Lesson Topic: Getting to Know Ariyana Grade level: 11th Length of lesson: 60 minutes

NOTICE, POINT, ASK

Stage 1 – Desired Results
Content Standard(s):
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively. SL 11-12.1
Understanding (s)/goals Essential Question(s):
Students will understand:
 I am here to help her with existing assignments How can we communicate our ideas effectively?
 How to communicate with me to make future
meetings productive
Student objectives (outcomes):
Student will be able to:
 Vocalize what she hopes to learn through our meetings
 Ask questions/ discuss how literature relates to Ariyana’s own life (or at least take a step toward asking these
questions)
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
Review current reading assignments and determine what
aspects are most challenging

Stage 3 – Learning Plan

Learning Activities:

Time Teacher Will Be: Students Will Be: Rationale:

15-20 Discuss student/ teacher Panorama survey together/ generally get to Figure out Ariyana’s thoughts/
minutes know one another https://backtoschool.panoramaed.com/0107D feelings about school and what
(for additional questions, see survey below—we can draw and/or she’s interested in. Figure out
write in these boxes)—possibly fill this out separately and what I should focus on to speak
consolidate into a Venn Diagram. to Ariyana’s interests
20-30 Informal assessment: observe Showing me her assignments/ Understand Ariyana’s study
minutes Ariyana as she works through/ what she’s reading. Ariyana will habits/ approach for
reads a particular assignment model how she approaches and assignments and understand
for class (look at syllabus/ completes assignments. She’ll what areas Ariyana struggles
directions for assignment, ask share her areas of concern/ with/ feels confident about so I
“how would you usually go questioning. may formulate a more
about this assignment?” What customized plan for future
resources does Ariyana usually meetings.
use to get help?) Do more
asking of questions than
teaching.
15-20 Recording my and Ariyana’s. Discuss agreements for our Give student control over the
minutes Discuss what Ariyana expects meetings (based around what format of her own learning/
of me/ what I expect of her? things we agree are good in discover what she expects of me
How will we treat one classes) including:
another? *how will we respect one
*I’d prefer contact with each another?
other through email—on *how will we respond to each
Wednesday’s, we’ll talk so I other in discussions?
can plan a lesson that will best *how are you going to let me
benefit you know what you want to work on
at our next meeting?
 Reflection: What did I learn through teaching this lesson? What do I want to remember the next time I teach this
lesson? How will assessment data from today’s lesson impact tomorrow’s teaching?
 My lesson was a little too discussion-based
o There was too little structure, and I think Ariyana and I talked too much about whatever we felt like,
rather than focusing more on English itself
 I don’t think Ariyana really knew why I was there (to help her; specifically, to guide her to greater
understanding in English/ Language Arts)
o We got along well, but I don’t know if she thought I was there to be her friend or if it was me who gave
her that impression
 Ariyana said she didn’t like the student survey I gave her
o I think it was too long/ not interactive enough, but I liked the information I gained from it:
 We both like talking about current events.
 We both agree that students learn best when teachers lead.
 We both love that our schools have great academics.
 We both like to travel in our free time
 She’s traveling to Ghana on a mission trip sometime next year and is very excited/
really wants to get started fundraising
 Possible lesson idea for next week: discuss advertising strategies/ language specific
to advertising/ graphic design used to communicate with specific audiences
 We both believe that students learn best through class discussions
 We both believe that the most important thing in student/ teacher relationships is mutual
respect
 Miscellaneous notes rom our conversation during the survey: Ariyana absolutely loves art,
mystery books, and true crime shows, says she’s not great at spelling, and likes to receive
reassurance in the classroom
 Honestly, I’m a little confused as to what I’m doing/ what she needs help with
o Clearly, this indicates that the performance task (above) wasn’t completed
o The IB program doesn’t really have worksheets that students need help completing—it’s lots of
project-based stuff, so it was really difficult for me to figure out what Ariyana needs help with
 Her reading comprehension seems solid
 She’s pretty self-aware and great at expressing herself through speaking
 I totally forgot to ask about any other literacy skills: research, analyzations
 At one point, Ariyana said she had to write a speech, and she found that difficult
simply because she wasn’t present the day the teacher assigned the speech
 How could I have dug deeper to figure out her areas of accomplishment/ areas which
need more support?
 When I asked how Ariyana felt about school, the first thing she said was, “well, I know how to read.”
o So she’s obviously a little sensitive about being placed in this class
o And yet, she said the only area of school in which she struggles is her honors math class
o For the most part, though, she said she loved school (she especially loves Shortridge compared to her
old school, which I can’t remember the name of).

First part of lesson and Second part of lesson