Flipped Lesson Plan


Today we're talking about flipped classrooms - Here, you'll see my flipped lesson plan - as well as the link to the slides / videos that students would engage with. I really love the concept of a flipped lesson, because it allows for so much class time to be used productively! Hopefully my flipping attempt goes a little better than this poor thing:



Alright, Enjoy!




Flipped Classroom Lesson Outline


Name: Ariel Hummer

Date: 07/02/2020

Lesson Title: Writing - The Nitty Gritty 


Subject Area: ELA 

Grade Level: 11

Time Needed: ~30 minutes at home 

Materials:


Chromebooks 


Google slides linked here: https://docs.google.com/presentation/d/1sx5fdzouybCkHW64C_DAyQs9-OkWjn5xBw-MsY0hsYE/edit?usp=sharing


Lecture videos are linked within the slides


Next Generation Standards:

11-12R6: Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)

11-12R9: Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. 

11-12W7: Gather relevant information from multiple sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism, overreliance on one source, and follow a standard format for citation.

Learning Objectives:


  • Students will be able to cite different kinds of sources accurately. 

  • Students will be able to determine the author’s stance in a text. 

  • Students can engage in productive conversations about a controversial topic. 


Home Learning Assignment:


  • Students will work their way through the Google Slides, watching all instructional videos, responding to required prompts, and completing activities. 

  • They will watch videos on evaluating texts, citing texts, and determining the author’s stance. Then they will practice each of those skills. 


Home Reflection Assignment:


  • Students will complete an exit ticket for each concept learned so that I can use that data to inform the next day’s class time. 


In- Class Differentiated Activities:


  • Students may work independently or with a partner (or group up to 4 people) to research the topic of their choosing. They may look at videos, read articles, listen to podcasts, find books, etc. 

  • For each source, they will reflect on / discuss the author’s stance, and how it impacts the source. 


Assessment:


  • This is a PBL unit. They are working towards a project on a topic of their choice, and will present their findings in the format of their choice (paper, podcast, video, debate, etc.) 

  • At the end of in-class time, Students will complete a journal entry (they have project journals) about how an author’s stance impacts a text, and why it’s important to know where an author is coming from. 


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