Lesson Plan Template

EDIS 5882: English Education

Name: Amy Zhang
Context:

a.

Date and time for which lesson will be taught: Tuesday, 11/28
Course name: 11AA
Grade level: 11th grade
Length of lesson: 89 minutes
Description of setting, students, and curriculum and any other important contextual characteristics:
We are a bit behind schedule in my Red Day section of this class (which we are filming). Last class was the day
before Thanksgiving break. Many students were absent and the students who were in class had difficulty focusing on
the tasks at hand. I am hoping to instill urgency into students today by letting them know that we are behind
schedule and the use of an online timer not just in workshop but to keep us on track in terms of time for the rest of
class activities, as well.

Objectives:

Number each objective to reference in the Assessment section

SWBAT:
Cognitive (know/understand):
1. Students will be able to understand that an individuals success is cultivated by more than just hard

work.
B. Students will be able to know the varying systemic factors that impact an individuals success:
community, birth dates, opportunity for practice, etc.
C. Students will be able to understand the systems of success.

Affective (feel/value) and/or Non-Cognitive:

2. Students will be able to feel comfortable sharing their ideas.

Performance (do):
3. Students will be able to evaluate the varying systemic factors that impact an individuals success.
B. Students will be able to identify and evaluate how systemic factors may impact an individuals success.
C. Students will be able demonstrate a concrete, personal definition of success.

SOLs: [List with numbers portrayed in the SOL document]

VSOL 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and
culture. e) Analyze how context and language structures convey an authors intent and viewpoint.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Assessments: Methods for evaluating each of the specific objectives listed above.

Please use the sentence stems to describe your assessments. In brackets after each assessment note the number of the
objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know abouttheir chapters main ideas by answering
the questions on their chapters Reading Guide. (1b, 1c)
Formative:

Students will show their progress towards ...understanding their assigned chapters main ideas by ...completing the
reading guide and sharing out their ideas in a small group discussion. (1b, 1c, 2, 3a, 3b, VSOL 11.4 e, CCSS.ELALITERACY.RI.11-12.6)
Students will show their progress towards understanding the systems of success by sharing out their
understanding of the chapter through their Chapter Outline (in the style of jigsaw presentations). (1a, 1b, 3a, VSOL
11.4e, CCSS.ELA-LITERACY.RI.11-12.6)
Summative: Students will ultimately be assessed (today or in a future lesson) onunderstanding the main ideas of
the book and the authors purpose byparticipating in a small group discussion. (1a, 1b, 2, 3a, 3b, VSOL 11.4e,
CCSS.ELA-LITERACY.RI.11-12.6)

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below,
you will include the actual materials or links to what you will be using.
Workshop
Cycle 2 workshop articles (students already have these)
Powerpoint with Agenda and Directions (attached on Chalk & Wire)
Outliers chapters 1, 2, and 9 (students already have copies of these and are individually responsible for
reading one of these)
Reading guides for each chapter (students are individually responsible for one of these)
Jigsaw Instruction handout
Jigsaw Roles handout
Jigsaw Reflection half sheet
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students
are speaking, indicate your target response as well as any possible student misconceptions and/or offthe-target responses and how you will respond to them.]

1. [3 mins.] Daily Greetings & Agenda

I will ask students about their Thanksgiving weekend and introduce the agenda for today.
Lets go around the room and share out one good thing that happened over Thanksgiving
weekendafter students have shared, Ill say, Thanks for sharing, everyone! Im so glad that you
all had a relaxing break.
Todays agenda will start us off with looking ahead, and then well jump right into workshop.
After workshop, well get into our Outliers groups by chapter and have a small discussion about
your chapter, where you will ultimately create a Chapter Outline to present to the rest of the
class. Every group and every chapter is expected to present today. Well reflect on todays work
and then preview what were going to do next class.
We have a couple of things on our Looking Ahead list. First, if you missed class on Friday, 11/18,
and missed the vocab quiz, you need to come before/after school or during CHAT this week to
make that up. Second, for Outliers, well be having a small group discussion on Outliers as a
whole on Monday, 12/5. Itll be really hard to make this up if youre absent because youre
participating in a discussion with your classmates that cant be replicated just by you coming into
chat, so its really important that you come to class on that day. Third, workshop Cycle 2 final
drafts are due next Wednesday, 12/7. We only have 4 classes (including today) before then, so
lets make some good progress on those drafts today. Fourth, people who are still working on
Workshop Cycle 1, which was due on Wednesday, 11/18, more than a week ago, I think youre

probably really feeling some heat now. Lets make some headway today on your drafts so you can
catch up on Cycle 2 stuff.
2. [25 mins.] Workshop
Some students are still working on their Cycle 1 drafts in their Google Doc that has been shared
by Ms. Baum with them (these students are now very behind schedule), and cant move on until I
OK them to move onwards.
All right, lets slide into workshop mode and keep a quiet and productive focus. Today, Im
looking to conference on Cycle 2 with: [5 students]. If there are slots empty because people arent
ready, Id be willing to conference with Cycle 1 people: [4 students]
*Make a note to talk to Student A about making up her vocab quiz.

Cycle 1 people who havent conferenced, and also havent revised yet:
[4 students]

Cycle 1 people whove conferenced, but still need to complete revisions:

[4 students]
For each person, Ill ask if theyre ready. If theyre not ready, Ill conference with whomevers
ready--any of todays people or anyone who missed a conference before today and is ready to
make it up today--and then touch base with those people who were not ready today to see where
they are.
What youll need to bring to our writing conference: annotated article, computer, and draft.

Conference Checklist for Me:

Looking at article annotations and pre-writing steps. Annotations include: circling words they dont know
(to figure out via context clues or look up), underlining main ideas, and rewriting main ideas in own
words in the margins. Pre-writing steps include: completing a They Say/I Say template to pull out quotes
from the articles and responding to them and completing an Outline with a thesis, 3 points/reasons with
textual evidence for each of those, and a conclusion.
Asking how it was for the students to write this 5 paragraph essay draft
Giving positive feedback
Giving feedback on things to improve on (max 3 things; usuals: thesis, incorporating the quotes,
organization of ideas, grammar/mechanics)
At the end of workshop, I will remind students to check their calendars (located on the handout or
our class website) to see when their upcoming Cycle 2 conference date is:
Thursday (12/1)[6 students]
I will also remind students: The people who have missed their conferences for Cycle 1 or 2, you
need to make up your writing conferences as soon as possible. Im not going to keep coming to
you. Its time you started to advocate for yourself and come to me. So, after class, come to me to
schedule a conference.

3. [27 mins.] Jigsaw Group

[3 mins.] Instructions in General

Were jumping straight into our Outlier jigsaw groups because were behind schedule. Look to
the board to see which group youre in and move your bodies into your groups. Im looking to
you guys to be leaders in your groups and get the ball rolling. As you settle into your groups,
make sure to get out your copy of the Jigsaw Instructions handout that I passed to you guys
about a week ago. Ill be coming around with a group handout called Jigsaw Roles that will
spell out the different roles each group member will have.
Students will look at the display to see which chapters they are reading. Students are already
assigned to groups that I drew up, mostly according to interest, and also according to who the
student leaders in the classroom are. (Connor will read all three. I will move Connor into the
hallway so that the group work isnt disrupting his reading process and so that the other students
will not feel that it is inequitable that he is reading independently whereas they are not. Ive
gotten an offhand question from one student about this already.)
What will you be accomplishing in your groups today? Youll be holding a mini-discussion in
your groups based on your reading of the chapter and the Reading Guide. Then, youll work as a
group to produce a Chapter Outline for your chapter.

A Chapter Outline has the following components displayed on the board:

Chapter Outline for Chapter #: Title
The contextual factor(s) on success that are discussed within the chapter
A symbol to represent the chapters contextual factor
The most important/standout examples given and the associated field/career (e.g. Bill Gates, The Beatles,
Maritas education, etc.
Quote for the examples and the page number
Before/After: How does this factor change your understanding of success?
[4 mins.] Modeling/ We Do of Chapter Outline
Lets try it together real quick with the Introduction that we all read together. As students call out
answers, I will display the corresponding components of the outline on the screen (through
animations on the PPT).
Chapter # and Title: Introduction: The Mystery of Roseto
The contextual factor(s) on [what topic? Health ] that are discussed within the chapter:
community/culture
A symbol to represent the chapters contextual factor: a group of people in a circle clasping hands
The most important/standout examples given and the associated field/career: life in Roseto, e.g.
visiting each other, taking walks, eating in bakeries, respecting grandmothers
Quote for the examples and the page number: [Youd] see three-generational family meals, all
the bakeries, the people walking up and down the street, sitting on their porches talking to each
other (10)
Before/After: How does this factor change your understanding of success?
Before: I thought of health as something that ONLY depends on my ability to work hard.
After: I think of health as something that is individual AND also dependent on where you come
from and the culture that you live in. The culture of the community creates positive relationships
and happiness, probably causing less stress on peoples health.
What we did together just now is what you will be doing in the second part of your group work.
Ill pass out a sheet of poster paper to you where you will be writing your Chapter Outline for
your presentation to the rest of the class so they can learn about what Gladwell says about
success in your chapter.

[1 min.] Instructions for Roles

Before we get started, turn your attention to the Jigsaw Roles handout. Each group has 3-4
people, and while there are two roles, timekeeper and notetaker for the group, that need to be
filled, EVERYONE is required to participate as a contributor to discussion and a presenter. You
will need to write down the name of each person next to their role and the pieces that they are
presenting to the class. Take 30 seconds to decide whos going to be what and write that down.
[16-19 mins.] Small Group Discussion & Chapter Outlining
Okay! Now, take 1 minute to decide, individually, which 2 questions you would like to discuss
with the rest of your group. If you have your own questions (related to Outliers) that havent been
asked on the reading guide, feel free to discuss those questions as well. I will put up the online
timer to let students know how much time is remaining for each activity portion.
Once a minute has passed, I will call class attention again and say, For the next 7 minutes, you
will discuss each persons 2 pre-selected questions as a group. You may discuss answers, but you
may not copy each other word for word. As you are discussing the questions, Notekeepers, make
sure to summarize what you have talked about in the note-taking space on the handout.
Students will come together to share ideas about the three chapters and the contextual factors that
influence success more than just individual merit. Students will have 7 minutes to discuss their
questions about the chapter. Students will have pre-selected two questions from the reading guide
that they want to discuss with other people.
When the 7 minutes elapse, I will call student attention again and tell them, Now that youve had
some time to discuss the ideas of the chapter, you have 8 minutes to produce your chapter outline
on the poster paper.

In these 8 minutes, students will produce an outline of the chapter on poster paper (that I will
provide to them):
Chapter Outline for Chapter #: Title
The contextual factor(s) on success that are discussed within the chapter
A symbol to represent the chapters contextual factor
The most important/standout examples given and the associated field/career (e.g. Bill Gates, The Beatles,
Maritas education, etc.
Quote for the examples and the page number
Before/After: How does this factor change your understanding of success?
I will be circulating around the groups and seeing if they need more time. If groups do need more
time, I will give them an addition 2-3 minutes, but no more than that.
Time Reminder: At this time, there are only 2 minutes left. If you have not gotten to your
Before/After understanding of success, I recommend completing that. If you have not yet
decided who is going to present which piece of the Chapter Outline, make those decisions now.
Remember that EVERYONE must present at least one piece.

4. [15 mins.] Jigsaw Presentations

You have all done some beautiful work in the past 20 minutes. Bravo to you all. These
presentations are a great review of what happens in each chapter. Be sure that you are paying
attention as these will be an important resource for you to look back on in preparation for the

discussion on Outliers next week! Now lets present your Chapter Outlines to each other. In order
of the chapters, well have one of the Chapter 1 folks go first.
Real quick class norm review: what are the ways that we as audience members show respect to
presenters? Looking for: putting cell phones and computers and earphones away, no side
conversations, looking at their display poster, etc. And what are good characteristics of a good
presenter? Looking for: projecting my voice, making eye contact with a few people in the crowd,
making sure my body is facing the front, etc.
Each group will give a presentation on their chapter. There are a total of 5 groups. For The
Matthew Effect, there are three groups, so this might become a little repetitive, but I want for all
of them to present.They are likely to point out different examples from the text. I think I might
space out the Chapter 1 presentations so that its not all repeated in the beginning. After each
group goes, Ill open the floor to any questions that students have about each chapter.
Transition: Great job to all of our presenters/everyone. You all did a great job summarizing the
main ideas of each chapter and finding concrete examples to support the main ideas you pulled
out about success. Indeed, success is a multi-faceted thing that might depend on more than just
our individual efforts. That can be enlightening/uplifting or...not so much. But, remember that this
is one authors perspective on success, and while he makes some great points about the ways that
these systems of success work: age (birthdate cutoffs in sports), your socioeconomic background,
and the amount of time and opportunity that you have to practice a skill, lets try and apply his
theories to your own lives before we totally agree with his argument.
5. [10 mins.] Reboot Success Anecdotes
As Im passing back your success anecdotes, think about how your own success anecdote may
reflect these systems of success we just talked about. Identify--what is a contextual factor that
could have prevented and/or helped you on your way to success? Then retell your story below the
original and incorporate details about how this contextual factor--be it an age cutoff or SES or
the amount of time/opportunity that you got--has affected your journey to success.
I will pass back students success anecdotes. For students who have not done one (I think its only
Junior, Ajayla, and Connor, according to my grade sheet), I will have them quickly write one out
and then identify a contextual factor that has prevented and/or helped them on their way to
success.
6. [5 mins.] Closure: Reflection on Jigsaw Presentations and Group Work
You all have worked so hard today. Take these last 5 minutes to reflect on todays work. First,
identify two things youve learned from the groups presenting the chapters you did not read.
Second, evaluate how well your group collaborated today and see whether theres room for
growth.
Students will complete a reflection on two things that they learned from the other chapters (one
thing per other chapter) as well as do some metacognitive thinking about how well their group
work went. (See below in Jigsaw Reflection.)

Attention to Individual Student Needs: (Differentiation):

Detail specific actions/materials you will use to differentiate instruction in this lesson. Use specific student names
when appropriate

Connor--At his request, my MT and I have created an independent reading and writing assignment for
him that aligns with the goals and work that the rest of the class will be doing. This is not the first time
that he has asked to work independently, and with the nonfiction book that we are reading now, it seems
more appropriate to differentiate and try this method of learning for him. To demonstrate his deep
reading, he will answer the discussion questions in complete sentences and correctly cite textual evidence
in MLA format. We have kept up the independent assignments, and the pace seems to be working for him.
I need to collect his independent reading assignment for the Introduction and Chapter 1 to assess him on
his reading skills.
Jermel--Im differentiating to Jermel (and students like Jermel) by providing him with multiple ways to
express his understanding of his reading, such as individual writing through the reading guide, talking
with a group, and the presenting of the Chapter Outline/each groups understanding of success through
the jigsaw presentations.
Small groups vs. full class vs. individual--Im differentiating to students learning styles by having them
work in small groups instead of full class or individually all the time, as some students prefer peer-to-peer
interactions to develop ideas and understandings of concepts that may be abstract.

Technology Use:

Detail specific technology being used in the lesson with explanation for why it is being used.
PPT--To display the daily agenda, future due dates for major assignments, and any directions for instructional
activities. Today, I will also display the model Chapter Outline as we fill it out together as a class.
Online stopwatch--To give students the time remaining for each activity. This will keep students (and myself!)
accountable for working at a reasonable pace.

Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or giving
a quiz, etc., these documents (or links to them) must be included. (see the list above)

Workshop
Cycle 2 workshop articles (students already have these)
Powerpoint with Agenda and Directions (attached on Chalk & Wire)
Outliers chapters 1, 2, and 9 (students already have copies of these and are individually responsible for
reading one of these)
Reading guides for each chapter (students already have copies of these and are individually responsible
for completing one of these, attached on Chalk & Wire)
Jigsaw Instruction handout (see below)
Jigsaw Roles handout (see below)
Jigsaw Reflection half sheet (see below)

Jigsaw Reflection
1. What is ONE thing that you learned from EACH of the other 2 chapters?

2. Circle a number to rate your group. How well is your group working
together so far?
12345
Not well at all.
Were doing okay.
We are
working great!
Reason why Im having this experience:
____________________________________________________________________
3. Circle a number to rate your group. How meaningful are you finding your
discussions?
12345
Not very.
Okay.
Deep
conversation!
Reason why Im having this experience:
____________________________________________________________________
4. What are some things your group can do to work better together next
time?

Jigsaw Reflection
5. What is ONE thing that you learned from EACH of the other 2 chapters?

6. Circle a number to rate your group. How well is your group working
together so far?
12345
Not well at all.
Were doing okay.
We are
working great!
Reason why Im having this experience:
____________________________________________________________________
7. Circle a number to rate your group. How meaningful are you finding your
discussions?

12345
Not very.
Okay.
Deep
conversation!
Reason why Im having this experience:
____________________________________________________________________
8. What are some things your group can do to work better together next
time?

Outliers Jigsaw Instructions

Jigsaw Individual Tasks:*
1) Begin reading your chapter by yourself and answering the questions on
your Reading Guide.
2) Identify at least two questions that you would like to discuss in your jigsaw
group.

Jigsaw Group Tasks:*

1) Discuss the questions on your Reading Guide and share out your answers.
2) Discuss any areas of confusion.
3) Create a Chapter Outline on a poster paper that Ms. Z will provide you.
Your Chapter Outline should have:
a) Chapter # and title at the top
b) The contextual factor(s) that are discussed within the chapter
c) A symbol representing your contextual factor(s)
d) The most important examples of your contextual factors and the associated
field/career
e) Give textual evidence for example (at least 1 quote and page number)
f) A Before/After understanding of success
For example, if my Chapter Outline is on the Outliers Introduction, then it
should look something like this:
a) Introduction: The Roseto Mystery
b) Contextual Factor(s): culture and community

c) Symbol:
d) Examples: The Rosetan people live together in a small town. They visit
bakeries, have long walks with each other, etc.
e) Evidence: [Youd] see three-generational family meals, all the bakeries,
the people walking up and down the street, sitting on their porches talking
to each other (10).

f) Before: I thought of success as something that ONLY depends on my ability

to work hard.
g) After: I think of success as something that is individual AND also
dependent on where you come from and the culture that you live in. The
culture of the community creates positive relationships and happiness,
probably causing less stress on peoples health.
*Everybody must participate in every step of the jigsaw (individual
and group).

Roles for Jigsaw Group

Directions: Appoint one person in your group to be Timekeeper and another
person to be Notetaker. Write each persons name next to their role.
Timekeeper--Your job is to keep time for your group and facilitate
discussion. Make sure that your group stays on topic. NAME:
___________________________
Notetaker--Your job is to take notes for your group and write out the
Chapter Outline on a big sheet of paper (Ms. Z will provide this). Write your
discussion notes under Notes from Discussion. NAME:
___________________________
Contributor--All members of your group are contributors. Each person
must share out the two questions they identified in the Individual Jigsaw
part. As a group, you will have a discussion about your chapter.

Presenter--All members of your group are presenters. Write down the

name of the person who is presenting each piece of information. Every
member must present at least one of these pieces:
Chapter # and Title. NAME: ___________________________
The contextual factor(s). NAME: ___________________________
A symbol representing your contextual factor(s). NAME:
_________________________
The most important examples. NAME: ___________________________
Textual evidence for examples. NAME: ___________________________
Before/After understanding of success. NAME: ___________________________

Notes from Discussion

1. What were the questions you discussed as a group and the conclusions you
came up with?

2. What are the most important ideas you took from your chapter?

3. What are some areas of confusion for your group?