TPA Lesson Plan - In the Name of God - Nadia's Options

1. Teacher Candidate	Atanas Petrov	Date Taught	11/16/2015
Cooperating Teacher	Dr. Agriss	School/District	N/A
2. Subject	ELA	Field Supervisor	N/A
3. Lesson Title/Focus	Nadia's Options	5. Length of Lesson	20 Min
4. Grade Level	11

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
7. Learning Objective(s)	Given 3 informational texts, students will be able evaluate their reliability and relevance to the novel In the Name of God by participating in class discussion; further, students will integrate the texts by using them to answering an Exit Ticket question.
8. Academic Language demands (vocabulary, function, syntax, discourse)	integrate, evaluate, informational text, bias, source, reliable, unreliable - The latter vocabulary will be addressed in the beginning of the lesson and defined on the whiteboard. Use of these terms is necessary for productive classroom discussion and complete exit ticket answers.

9. Assessment:

Exit Ticket - Informal Formative Assessment measuring the students’ ability to integrate and evaluate multiple sources (both literature, and informational text): After finishing the book, considering, and evaluating the informational texts introduced in class; do you think families like Nadia’s have more or less options today? Integrate at least 2 sources in your answer. -Consider the following: What are the new possibilities? What is no longer an option? Why? Stick With It (answer on a sticky note and stick to the board on the way out): I can evaluate sources and integrate them in my writing at a _, on a scale of 1-5.

10. Lesson Connections:

Research and Theory: In Readicide, Kelly Gallagher suggests close reading and analyzing an impactful part of the text. I attempt to do the latter with Nadia’s list on Pages 121 and 122. Further, I provide several articles on a certain topic from varied viewpoints as he describes doing with his students. Past Lesson Connection: The lesson addresses social justice and informational texts, topics previously addressed in class. Further Development: The formative assessment gathered during this class will be used in order to determine the class readiness to begin working on a summative assessment addressing the novel In the Name of God.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction (as a whole group) (1 min) Intro - - Joke about book - Bridge to: Informational Texts - evaluate sources + integrate into a short written response, Social Justice (2 min) Look at Nadia’s list from pages 121 and 122 and ask the class to read it as you copy it on the board making naming it the “Options Chart” (3 min) In an additional column write: Why? (discuss why Nadia chooses each option with the class and fill out this column). Present + Evaluate Informational Texts (3 min) - Play 12:03 -13:06 http://www.democracynow.org/2015/10/1/rashid_khalidi_on_syria_the_beginning (3 min) - ask about any terror attacks? Nigeria, France http://www.aljazeera.com/news/2015/11/isil-claims-suicide-bombings-southern-beirut-151112193802793.html (3 min) http://www.bbc.com/news/world-middle-east-26116868 (3 min) Make another column next to Nadia’s list: Still Viable? Talk about the options listed: Are any still viable? What are some new options? (2 min) Respond to Exit Question + Stick with It
Teacher’s Role: Introduce Lesson create “options chart” on board guide discussion record student responses on the “options chart” present informational texts guide evaluating discussion record student evaluations on board guide bridging discussion record “Still Viable” column + New Options as suggested on the “options chart” Model as students write	Students’ Role: Participate in classroom discussion when filling out the “Options Chart” Attempt to evaluate the sources as they are presented Participate in evaluation discussion Participate in discussion when filling out “Still Viable?” and “New Options?” parts of the “Options Chart” Respond to Exit Ticket Respond to Stick With It
Student Voice to Gather: Students will guide the class discussion as we construct the “options chart” starting with Nadia’s list. The student’s ideas will be recorded on the board and left for them to use as a resource when answering the exit ticket. Students will guide the evaluation of sources after they are presented to the class. Students will answer an exit ticket used as informal formative assessment. Students will self-evaluate during during the stick with it activity at the end of class.

12. Differentiated Instruction

During discussion I will attempt to draw responses from all students in the classroom Any students struggling, or falling behind, will be offered immediate attention. I may suggest they work with their elbow partner, if it will be beneficial to the student and will not hinder their partner. Gifted students may be asked to model for peers, giving them agency and raising confidence. New academic vocabulary will be written on the board along with the definitions as they come up. This strategy will to assist students lacking the prior knowledge of the terminology and ELLs. There are no IEP’s or 504 plans for this class, but accommodations of unexpected health issues will be addressed on an individual basis, striving to provide equity to all.

13. Resources and Materials

Gallagher, K., & Allington, R. (2009). Readicide how schools are killing reading and what you                  can do about it. Portland, ME: Stenhouse. Jolin, P. (2007). In the name of God. New Milford, CT: Roaring Brook Press. Khalidi, R. (2015, October 1). Rashid Khalidi on Syria: The Beginning of This Mess was the                 2003 U.S. Invasion of Iraq [Online interview]. Rodgers, L., Gritten, D., Offer, J., & Asare, P. (2015, October 9). Syria: The story of the                 conflict - BBC News. Retrieved November 14, 2015, from Web. Samaha, N. (2015, November 13). Day of mourning in Lebanon after deadly Beirut                 bombings. Retrieved November 14, 2015, from Web. Materials: Notebooks, white board + dry erase markers, computer, projector, pen, paper

14. Management and Safety Issues

There are not any safety issues specifically associated with this lesson. During class the students are expected to behave based on the class rules established in the beginning of the school year. Students may go to the restroom as they please, keeping their academic success in mind. If a student will miss a vital part of the lesson because they are choosing to go to the restroom, they will not be stopped, but will be reminded they are missing important info. If a student chooses to be on their cell phone at an inappropriate time, they will be reminded that this will lead to them losing cell phone privileges for the whole class at times when it is appropriate. If any further issues arise, school and district procedure will be followed.

15. Parent & Community Connections

The informational texts, a picture of the complete “Options Chart”, and the exit question will be posted for absent students and parents on the teacher’s Blog. Absent students will be expected to complete a journal entry answering the exit question for the day and considering what they would have added to the “Options Chart” had they been in class. The lesson will connect to the community by drawing on the students’ geopolitical location, current events, and background knowledge.