Mini- Lesson TPA

TPA Lesson Plan #__1__
Course: ENGL 493

1. Teacher Candidate
Hailey Kingman
Date Taught
November 13, 2017
Cooperating Teacher
Leanne Donley
School/District
Central Valley HS
2. Subject
English
Field Supervisor
Miranda Hein
3. Lesson Title/Focus
Themes
5. Length of Lesson
20 minutes
4. Grade Level
9th grade

6. Academic & Content Standards (Common Core/National)
CCSS 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.
7. Learning Objective(s)
Students will be able to determine theme from the text by playing a Kahoot quiz to review themes and participating in small and whole class discussions about specific examples of themes in the text.
8. Academic Language
demands (vocabulary, function, syntax, discourse)
Vocabulary: theme, racism, friendship, home, identity, bullying, tradition
Function: analyze
Discourse: participate in a Kahoot quiz, participate in a small group discussion about a specific theme, participate in a whole class discussion to share main evidence of specific themes
Syntax: use correct and appropriate conventions during verbal and written exchanges

9. Assessment
Formative Assessment
Students will participate in a Kahoot quiz as a basic review of examples of theme in the novel.  This will assess students’ ability to determine themes that emerged throughout the novel.  Students will participate in small group discussions where they will be looking for text evidence to support given themes.  This will assess students’ ability to determine how specific themes developed over the course of the novel.  Students will participate in a whole class discussion to share themes, evidence, and support with the rest of the class.  This will assess students’ ability to determine theme in the novel based on key details.

10. Lesson Connections
Research: I am teaching this lesson because “Groups of four or five – working together in the physical closeness promoted by a common task – encourage collaborations, support, and feedback from the closest, most immediate source: one’s peers” (357).  Students will be working together to find text evidence to support their given themes rather than completing it on their own.  The groups can provide feedback and support for each other to determine the appropriate evidence that supports their theme.
Borich, G. D. (2014). Effective Teaching Methods: Research-Based Practice. Pearson
Prior Knowledge: This lesson builds on previous lessons because students just finished reading the novel and have been tracking different themes over the course of reading the novel.  They have also been looking for text evidence to support these themes.  This lesson reviews a couple themes as the Entry Task and then small groups work together to find evidence for one theme.
Future Lesson Connections: This lesson connects to future lessons because students will be writing their unit paper about a specific theme from the novel.  This lesson provided a model for students on how to determine theme, find evidence, and support the theme using the evidence.  Therefore, they have all the tools to write their paper.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies
Sequenced Instruction
Teacher’s Role
1.    Introduce Entry Task by asking students to take out their cell phone or electronic device to play Kahoot to review a couple themes found in the novel.  While setting up the projector to display the game pin, instruct students to go to Kahoot.it, input the game pin, and put in their name to enter the game.  Once all students are in the game, begin the quiz; each question will appear on the screen and students will answer on their device.  Go over any questions majority of students miss providing clarification.  Play through the entire quiz and ask students to complete the feedback section.  Print off results for assessment data (5 mins)
2.     Take the 13 pieces of paper numbered 1 through 4 and have students draw a number for small group discussions.  Give group 1 notecard number 1, group 2 notecard number 2, group 3 notecard number 3, and group 4 notecard number for.  Instruct the small groups to discuss examples and evidence from the novel for the theme provided on the notecard.  Ask groups to appoint a group writer to write down the examples on a piece of paper (5 mins).
3.     Once the small groups have gathered text evidence, call students’ attention back to the teacher.  Inform students that all the groups will share the theme they had, text evidence they found, and how the evidence supports the theme.  Facilitate a whole class discussion by calling on each of the four groups to share (8 mins).
4.     Before dismissal, inform students that since they have finished a review of themes and found text evidence, tomorrow they will be starting their unit paper for the novel.
Students’ Role
1.     Get out a cell phone or an electronic device to participate in the Entry Task of playing Kahoot.  Go to kahoot.it, input the game pin displayed on the board, and input name to enter the game.  Wait patiently for peers to enter the game.  When all students are in the game, the teacher will start the quiz.  The questions and answers will appear on the screen; select the correct answer(s) on a device.  Correct answers will appear on the screen and the teacher will provide clarification on questions majority students miss.  At the end of the quiz, complete the feedback section for the teacher.

2.     Take a numbered piece of paper from the teacher.  When instructed to do so, gather with peers with similar numbers for the small group activity.  The teacher will pass out a notecard to appropriate groups.  In small groups, students will discuss their specific theme, find text evidence of the theme, and discuss how the evidence supports the theme.  One member of each group will write the evidence and support down on a piece of paper.
3.     Listen as the teacher gives instructions for the whole class activity.  Each group will share the theme they were discussing, the evidence they found, and how it supports the theme.  All the groups will share what their small groups talked about.

4.     Listen to final instructions from the teacher regarding the unit paper that they will be starting during tomorrow’s lesson.
Student Voice to Gather
Students will participate in a Kahoot quiz.  Students will show their understanding of theme in the novel and provide feedback on the helpfulness of the quiz.  Students will participate in small group discussions about specific themes and text evidence for that theme.  Students will show their understanding of how the theme emerges throughout the text.  Students will participate in a whole class discussion activity where the small groups will share what they talked about for their specific theme.  This will show students’ understanding of how different themes develop throughout the text using text evidence.

12. Differentiated Instruction
Plan
Student Interests: This lesson appeals to students who like using technology during class because they will be participating in a Kahoot quiz which allows students to use their cell phones or computers.
Student Learning Styles: This lesson appeals to visual learners because students will be playing a Kahoot quiz which is a visual quiz using the projector and an electronic device.  It also appeals to verbal learners because they will be participating in small group and whole class discussions where students will be able to verbalize their understandings.
Student Needs: Student A with an IEP for deafness will receive appropriate accommodations per the IEP.  Student B and C with 504s for dyslexia and ADD will receive appropriate accommodations.  Student D with a 504 for vision impairment will be allowed to move closer to the board to see and given any accommodations.

13. Resources and Materials
Plan
Resources: I got the idea for this lesson from a previous lesson I taught using Kahoot; my students were really engaged in their learning because they were having fun.  So, I thought about using Kahoot as a different form of an Entry Task to get students thinking about theme before beginning the lesson.
Kahoot Quiz: https://create.kahoot.it/create#/new/quiz/overview
Teacher Materials: computer, projector, projector screen, Kahoot quiz, 13 small pieces of paper labeled 1 through 4, 4 notecards with 4 themes written on them
Student Materials: novel, electronic device, small piece of paper with a number on it for group assignment, one notecard per group of four

14. Management and Safety Issues
Plan
Management: When students walk into class, they know to pull out their Weekly Assignment Sheet and begin working on the Entry Task which is on the projector screen.  Then I instruct which desk I want students to turn their WAS to for corrections.  To gain students’ attention, I ask for all eyes and ears on me at the front of the room, and I wait until I have their attention.  The desks are set up in pods of four desks, so when I ask students to talk with their table, students know that means their peers sitting in the pods. 
Safety: I will ensure an emotionally safe environment for students in the classroom by expecting students to use respectful language and being respectful towards fellow students.  Due to the nature of Kahoot and getting more points the fast you answer, students will want to be competitive.  While I want my students to have some fun while learning, I will make sure students are being safe and remain in or close to their desks so nobody gets hurt.


15. Parent & Community Connections
Plan
Parent Connections: Students have Weekly Assignment Sheets (WAS) which allows students to know what is being taught in class and due dates for assignments for the week.  There is also a section for students to write questions they have for the teacher and students write their answers to their entry tasks on the back.  Students are encouraged to show their WASs to their parents/guardians and get their parent’s signature on the sheet to receive some points on the WAS.
Community Connections: This lesson connects to students’ community because students can find text-to-self/world connections to the novel because the Spokane Reservation and Reardan are close to the high school, so students are familiar with the area.  This lesson also provides students a different, more fun and engaging way to take a review quiz by playing Kahoot.

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