Reverse Lesson Plan

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Michele Percival	Subject: AP Literature	Grade(s): 12
Name of Lesson: Soaphead’s Trial
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Students will work in groups to present a mock trial to determine the guilt or innocence of Soaphead Church, this will allow them to be able to analyze the text and characters and in The Bluest Eye.  - Analysis
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): RL.11-12.1
Teacher Standards (professional society and/or NETS  and RIPTS-list which): Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach.
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? This is a fun way for students to really get into the text to analyze the characters and their motivations.  The role play really helps students embody the characters. At this point the students have finished reading The Bluest Eye by Toni Morrison and are using this as a concluding project to demonstrate their knowledge of the text.
Materials/Resources needed, including technology: The Bluest Eye, Desks to be used as courtroom, Pens/Pencils to write information
Accommodations and Modifications (special needs and learning styles) I did not observe any special accommodations.
What content resources support this knowledge base? (list at least 2)
How confident are you in this topic as you start this lesson? Somewhat confident

(Boxes expand as you type)   Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Teacher stands at front of class and waits for students to settle in.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? Verbally ask students to move desks into trial formation, Group1 will be the jury as Group 2 presents.
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	Asks students to prepare for their trial presentations.	Students move desks to set up as “courtroom” and finalize each person’s part.	n/a
Presentation or Open-ended/	Teacher watches/listens	Group 2 students present their trial.	Did they have a Prosecution and Defense? Did they have character witnesses? Was there a closing argument?
Guided Practice or Convergent/
Closing/	After trial teacher leads a reflection over what was done well and what could have done better.	Students offer suggestions that would have improved the project and increased their understanding of the work and the text.	Should teacher have assigned groups specific roles as opposed to choosing for themselves? What went well? What could students have done better?
HW/Application/	N/A Lesson in conclusion
Review and Reflection: How will you review for students who are still having trouble? Socratic Seminar allows for students who are confident in the material to demonstrate for those who still need help.
Extension: What will you offer to students who have mastered this? Participation in the Socratic seminar group.
*Closing: How will you review the material, and draw conclusions? (may be listed above)

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   Students seemed to enjoy the trials and learn more about the characters.
	What area of weakness needs addressing? Roles need to be defined more, Group 2 did not have a closing argument and did not seem to know who was designated to handle that.
	Which objectives were met? What is the evidence? Students demonstrated knowledge of the text and they were able to analyze the characters to draw a conclusion of Soaphead’s innocence.
	Which students did not meet objectives? Some students who seemed to have not read the text.
	Was time managed appropriately? Yes
	Did any teacher mannerisms or actions detract from the lesson? No
	*What were the strengths and weaknesses of classroom management? Overall the teacher managed the class well.  There was no disruptive behavior. When participation was lacking she guided the students with many open-ended questions to draw out conclusions from the text.  The student’s roles in the groups could have been better defined for the trials but she acknowledged this.
SO WHAT?	Was the lesson engaging? Yes
	*What did I learn from my peer observation (address at least one aspect)   There is variety in what you can do to analyze literature beyond group discussions.  I could tell the students really learned about the characters in the text through the mock trial and it seemed fun.  I also had the opportunity to witness a Socratic Seminar, which I have never seen.
NOW WHAT?	How will this experience influence your professional identity?  I realize the amount of creativity that I can have in my classroom and hope to tap into that for my future lessons.
	How will it influence how you plan/teach/assess in the future? I will be sure to be specific in assigning roles within group work so everyone can demonstrate their knowledge.  I would plan many open-ended questions for when students get stuck on the analysis piece.