HBGSD LESSON PLAN TEMPLATE
HARRISBURG SCHOOL DISTRICT
DANIELSON FRAMEWORK LESSON PLAN TEMPLATE
Teacher: Ms. Miranda Krishak
Student Teacher: Ms. Abigail Brumback
Date: Minority Races (Day II and III)
Lesson Essential Question:
How can I apply my reading and understanding of
Invisible Man and it’s characters to real life
controversial events?
How can I apply my understanding of social
invisibility and social oppression to my historical
knowledge in order to deepen my understanding?
Unit Essential Question:
Unit Title: Revealing the Invisible
How can I identify reasons why groups in society
are considered “invisible” and make them
“visible”?
Introductory/Acquisition Lesson
Subject/Grade:
AP English / 12
Title of the Lesson:
Connecting social media to our understanding of
Invisible Man
Identifying other racial/ethnic groups that have
experienced invisibility
Topic or Big Idea:
Connecting the real world to Invisible Man to blur the
lines between the time gap between today and the
novel.
Analyzing historically how social oppression or
invisibility has been cast on certain groups.
Vocabulary:
Extending Thinking Lesson
x
Assessment Lesson
**The delivery of your lesson is always contingent upon the content you intended to deliver. Sometimes you may address all of the elements in the
template and sometimes you may not. This template is a guide to ensure you are addressing the essential elements of a lesson plan to ensure students
will be able to demonstrate enduring understanding.**
Focus Students’
Attention
Common Core
Focus
Statement of Objective – What should students know and do as a result of the lesson? (Component
1C)
Students will:
- Create a chart of events in Invisible Man
- Prepare an organizer of character characteristics
- Prepare thinking about other groups in society who are deemed invisible
- Apply invisible man to the real, current world
- Read about other socially oppressed racial groups
- Apply their understanding of social oppression and invisibility to a different racial
group with different experiences
- Summarize informational text
- Communicate with other students
- Apply pre-reading quotes to informational text
Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are
these outcomes essential for future learning?) (Components 1A,1C)
CC.1.2.11–12.A
Determine and analyze the relationship between two or more central ideas of a text, including the
development and interaction of the central ideas; provide an objective summary of the text.
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HBGSD LESSON PLAN TEMPLATE
CC.1.2.11–12.G
Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem.
CC.1.2.11–12.L
Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently
Language
Objective
(Classes with
ESL Co-teacher)
Statement of Language Objective: How will the student demonstrate understanding using the four
Anticipatory Set
/Activating
Strategy
Do Now / Warm-up - How will you engage students in learning? How will you connect the lesson to
domains of reading, writing, speaking, and/or listening? (Components 1B, 1C)
their prior knowledge? (Component 1E)
Day I
Do Now: Continue to work on the graphic organizer – you have 10 minutes
Anything not complete will need to be completed for homework
Day II
Do Now: Identify a race or ethnicity that you believe/has been socially oppressed. Why/what
makes you feel this way? If you believe your race or ethnicity has been socially oppressed
please pick one other than yourself.
Introductory /
Short Lecture/
and/or
Developmental
Activities
Teacher Directed Activities: (Teaching of the new concept)
How will you aid students in constructing meaning of new concepts? How will you introduce/model
new skills or procedures? What instructional strategy(ies) will you introduce, re-introduce or utilize to
ensure comprehension? (Component 1E)
Day I
Have students write for five minutes on the summary of chapters 4 and 5 (Students should
not pick up their pencils until the conclusion of the five minutes). This was the previous
night’s reading. If they didn’t read they must still write a summary, but they have to
summarize the reading that we have already completed.
Introduction of social media – Twitter: #Icantbreathe #handsupdontshoot #blacklivesmatter
www.blacklivesmatter.com
Day II
Review the reading from the previous night. Have someone summarize for the class and ask
if there are any questions.
Answer as a large class some comprehension questions listed at the front.
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HBGSD LESSON PLAN TEMPLATE
(polleverywhere.com) – Have 10 questions for comprehension from 136-172
As students go through the pole have students provide the correct answers
Guided Practice
Teacher-Monitored Activities:
What will students do together to use new concepts or skills? How will you assist students in this
process? (Component 1E)
Day I
Students will answer the following question: How do these hashtags / twitter handles relate
to our conversation about social invisibility and social oppression? – Share with your group
members
How can we connect these hashtags / twitter handles to Invisible Man? – verbal response
Day II
Pass out the articles to the different groups along with the graphic organizer
Have students work in their groups to read the articles of specific groups in society that have
been socially oppressed. They will record information about the specific group and then be
prepared to share in front of the class to the rest of the class.
http://news.bbc.co.uk/onthisday/hi/dates/stories/january/27/newsid_3520000/3520986.st
m
http://www.sfmuseum.org/hist8/sharppark.html
http://therealdeal.com/blog/2011/03/30/mexican-immigrants-face-worst-housingconditions-in-the-city-study/
The groups will be the Jewish during Nazi Germany, Japanese during the Internment Camps,
and Hispanic living conditions in the United States.
Have students be prepared to summarize the article, give key points, and apply
understanding of invisibility and social oppression to the article. – as per the graphic
organizer. Hand out graphic organizers for the other two groups so that students can fill
them out during presentation time.
One student from each group will be assigned to share out to the rest of the class.
Go through their organizers with the class.
Independent
Practice or
Activities
Practice Activities, Refinement, and Extension: What opportunities will students have to use the
new skills and concepts in a meaningful way? How will students expand and solidify their
understanding of the concept and apply it to a real-world situation? How will students demonstrate
their mastery of the essential learning outcomes? (Components 1E, 1F)
Day I
Students will make twitter handles and posts from the perspective of the narrator from
Invisible Man. On the back they will explain how what they have “posted” correlates with
their understanding of Invisible Man or the narrator’s experience.
Homework: Read to chapter 9 – pages 136-172
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HBGSD LESSON PLAN TEMPLATE
Day II
Ticket Out: Refer to the quote that your group had for the close reading pre-reading activity.
(If students have lost this quote or don’t remember their quote, provide them with copies to
which to refer) – for the ticket out students will apply that quote to the racial/ethnic group
they had in their groups and the article.
Homework: Read to chapter 11 – pages 172-231
Formative Assessment: How
Closure Activities: How
Summative Assessment: How will
Assessment/
will you & your students know if
will you assist students in
you ensure that all students have
Closure
What does
success on this
lesson’s outcomes
look like?
(Component 1F)
they have successfully met the
outcomes? What specific criteria
will be met in a successful
product/process?
reflecting upon what they
learned today and are
preparing for tomorrow’s
lesson? What homework
will be assigned to help
students practice, prepare,
or elaborate on a concept
or skill taught?
Daily do now, participation in
small group and large group
discussion
Ticket out, homework
mastered the identified learning
indicators? How will you assess
their learning daily? How will you
assess their learning at the end of a
unit?
Resources/Mate What texts, digital resources, & materials will be used in this lesson? (Component 1D)
rials:
Invisible Man, articles, quotes from pre reading lesson
Access for All:
How will you ensure that all students have access to and are able to engage appropriately in this
lesson? Consider all aspects of student diversity – ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
Individual, small group, whole group, written expectation, verbal expectation, opportunities
for re-teaching, opportunities for discovery as well as direct instruction.
Differentiation:
What curriculum modifications and/or classroom accommodations will you make for Students with
learning differences in your class? Be as specific as possible. (Component 1B, 1D)
See above.
Reflection:
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