Secondary Lesson Plans

North Carolina Method

Teacher Name: Nicole VonCannon                                                   Date: 3/4/16
Course: EDUC 307/308                                                                      Unit: Success
Lesson: 1- Introduction

Big Idea: What ideas are important for students to understand value and apply?	Students will think about different measures of success. They will think about what it means to be successful.  Students will have opportunities to read, write, speak, and listen.
Learning Targets: What do you want students to know and be able to do?	1. Students will evaluate how goal setting and life experiences shape our ideas of success.  2. Develop their own definition of success. 3.
State Standards Met in this lesson:	RL6.1 RL 6.2 RL 6.3 RL 6.6 RL 6.9 RI6.1 RI6.3 RI6.4 RI6.5 RI 6.8 W6.2 W6.4 S&L 6.1 S&L 6.2 S&L 6.4 S&L 6.5 S&L 6.6
Essential Question: What is the learning target within the context of the big idea?	•           How is success defined? •           In what ways can success be measured? •           What is the relationship between setting goals and becoming successful?
Common Instructional Framework: How will my instructional framework encourage student engagement and powerful teaching/learning?	☒Collaborative Groups ☐Writing to Learn ☐Literacy groups ☒Questioning ☒Scaffolding ☒Classroom Talk ☐Other____________
Assessment: How will I know students are mastering learning targets?	The teacher will observe the collaborative groups to assess learning and opinion development. Student will complete a pre-assessment.
Student Groups:	Students will work with a partner to discuss and learn from one another.
Framing the Lesson: How can I set this up for the class so that students understand the purpose of the lesson and how they can demonstrate mastery of the learning targets?	Students will create three column notes with the focus questions: ·         How is success defined? ·         In what ways can success be measured? ·         What is the relationship between setting goals and becoming successful?
Lesson Description: What will the students be doing? How will I facilitate and support student engagement?	Time/Day Students Will… Teacher Will… Engagement http://www.youtube.com/watch?v=FNXwKGZHmDc Students will watch this video and complete a quick write about what Ashton Kutcher’s definition of success was and how they know. Monitor students as they complete their writing and discuss the topic with a partner. Scaffold Students will be given a sentence stem to develop their thoughts. Students will be allowed to highlight in the text as it is being read. Students will be time to think about what success means to them. Provide a premade note taking page and sentence stems. Lesson Write 3-4 sentences about what it means to be successful and brainstorm ways to become successful. Students will share their ideas and definition with their partner. Together, read “The Strength of Three.”  Then complete the comprehension questions with a partner Question students as they read and facilitate discussion: ●What is the theme of this fable? ●What mistakes did the sons make? ●How did the sons’ mistakes contribute to their overall success? ●What did the father mean when he promised his sons a “life of rich rewards?” ●How did the father measure success? ●What role might competition play in becoming successful? Closure Add to the success three column notes. Call on students to share their ideas that could be added to the note taking page.
Lesson Reflection:

North Carolina Method

Teacher Name: Nicole VonCannon                                                   Date: 3/4/16
Course: EDUC 307/308                                                                      Unit: Success
Lesson: 2-

Big Idea: What ideas are important for students to understand value and apply?	Students will think about different measures of success. They will think about what it means to be successful.  Students will have opportunities to read, write, speak, and listen.
Learning Targets: What do you want students to know and be able to do?	1. Students will evaluate how goal setting and life experiences shape our ideas of success.  2. Develop their own definition of success. 3.
State Standards Met in this lesson:	RL6.1 RL 6.2 RL 6.3 RL 6.6 RL 6.9 RI6.1 RI6.3 RI6.4 RI6.5 RI 6.8 W6.2 W6.4 S&L 6.1 S&L 6.2 S&L 6.4 S&L 6.5 S&L 6.6
Essential Question: What is the learning target within the context of the big idea?	•           How is success defined? •           In what ways can success be measured? •           What is the relationship between setting goals and becoming successful?
Common Instructional Framework: How will my instructional framework encourage student engagement and powerful teaching/learning?	☒Collaborative Groups ☐Writing to Learn ☐Literacy groups ☒Questioning ☒Scaffolding ☒Classroom Talk ☐Other____________
Assessment: How will I know students are mastering learning targets?	The teacher will observe the collaborative groups to assess learning and opinion development. Student responses will be monitored for understanding.
Student Groups:	Students will work with a partner to discuss and learn from one another.
Framing the Lesson: How can I set this up for the class so that students understand the purpose of the lesson and how they can demonstrate mastery of the learning targets?	Students will create three column notes with the focus questions: ·         How is success defined? ·         In what ways can success be measured? ·         What is the relationship between setting goals and becoming successful?
Lesson Description: What will the students be doing? How will I facilitate and support student engagement?	Time/Day Students Will… Teacher Will… Engagement https://www.youtube.com/watch?v=ulShj4keKNw Watch the video with various definitions of success and discuss with their partner who they agreed with the most and who the disagreed with. Facilitate discussion and prompt students as necessary. Scaffold Discuss what they know about Houdini and if he would be consider successful to them. Facilitate discussion. Lesson Read “Spellbinder: The Life of Harry Houdini” and cite evidence for the text dependent questions. Prompt students with the text dependent questions: ● What does the author include about the importance of hard work in the first five paragraphs of this story? ● Reread lines 1-16. What is vaudeville? What information does the author provide to inform the reader about Dime Museums? How does this information provide the reader an understanding about Bess and Harry Houdini? ● Who is Harry Houdini? How did he become famous? ● Reread lines 78-79. Lalicki uses the figurative phrase “lightening struck Houdini’s floundering career.” What does this phrase imply? ● Reread the last paragraph. The author chooses to end the story with a quote from Houdini himself. How does this impact the story? What does Houdini reveal about himself in this quote? ● Write a paragraph of how Houdini built a successful career in chronological order. Include appropriate vocabulary for sequencing (first, next, then, etc.). Closure Add to the success three column notes. Call on students to share their ideas that could be added to the note taking page.
Lesson Reflection:

North Carolina Method

Teacher Name: Nicole VonCannon                                                   Date: 3/4/16
Course: EDUC 307/308                                                                      Unit: Success
Lesson: 3- Writing

Big Idea: What ideas are important for students to understand value and apply?	Students will think about different measures of success. They will think about what it means to be successful.  Students will have opportunities to read, write, speak, and listen.
Learning Targets: What do you want students to know and be able to do?	1. Students will evaluate how goal setting and life experiences shape our ideas of success.  2. Develop their own definition of success. 3.
State Standards Met in this lesson:	RL6.1 RL 6.2 RL 6.3 RL 6.6 RL 6.9 RI6.1 RI6.3 RI6.4 RI6.5 RI 6.8 W6.2 W6.4 S&L 6.1 S&L 6.2 S&L 6.4 S&L 6.5 S&L 6.6
Essential Question: What is the learning target within the context of the big idea?	•           How is success defined? •           In what ways can success be measured? •           What is the relationship between setting goals and becoming successful?
Common Instructional Framework: How will my instructional framework encourage student engagement and powerful teaching/learning?	☒Collaborative Groups ☐Writing to Learn ☐Literacy groups ☒Questioning ☒Scaffolding ☒Classroom Talk ☐Other____________
Assessment: How will I know students are mastering learning targets?	The teacher will observe the collaborative groups to assess learning and opinion development. Student will write and present to the class.
Student Groups:	Students will work with a partner to discuss and learn from one another.
Framing the Lesson: How can I set this up for the class so that students understand the purpose of the lesson and how they can demonstrate mastery of the learning targets?	Students will create three column notes with the focus questions: ·         How is success defined? ·         In what ways can success be measured? ·         What is the relationship between setting goals and becoming successful?
Lesson Description: What will the students be doing? How will I facilitate and support student engagement?	Time/Day Students Will… Teacher Will… Engagement https://www.youtube.com/watch?v=0LfM9ZPGmVY Watch the video on how to become successful. Facilitate discussion about the video and compare/contract it to past stories/videos. Scaffold Work with a partner to create a brainstorm list of what it means to be successful and how to become successful Observe students as they develop their thoughts. Lesson Write an informative essay with three well-developed paragraphs (introduction, body, and conclusion) explaining how to become successful. Define success in the introduction. Elaborate on how to become successful through the use of cause and effect text structure. Introduce the topic and include their definition of success in the introduction. Then create a Power Point presentation to show while they present their paper to the class. Edit writing as necessary. Before students begin creating Power Points, demonstrate how to use the tools and where the basic functions are. Then help students as necessary throughout the project. Closure Add to the three column notes as other students present their thoughts.
Lesson Reflection: