Amanda Bevers Literacy Lesson Design 2013

TITLE OF LESSON
Tension and Conflict (Lord of the Flies Unit 4-
2
nd
week)
CURRICULUM AREA & GRADE LEVEL
English 10 AP Prep
DATE OF LESSON
Tue. 11/04/13
CA CONTENT STANDARD(S) ADDRESSED
1. SL.10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed.

CA ELD STANDARD(S) ADDRESSED
Expanding
6. Reading/viewing closely
a) Explain ideas, phenomena, processes, and relationships within and
across texts (e.g., compare/contrast, cause/effect, themes, evidencebased
argument) based on close reading of a variety of gradeappropriate texts,
presented in various print and multimedia formats, using increasingly
detailed sentences, and an increasing variety of general academic and
domainspecific words.

2. Interacting via written English
Collaborate with peers to engage in increasingly complex grade
appropriate written exchanges and writing projects, using technology as
appropriate.
BIG IDEA ADDRESSED (Enduring Understanding: WHY this material
is important; how it fits in with the unit or theme)
In is important for students to understand the role conflict plays in our
lives and our decisions. It is also important that students study the
conflicts of man vs. man and man vs. self, two of the biggest themes
in the novel The Lord of the Flies. This activity helps scaffold students
understanding of these themes and better prepares them for their
essay and writing project at the end of the unit.
ESSENTIAL QUESTIONS ADDRESSED
Which types of conflicts are unavoidable? Why?
How can you avoid conflict?
How do you deal with stress?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as
appropriate
Cognitive
Affective
After the teacher leads the class through a review of what conflict is
and how affects our lives students will be able to: provide evidence
for the different types of conflict based on their prepared reading,
will be able to collaborate with peers to analyze their findings for
significance and meaning, and will both write down their findings as
well as present them to class via a group representative.

ASSESSMENT(S)choose type(s) as appropriate
Formative (progress-monitoring)
Observation of group participation, grading of group presentation,
and completed Tension and Conflict graphic organizer.


PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
Process: Some students will be hesitant about working in groups and may need some monitoring and encouragement. May also need to go over the definition
of conflict in order to fix any misconceptions students may have with the word.
Amanda Bevers Literacy Lesson Design 2013

INSTRUCTIONAL STRATEGIES: What the teacher does to help
students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific
information)
LEARNING
STYLE(S)
ADDRESSE
D
REASONS/RATIONALES
Anticipatory Set (Into)
Teacher asks students what
conflicts students have in
their lives right now and
leads a group discussion
about their answers. (5 min)


Auditory Warm up exercise.
Instruction (Through)
1.) Teacher hands out
Tension and Conflict graphic
organizer and gives
directions for the activity.
Teacher explains that they
will be working at their table
groups (4-5) and will be
given a conflict type to
explore. Their group is
responsible for finding a
specific example of that type
of conflict from the text and
citing it on their graphic
organizers. Making sure to
note the page numbers.
Teacher then tells students
that after they find examples
they will then answer the
following questions:
-What led up to that conflict?
-Were they able to find a
solution to the conflict?
-If yes, what was that
solution.
-If no, what could they
have done?
Teacher then explains that
after they finish that they will
elect a representative from
their group to be the reporter
and a reporter from each
table will be responsible for
sharing their answer with the
rest of the class. The class
will take notes on their
organizer making sure to
note the example and page
number being discussed.
(3 min.)
2.) Teacher then assigns
Auditory,
visual,
collaborati
ve
Builds students
social skills and gets
them engaged with
the content in a
collaborative way.
STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with
specific information)
LEARNING
STYLE(S)
ADDRESSED
REASONS/RATIONALES
Anticipatory Set (Into)
Students answer teacher
question in a group
discussion. (5 min)


Instruction (Through)
1.) Students listen to
directions and ask
questions as needed.
2.) Students work on
assignment together in
table groups.
3.) Students elect a
reporter and reporter
comes up to document
camera with their paper
and explains their answers
and responds to questions.
Other students take notes
on their papers.


Guided Practice
(Through)
Students listen.


Independent Practice
(Through)
Students work on
assignment in their table
groups.


Closure (summarize; make
meaning of the lesson)
Students listen.

Transfer (Beyond)
(opportunities to apply the
learning)
Students think about real
world connections to the
novel and the topic of
conflict.


Amanda Bevers Literacy Lesson Design 2013

each table group with their
type of conflict and as
students work on
assignment teacher walks
around the room and
monitors for participation
and progress. (15 min)
3.) Teacher asks for the
reporters to come forward
one table at a time and
place their paper under the
document camera for all to
see their answers and take
notes. Teacher prompts
reporter to explain their
choice and their answers.
(15-20 min)

Guided Practice (Through)
Teacher guides class
discussion at beginning and
then provides direct
instruction on how to do
activity.

Auditory So students know
what to do.
Independent Practice
(Through)
Students work in their table
groups on the assignment
and share their answers with
the class via an elected
reporter from each group.
Visual,
auditory
So students build
their social skills and
classroom
community.

Closure (summarize; make
meaning of the lesson)
Teacher talks about how
there are many important
and varied types of conflicts
present in the novel that are
worth taking note of.

Auditory Wraps up the
lesson.
Transfer (Beyond)
(opportunities to apply the
learning)
Teacher discusses some
real world conflicts that exist
in everyday life as well as
globally and how we can
determine a lot about a
person, nation, or society
based on how they handle
these different kinds of
conflicts.
Auditory Gives a real world
connection for
students to think
about.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students
individually and as a group
Kristy is an E3, Early Intermediate student. She is quiet and doesnt
INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted
students) : Consider students individually & collectively
There are 13 Gifted students in one class and 4 in the other so
Amanda Bevers Literacy Lesson Design 2013



appear to enjoy socializing with her peers in class. She doesnt like
doing homework or classwork so she needs constant reminders and
encouragement. Kristys writing needs some improvement but most
of her errors come from simply not doing the reading or classwork.

keeping these students interested, engaged and challenged is a
goal.

Andrew has hearing problems and must be seated in the front and
whenever movies or music is played captions or visuals are needed.
Andrew doesnt mind working in pairs but becomes less engaged
when working in groups probably due to his difficulty hearing the
other group members. He is college-bound.
DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS
choose area(s) as necessary based on information above
Process
Directions are very clearly discussed and repeated for further
comprehension and the main concept being discussed conflict is
clearly defined at the beginning of lesson.
DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS
choose area(s) as necessary based on information above
Process
Collaborative activity is designed to get students thinking critically
about the material and making decisive choices as a group. This
should be engaging at a high enough level and interesting enough
to hold the gifted students interest.
RESOURCES
Novel
Document Camera
Tension and Conflict Graphic Organizer (provided on next
page)
REFLECTION
Amanda Bevers Literacy Lesson Design 2013


Amanda Bevers Literacy Lesson Design 2013

Single Subject Lesson Design Rubric
Name Amanda Bevers_ Lesson Title Tension and Conflict Date ________________
See Lesson Design Resources Website for more details: https://sites.google.com/site/lessondesignresources/home
Design Component
& Criteria
Approaching Meets
(includes the criteria for
Approaching)
Exceeds
(includes the criteria for
Approaching & Meets)
Peer comments or self-
assessment
Title, Curriculum Area,
Grade Level & Date

Provides a title that is
related to the lesson
activity
& addresses the unit it
belongs to and in what
curriculum area and
grade
& describes where it fits
within a unit plan, i.e.
Third lesson in a 4-week
unit on Colonization.

Rationale: Big Idea &
Essential Questions

Describes the rationale
for teaching this lesson
(big ideas, enduring
understandings, essential
questions)
& addresses how the
instructional strategies
and the student activities
are suited to meet the
standard and objective of
the lesson
& explains how the
assessment is a valid
(authentic) and reliable
(consistent) way to
assess student learning.

Standards, Objectives &
Assessment

Both CA Content and
ELD Standards are
identified and each is
addressed in an objective
that contains a condition,
verb, and criteria and is
assessed
& each objective is
labeled by the type
(cognitive, affective,
psychomotor or language)
and the number of the
standard it addresses
and the type of
assessment is labeled
(diagnostic, formative or
summative)
& expectations are clearly
communicated to students
(rubric, model or student
work)

Predication of Likely
Difficulties

Possible misconceptions
or assumption are
identified
& the misconception or
assumptions are
identified as being in the
content, process or
product of the lesson
& the instructional
strategies, student
activities &/or the
differentiation strategies
work to avoid these
misconceptions or
assumptions

Instructional Strategies

Provides an into, through
and a beyond activity for
lesson
& describes in detail the
steps the teacher will
take to implement the
lesson and instructional
materials (i.e. graphic
organizer, ppt, model,
rubric)
& provides a written
script for teacher and
times for each activity.

Student Activities

Describes what the
students will do during
the into, through and
beyond activity of the
lesson
& each activity is student
centered with multiple
opportunities for the
instructor to check for
understanding
& provides times for
each activity.

Student Information

Identify the names of the
students that need
differentiation (both
ELL & Students w/ Sp
Ed needs)
& describe each of the
students readiness level,
learning profile and
interests
& includes prior
successful differentiation
strategies for each
student.

Differentiation

Describes the
differentiation strategy
for the ELL and the
students with special
education needs
& labels the strategy
(content, process or
product) and the way it
addresses the students
identity and
developmental needs
(readiness, interest or
learning profile)
& provides how the
strategy will be assessed
for effectiveness and
altered if needed.

Resources

All instructional
materials needed to
implement the lesson are
listed.
All instructional
materials that are needed
to implement the lesson
listed and described.
& all materials listed for
the unit are listed and
provided, such as power
point, graphic
organizer, sample
student work,
assignment rubric,
quiz...

Reflection

Reflection is provided on
the strengths, limitations,
The reflection addresses
all prompts and identifies
Reflection is complete
and a new lesson is
Have not done lesson yet
Amanda Bevers Literacy Lesson Design 2013

assessment and
differentiation plan.
what would be done next
based on this reflection.
provided to address the
concerns in the reflection.
Self-Evaluation
(10% will be deducted
if not included)
Provides a copy of the
rubric with the lesson
plan
& highlights or circles
the evaluated criteria for
each lesson component
& provides evidence for
each criteria marked.

Mercedes did my peer review but I lost my paper copy. The only feedback she gave me was that she
liked my idea and the graphic organizer I used and said that I stated my objective well. The areas in
bold print are the scores on the rubric she gave me.