ED 215 LESSON PLAN Lesson #_2_____

Format and Cooperating Teacher Feedback Form

Noor Kheirieh

Content Area:

Date:

3/13/14

Grade Level: 10th

English

Goal(s):
A.10.3Readanddiscussliteraryandnonliterarytextsinordertounderstand
humanexperience.

Examine,explain,andevaluate,orallyandinwriting,variousperspectivesconcerningindividual,
community,national,andworldissuesreflectedinliteraryandnonliterarytexts

Pre-assess:

Observe what parts of the book students are confused about, and how that may be
connected to themes they havent given much thought about.

Objective(s):
Evaluate the themes that are prevalent in A Tale of Two Cities, by Charles Dickens. Recognize connections
between these themes and real life to better understand the importance of them in the novel.

Assessment:

Informal: Walk around as students work in groups to prepare their presentation. This will
keep me aware of how they are interpreting their themes and to make sure they all
understand what they will need to have prepared for presentation time.
Formal: These themes will help them on a test that they will take after reading the novel.

Materials Needed:
Three posters- each with a theme written on the poster
Markers
Three plain posters for students to prepare their visual

Totaltime
timeneeded:
needed:
Total

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Students will walk to each poster and right an idea they have for each theme 6 minutes
Students will prepare their presentations in groups- 20 minutes
Students will present- 10 minutes
TOTAL: 36 minutes

Procedures:
Procedures:
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Introduction:

I will first tell students what the agenda is for the lesson. I will explain to them that today we will be
working on understanding themes that are prevalent in the novel. Students will each walk up to a poster
where a theme is written, and write an idea they have about this theme. This will help the class when
they are separated into three groups. In the three groups, students will be assigned one of the themes.
They will create a visual of their interpretation of the theme, and will be able to use the ideas their
classmates gave them to help them out. Finally, they will present their visual as groups. (2 minutes)

Students will each write an idea under a theme (6 minutes)

Groups will prepare their visual (20 minutes)

They will present their visual as groups (10 minutes)

Steps for instruction

I will engage the students by putting them in groups, and telling them they have to have enough
information to present their visual for at least three minutes. I will also say that each student is
responsible for presenting during group presentations, so everyone has to talk. This will engage the
students because they will want to be sure they understand their theme, so that they are able to present
this information. I will make sure each student participates by walking around while they work in groups
to make sure everyone is contributing.

Questioning

How does understand the themes of the novel help you understand the novel in general?

Why is it important to look at different ideas of a theme?

How is it helpful to connect the themes in the novel to real life?

Strategies for students requiring additional assistance: For students who have trouble understanding the
theme, they will be able to look at the ideas that their classmates have written to help guide their own ideas. I
will also make sure that their group mates are able to explain the theme, and if that does not work I will help
guide their thought process so they understand the theme.
Closure: Students will be able to connect real life events to the novels themes, which will help them better
connect to the novel.

Cooperating Teacher Signature:

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Lesson Self- Assessment for ED 215

Examine, explain, and evaluate, orally and in writing, various perspectives concerning
individual, community, national, and world issues reflected in literary and nonliterary texts

Date: 3/13/14
School/grade level/ number of students: Salam School/ 10th/ 20
Name of Cooperating Teacher: Jason Then
Planning and preparation: Explain and give a rationale for the objectives/strategies/and
assessments that you choose for this lesson. Were you able to teach the lesson in the allotted
time? Why or why not? How did you use the cooperating teachers expertise in planning this
lesson?
My objective was to evaluate the themes that are prevalent in A Tale of Two Cities, by Charles
Dickens. Recognize connections between these themes and real life to better understand the
importance of them in the novel. My rationale that assigning a visual for them to do and present
would engage them as well as test their understanding of the theme. It also allowed them to have
discussions about their different opinions regarding themes. I was able to teach the lesson in the
allotted time because I kept an eye on the time and I told students how much time they had
remaining throughout the lesson to make sure they completed everything. I used the cooperating
teachers expertise to gain suggestions about what type of lessons I should revolve my lesson on.
Classroom environment: How did you encourage student participation? What strategies did you
use to manage and monitor student behavior? Evaluate your interactions with the students and
their interactions with each other.
I encouraged students participation by telling them that they all will have to present a segment of
their visual. I monitored students behavior by walking around and making sure they all stayed on
task. I believe I interacted well with students because they respected me and enjoyed my lesson,
and they worked very well with each other in their groups and respected their peers as they
presented.
Instruction: Explain how you taught this lesson to meet your objectives. Evaluate your
implementation of your plan. Did it have the effect you intended? Explain what you found most
difficult in teaching this lesson. What changes would you make if you repeated this lesson? Why?
I taught this lesson to meet my objective by having the students create visuals where they connect
real life experience to those that relate to a tale of two cities. The plan did have the effect I
wanted because the students understood why these themes are helpful to know in regards to their
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novel. The most difficult thing about teaching this lesson was having the students quiet down
between the group work and getting ready to listen to presentations because they were hyper
about presenting. If I repeated this lesson I would want us to have more of a discussion after each
presentation.
Assessment: Consider student learning as you reflect on your teaching of this lesson. How do you
know if the students learned what you taught them? How well did your assessment connect to your
lessons objectives? To follow-up this lesson, what would you teach next?
I know students learned what I taught them because I asked them questions as my closing on why
themes are important to know in a novel and they were able to answer them. My assessment
connected well with my objective because the students were able to connect these themes to their
lives. I would tell the students to connect these themes to events that occurred in A Tale of Two
Cities.
Professional responsibilities: Explain how you will apply what you learned from the feedback you
received on this lesson to teaching future lessons.
I was told to slow down with my introduction and to ask if there are any questions before the
students separated into their groups. I will be sure to do this next time. I was also told to keep
students focused so I have to be more attentive to look at all the groups even when Im working
with one group to make sure they are on task. I also have to make sure all the students are
completely silent when I am giving direction so I have to learn in the future to wait until all
students are completely quiet before I give direction.
Reflection:
What did you learn about teaching from this experience? What insights do you have about the
connection between assessment and student learning? How will it affect your planning for future
teaching? Explain how this lesson demonstrates your growth in ONE Wisconsin Teaching Standard
and ONE Alverno Education Ability.
I learned from this teaching experience that students enjoy working in groups and also enjoy
connecting what they are reading to themselves. It makes them connect to their novels better
because they begin to realize even fictional stories could apply to real life.

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CTs Feedback
Feedback for lesson- March 13, 2015
-Introduction may be a little quick. Questions students to ensure they understand what they are to
be doing.
-A lot of students standing around, not doing anything at first. Keep kids focused and on task.
-Students enjoy working together and are interested in the activity, and it relates to important
ideas associated with the novel.
-When giving directions, make sure students are quiet and paying attention. Some students were
talking when you were instructing the next step.
-Good job monitoring the groups, informing them of time left, checking on progress.
-Your voice is soft -> work on developing teacher voice
-Good summary questions at end

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