Name: Vanessa Matusin

Field Observation One Lesson Plan

Carmen High School Southeast
RTI Group; 8 students
Describe the context: (Students, grade level, Our school is Carmen High School, Southeast
geographic location, community and school Campus. We are located on 25th and Oklahoma
population, socio-economic profile, school and Milwaukees south side. The total
culture, availability of technology, content, minority enrollment in 98%, predominantly
learning styles, ethnic breakdown, special being Hispanic, bilingual students. 88% of
needs, . . Be detailed. Do not make casual students are considered to be economically
references, or surface level connects to disadvantaged.
students backgrounds, interest, and
Carmen High School believes that their school
learning needs. Provide details on class
culture is an integral part of the educational
demographics, significant subgroups of
journey. School spirit is high at Carmen, and it
students with similar characteristics and varied
offers a high standard of character
strengths (including personal cultural and
development. Students are required to self-
community assests. Identify their learning
reflect on qualities such as Respect,
needs. Identify their strengths, learning styles.)
Responsibility, and Trust, and they score
Include the schools philosophy, vision and
themselves based on their own evaluation.
mission statement. Explain how these affects,
This provides the students the chance to
or guides instruction in the classroom.
introspectively evaluate their own character
growth.
Each student has their own laptop that they are
required to bring with them to each class.
(Carmen operates on blocks of 90 minutes).
Each course designs lessons around the
students ability to use their laptops. Laptops
do not go home with the students. Many of my
students have indicated that they dont have
internet access at home, but they do have a 40
minute block built in each day for them to
complete online work during the school day.
The particular class I am teaching is an RTI
group for 9th grade students with a reading
level of 6th grade or lower. The students in my
class range from 4th to 6th grade reading levels.
Seven of the students are Hispanic (2 female, 5
male) and 1 student is an African American
male.
Carmens mission statement is: At Carmen
High School of Science and Technology, we
envision Students Achieving proficiency in
scientific inquiry, creative discovery, and
constructive problem-solving; professional-
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
level skills in the uses of 21st century
technology; and admission to colleges that will
enable them to become civic leaders, authors,
artists, scientists, teachers, doctors, or
successful in any other family- and
community- sustaining career.
This mission connects to the lesson design of
the school because we integrate technology and
real-world experiences into our classroom.
Carmen hires teaching coaches for each teacher
to ensure that our lessons offer our students
rigor, student engagement, real-world meaning,
and student interest.
Learning Goals/Objectives Standard: CCSS Reading Standards for
Literature Grade 9 . 1
Content Standards
1. Cite strong and thorough textual evidence to
Affective Objectives: (related to student support analysis of what the text says explicitly as
attitudes and values; think dispositions) well as inferences drawn from the text.
Cognitive: (related to the mastery of Students will be able to use the elements of
knowledge: think Bloom) close reading to gain a clearer understanding of
For help please go to Blooms Taxonomy of how to analyze and comprehend a text.
Learning Domains Affective Objectives: Students will develop a
Webbs DOK desire to look deeper into a text to find
meaning.
Cognitive: Understand and Apply Students
will understand the need for analysis of text,
and apply the use of annotation to get a
meaningful read of a text.

Pre-Assessment: (What will you do/what have We have been working on getting an
you done to know that the student(s) need to understanding of plot and meaning from
be taught this information.) informational texts.

Assessment I will assess student learning during out

discussion of the material, as well as a
(Criteria / Look Fors; How will you assess
formative assessment which will tell me how
learning? What will you do to know if the
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
students have met the objectives?) they have mastered the objective.
There is no rubric for this introductory lessons
assessment, but their responses will be scored
and data will be gathered electronically.
What Rubrics or other scoring scales
will be used?
Students will take home a self-assessment and
complete for growthwork. We will turn in and
Students Self-Assessment discuss during the next class period.

Enduring Understanding/Essential
Question(s): (What are the big ideas? What
What is important about the authors decision
thought provoking question(s) will guide the
to use repetition in this poem?
lesson?)
What is the theme of this poem?
Why might the author choose to use the word
unalike instead of different?
Instructional Procedures Learning
Strategies: (Be sure to include specific
Our reading strategy will focus around the
strategies to develop literacy of content)
strategy of close reading. Close Reading
requires students to read a passage multiple
times, and annotate their reading to decide
Introduction
words that they are unfamiliar with, have
Pre (How will you motivate, activate prior questions about, or would like to discuss in
knowledge, . . .) detail.

Hook (10 minutes): I will pass out oreos, and

let students eat one. The only requirement is
that they eat the entire oreo in one bite. Then I
will ask the students to describe what they ate.
I will record their answers on a large sheet of
paper. Next, I will ask the students to eat
another oreo, but this time I would like them to
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
Look at the cookie carefully.
Smell the cookie.
Think about the cookie.
Eat the cookie VERY slowly with your
eyes closed, thinking about every bite
you take.
Think about the texture and the taste of
the cookie while you are eating.

We will then record their answers for

texture, look, smell, feeling, favorite
part, taste.
This will help the students understand that
when we slow down and analyze the
component of ANYTHING we get a
During meaningful understanding of what it truly is.
Demonstration We can also talk about it in more depth.
Next, (20 minutes) I will instruct the students
to read over a poem Human Family by Maya
Participation Angelou. Then I will ask them to read it again,
and just like they did with the oreos, analyze
separate components of the poem. I will ask
Practice them to circle words they do not understand,
underline parts that they think are important to
the poem, and star words that are connected to
Closure other words.
Post I will model this for the first 2 lines of the
poem. (We will do this together)
Extension
After the students have read the poem, we will
discuss their annotations.
Participation: Students will work individually
to complete the annotations of the text. Then,
we will work together to discuss areas of
importance or confusion.
Students will answer google forms questions
Name: Vanessa Matusin
Field Observation One Lesson Plan
Carmen High School Southeast
RTI Group; 8 students
about the poem as an exit slip.
Students will take home a self-reflection and
be ready to discuss their answers for next class.

Student Accommodations Students are all in RTI, grouped together for

their specific grade reading level. None of
Differentiation/Planning for Individual
them have IEPs, or need accommodations.
Needs(IEP goals if known; PBIS):
This lesson was designed to fit the needs of
their RTI.
Resources and Materials: (Include - Oreos
technology where - Large White Paper
applicable/available/appropriate) - Markers
- Laptops
- 8 copies of poem
- Self-Reflection sheets

Reflection (What theory/theorists are you This lesson is created around Banduras social
using to guide your practice/planning of this learning theory. This is because the close
lesson?) reading discussion will engage students to
learn from each others processes. They will
discuss their thinking and annotations after
they read the poem, with the intention of
gaining and more meaningful understanding of
the text through their discussions with each
other.
Alignment This lesson is aligned to the objective through
purposeful questioning, annotations, and
discussions of the text to create a deeper
understanding of the words and theme.