Lesson Plan Global Citizen 3

DAILY LESSON PLAN FORM COURSE: AP Language & Composition NAME: Amanda Hefner DAY AND DATE: Friday March 22, 2019 PERIOD: 1, 2 UNIT: TED Talk Final Project TODAY’S TOPIC: Global Citizenship Through Proposed Ideas Essential Question → How can an original idea creatively affect the community and world around you? OBJECTIVES: 1. Students will review the instructions and expectations of the TED Talk Final Project. 2. Students will understand how to present a compelling, global-minded idea in the form of a creative TED Talk. 3. Students will draft a proposal of their project to be submitted for approval. 4. Students will discuss the reasons why the example TED Talk was so effective in presenting the speaker’s idea. STANDARDS: CCSS.ELA.11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA.11-12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA.11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA.11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA.11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA.11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA.11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA.11-12.W.7 Conduct short as well as more sustained research projects to answer a question a question (including a self-generated question) or solve a problem; (including a selfgenerated question) or solve a problem; narrow or broaden the narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA.11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, led sources, using advanced searches effectively; assess the usefulness of using advanced searches effectively; assess the strengths and limitations of each source in answering the research question; integrate information source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA.11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA.11-12.SL.4 Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA.11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA.11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. INSTRUCTIONAL ACTIVITIES (55 MIN PERIOD): 20 Minutes: I will begin class by explaining the directions for the TED Talk Final Project. The objectives of this Final Project is for students to present an original and creative idea that they believe will impact their community or the world in a positive way. I will be displaying the TED Talk Final Project Overview Google Slides presentation on my projector and walk students through the steps to complete their individual projects. This overview will include a brief video on how to set up an inspiring TED Talk and several note-taking portions. I will pause to answer any student questions, then I will allow students to retrieve a Chromebook, and begin crafting their proposal drafts. 30 Minutes: I will circle the room monitoring student progress and answering questions as necessary. Students will be actively writing their initial proposal drafts explaining what their globally minded project idea will be and how this idea will affect the community and/or world around them. Students may work on this activity independently or in pairs to discuss their writing thoughts and ideas as they draft. During the last 10 minutes of this writing period, I will show a short TED Talk video on Paper Towel Conservation that students may be able to draw inspiration from. At the end of the video, I will then lead a brief discussion pointing out how the speaker introduced his idea, used visuals to bring nuanced understanding of their concepts to the audience, and how this idea would affect another group, community, or the world at large (essentially someone other than themselves). 5 Minutes: During the last 5 minutes of class I will remind students that they will need to finish their proposal drafts by the due date and upload them to Google Classroom so that I could approve them before they moved on to the next step of the project. ADAPTATION OF LESSON PLAN

ENGLISH LANGUAGE LEARNERS: Even though most of my ELLs have been Reclassified, I will still encourage these students to ask for technology assistance and academic language help from students who are native speakers, if needed. I will also check in with these students individually to clarify instructions as needed and to monitor their writing proposal progress. STUDENTS WITH SPECIAL NEEDS: I will check in with my Special Needs students individually to clarify instruction and monitor their writing proposal progress. I will also encourage my SSNs to ask high achieving students questions or for help if they prefer peer to peer communication. STRUGGLING READERS: I will check in with my Struggling Readers individually to clarify instruction as needed and to monitor their writing proposal progress. Similar to my SSN students, I will encourage my Struggling Readers to work with high achieving students so they can ask these peers for help as well as me, if they prefer peer to peer communication. ADVANCED STUDENTS: For this proposal writing time, I will encourage my Advanced Students, who often finish their work early, to help students who are struggling with their initial proposal writing or are struggling with ascertaining areas of inquiry or interest for their project. I will also encourage these students that if they finish their self-reflection activities early they may work on other classwork. PLANS FOR ASSESSMENT: These proposal and project visual assignments will count towards their Project Grade as part of their total grade for the semester. It will be graded based on completion, creativity, and how thoroughly each student completed the objectives of the TED Talk Final Project. They are designed to aid students in taking ownership of their own learning through choice and inquiry as well as allow students to consider the potential global citizenship impacts of their project ideas on the world at large. MATERIALS NEEDED: Google Drive, Class Set of Chromebooks, Whiteboard Marker, Pen, Projector, WiFi Internet Connection, TED Talk Final Project Google Slides + Project Overview Student Copies HOMEWORK ASSIGNMENT: Continue drafting proposal for TED Talk Final Project REFLECTION/EVALUATION: My prediction for this lesson is for all students to have the opportunity to consider how their original idea can affect another group of people, their community, or the world at large; essentially I want them to think beyond just themselves but how they can be a global citizen and make the world a more equitable place for all. My hope is that students take this time to think metacognitively about their role in the global, international community and how they can think creatively to solve multi-faceted, complex problems.