective. assessments on the left, state whether the
● At least one of these assessments should come from your Stage 2. assessment is formative or summative and
● Put a brief description of each formative and summative assessment what type of assessment it is: pre-, self-, peer-
for this lesson here; the full description in the teaching & learning or teacher-.
sequence. ● What are the differentiated ways students can
demonstrate their understanding of the learning
objectives?
1. Debate ● What accommodations, modifications, or
extensions in the assessment are you using?
2. Having facts from the book ● What data will be gathered (prior knowledge,
skill level, potential misconception,...) and how
will it be used to give feedback to students and
make decisions about further teaching?)
 1. Having the class debate
allows me to assess how
well students can
communicate their ideas
with the class. I can also
see where and who is
struggling with this. It
allows and prepares
students for public
speaking as well.
2. Knowing that students
have actually pulled facts
and quotes from the
book lets me know that
they are actually looking
for evidence to support
their idea instead of just
winging it. This way I can
see who needs help with
finding information within
a text.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, and/or Instructional Decisions / Reasoning

Technology (In bulleted form, describe how these materials,
(What teacher and student materials are necessary for this lesson to be resources, and technology are relevant, accurate,
implementation ready? In bulleted form, list handouts, types of appropriate and accessible to the learners. Include
manipulatives, varied texts, models etc. Describe how technology how you addressed students with disabilities,
augments learning or assists in planning this lesson and what specific language needs or giftedness.)
technology is necessary for this lesson, when applicable.)
1. The hat allows me to put the
1. Hat pieces of paper in them for
a. To put the pieces of paper in students to pick out a name. This
2. Pieces of paper with either Snowball or Neopolitan decides what side they are on.
written on them 2. Each student will need a copy of
3. Copy of the book for each student the book in order to pull evidence
a. Either online or physical version from the novel to support their
ideas.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)
Teaching and Learning Sequence Instructional Decisions / Reasoning
● Describe the plan and sequence of your lesson that is connected to (In bulleted form, provide any additional information
the objectives. pertaining to your teaching and learning sequence
including details such as specific strategies or
● Clearly identify timeframe.
instructional formats used, instructional dialogue
● Describe the introduction (and hook) and closure of the lesson. and potential teacher and student questions.)
● What homework, if any, will students have following this lesson?
● Describe student groupings and room arrangement. 1. The video brings the students in
● Show where in the sequencing technology is used to engage learners
in meeting learning objectives when appropriate. and gets them interested in the
● The sequence should include processes for monitoring student idea of participating in a debate.
progress. 2. Having students pick a name out
Add time
of a hat and not letting them
choose sides makes sure that
there will be an even amount on
The class will be set up can be found on this​ link.​ This makes
both sides. It also makes it so
sure that no student is facing the back of the classroom. It also
allows for easy walkways throughout the desks. If there are students won't just choose a side
children who need fewer distractions then it is possible for them to because all of their friends are
sit at the front of the classroom. There is also room in the there. They will need to work
center/back of the room in case it is needed for a class activity.
with their group in oder to come
1. Class Opening up with evidence for the debate.
a. Watch a video about debates and the 3. Giving them time to look up
importance of them. (5 minutes) evidence in the novel before the
b. Link debate starts to ensure that
c. Discuss (5 minutes) students can find something
2. Have students pick a name out of a hat to decide
within the novel to back up their
what side they are on. (3-5 minutes)
3. Have students break up into their teams and begin points. This is also a time where
to pull evidence from the book (20 minutes) they can ask me or their peer's
4. Debate (40 minutes) questions if they have any.
5. Close 4. I have an ample amount of time
a. Talk about the debate and what people for students to debate so that
learned (10 minutes) everyone within the class will
have a chance to say something
at least once. I know that there
will be some students who will
take charge within the groups but
I expect that everyone does say
something at least once during
the 40 minutes.
5. Having a closing discussion
about the debate allows students
to cool down and talk about
anything that really made them
upset or uncomforable. This is
also another time for them to ask
any questions that they might
have if they need them.
 Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations) ● In bulleted form, discuss your reasoning for
● Describe how you met the needs of students who were missing prior including specific activities or strategies.
knowledge needed for success in this lesson. ● Identify any misconceptions and how you are
● Describe the adaptation/ scaffolding/ enriching/ extended learning providing scaffolds and differentiated
needs of a specific student based on their profile. Describe aspects of instruction.
your lesson that accommodated the needs of this student. ● Describe how your lesson shows the
implementation of Universal Design for
Learning. How did you
1. Video
2. Time to look for evidence ● Engage a range of learner preferences
and abilities
● Plan for learner choice/ interest that
results in variation of pace, process,
product and/or environment
● Challenge students
● Incorporate Multiple Means of
Representation (Strategies to Deliver
Content)
● Incorporate Multiple Means of
Engagement (Strategies to Facilitate the
Process of Learning)
● Incorporate Multiple Means of Expression
(Strategies to Assess Student Learning)
● Consider the social and physical
environment (i.e. room arrangement,
positive/humanistic behavior supports,
use of space, facilitation of peer
interaction)
1. Good for auditory learners and I
will also have the subtitles on in
case there is anyone who prefers
to read what is being said
2. This allows students who like to
prepare or for those who suffer
from anxiety to prepare what
they are going to say in front of
the class before they actually do.

Field Courses Only – Post lesson

Reflection

Teaching Standards and Rationale