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Level II - Teacher Ed Lesson Plan Template (UED Courses)

This lesson plan is for a 7th grade English class on heroes. [1] The lesson objectives are for students to understand what fosters heroic acts, what motivates heroes and villains, and how to develop their own inner hero. [2] The lesson uses strategies like think-pair-share, guided reading, journaling, and discussion to engage students with an article and video about heroes. [3] Assessment includes a quiz on the reading materials.

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117 views

Level II - Teacher Ed Lesson Plan Template (UED Courses)

This lesson plan is for a 7th grade English class on heroes. [1] The lesson objectives are for students to understand what fosters heroic acts, what motivates heroes and villains, and how to develop their own inner hero. [2] The lesson uses strategies like think-pair-share, guided reading, journaling, and discussion to engage students with an article and video about heroes. [3] Assessment includes a quiz on the reading materials.

Uploaded by

api-438895758
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher: Mr. Samuel Black Grade-Level: 7th Lesson Date:


02/22/2022

Title of Lesson: What Makes A Hero? Cooperating Teacher: Tim Schneider

Core Components
Subject, Content Area, or Topic
English Literature, Heroes
Student Population
7th Grade inclusion class
Learning Objectives
The students will be able to tell what conditions help to foster heroic acts.
The students will be able to better grasp what makes a person do heroic acts and why some
do acts of evil.
The students will be able to learn how to foster their inner hero.

Virginia Standard(s) of Learning (SOL)


7.4 The student will read and determine the meanings of unfamiliar words and phrases within
authentic texts.
c) Identify and analyze the construction and impact of figurative language.
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary
nonfiction, poetry, and drama.
d) Differentiate between first- and third-person point-of-view.
e) Identify elements and characteristics of a variety of genres.
f) Compare and contrast various forms and genres of fictional text.
g) Describe the impact of word choice, imagery, and literary devices including figurative
language in an author’s style.
h) Compare/contrast details in literary and informational nonfiction texts.
i) Make inferences and draw conclusions based on the text.
7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
l) Analyze ideas within and between selections providing textual evidence.
7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and
reflective, with an emphasis on expository and persuasive writing

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
Chromebook
Pens/Pencils

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
Article, “What Makes a Hero?” by Philip Zimbardo
What Makes a Hero? Video
Projector

High Yield Instructional Strategies Used (Marzano, 2001)


Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
Warm-up
TTW tie together previous learning about heroes and help students connect to the
information they are reading.
*State the Objectives (grade-level terms)
I can identify the main idea of a section of text
I can determine meaning of words through context clues.
I can read for intellectual and personal growth
I can determine what makes a hero and how I can foster those same attitudes in my life.
*Instructional Input, Modeling, or Procedures
TTW: start with an activity of Think-Pair-Share
TSW: first think on their own about the question, “Are hero’s born or created?” They will
think and write about this on their own. They will then be paired up into groups and the
groups will then discuss their ideas. After they have discussed we will come together and
share our thoughts as a class.
TTW lead Read aloud

*Check for Understanding

As a class we will go over their responses they formulated in their groups.


McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
The teacher will call upon students to answer the question and ask how the student
arrived at their answers
*Guided Practice
The students will read activity considering a focused reading marking what things they
know , highlighting importance, and things they don’t understand.
TTW circulate to address questions.
*Independent Practice
TSW write a journal entry answering the question how is heroism different from altruism?

Assessment
Quiz on Reading

*Closure
Exit Ticket

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).


Think-Pair-Share
Journal writing
Teacher Read Aloud
Focused reading
Classroom Management Strategies (To ensure a positive learning environment).

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021

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