Secondary Lesson Plan – Molly McClelland

Topic: Manners Grade Level:10-12

Length of class:50 minutes

LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this lesson)?

To give students a strong background of manners: the definition, good and bad manners, examples, and relating content to real life

To help students understand the how manners can directly affect lives

LEARNING OBJECTIVES (What will students know or be expected to do in this lesson? Use verbs from Bloom’s Taxonomy):

Students will be able to differentiate good and bad manners by identifying and distinguishing a modeled example by completing an observation sheet

Students will be able to recall manners of different cultures by describing personal examples with group mates.

Students will be able to create a poster that provides a list of manners that they find most important.

STANDARDS (What national or state standards will you address?):

Essential Concept and/or Skill: Communicate and work productively with others, incorporating different perspectives and cross-cultural understanding, to increase innovation and the quality of work. (21.9-12.ES.1)

Essential Concept and/or Skill: Demonstrate initiative and self-direction through high achievement and lifelong learning while exploring the ways individual talents and skills can be used for productive outcomes in personal and professional life. (21.9-12.ES.4)

RESOURCES/MATERIALS NEEDED (What materials and resources will I need in this lesson?):

PowerPointSticky notesPoster paperMarkers/crayons/pencils/pens

PLAN for LEARNING (How will you organize student learning in this lesson?

LESSON SEQUENCE & PACING

1. First, I will help explain the formal definition of manners to the class without giving examples. Then I will divide class into group of 3-4 students to come up with 1 good and 1 bad example of manners. If students are struggling, they can have one of each per group, preferred one of each per student. Once students have written down examples on their sticky notes, they will place them on the white board that is divided into “Good Manner” and “Bad Manner”. Teacher will read of the examples given then present the PowerPoint examples. Play video clip.

2. Next, teacher will help students understand that manners are different in other cultures. Provide examples from slide. Within their groups or as an entire class, have students discuss examples in their lives or people they know. Ask groups to share out some of their examples if it was a group discussion opposed to class.

3. Continue with PowerPoint: Slides will help students understand the importance of manners relating to their lives. Play attached clip.

4. Within their groups students will watch the clip and individually write down their observations of good and bad manners presented. After clip, have student discuss their examples within their groups or as a class.

5. Continue with PowerPoint: These slides will help students connect what they are learning to their current lives.

6. The final group activity students will brainstorm a list of manners they think are most important for our classroom. Groups need to get their list approved by the teacher before they can move onto making a poster with those manners. They have complete freedom of creating their poster.

Differentiation: Students who need help writing their thoughts on sticky note can raise their hand for teacher or associate to help write them down.Students who are visual learners will follow long with teacher’s modeling.Students who are want tangible materials in front of them can have printed out slides to make notes on (Associates can also have the slides to make notes or have for later assessment).Introverted learners –group activities so they have the option to share as a group or choose students to represent the group

ACTIVATE/ENGAGE

Ask a questionThink-group-share activity Cooperative learning activityShow a video clip.

ACQUIRE/EXPLORE/APPLY

LectureInteractive presentationQuestioningLarge graphic organizerDiscussionCooperative learning activityFlexible grouping

ASSESS/CLOSURE/BRIDGE

Selected ResponseStudents view clip to identify and explain the good and bad manner demonstrated on a sheet of paperProducts from Performance assessmentStudents will create a creative poster within a group of their top manners everyone should useWritten CommunicationVarious writing samples will be done through class to identify various aspects of mannersPersonal Communication Questions,Discussion – small group and class

DIFFERENTIATING YOUR INSTRUCTION:

How specifically will you differentiate your content, process, or product based on student readiness, interest, or learning style? Will you gather information about your student’s prior knowledge? Will you work to build on your student’s prior knowledge? Will you scaffold student instruction? Will you flexibly group students based on readiness, interest, or learning style? Will you give students choice in this lesson?

WHAT COULD YOU DIFFERENTIATE?

___ CONTENT (WHAT STUDENTS LEARN)___ PROCESS (HOW STUDENTS LEARN)___ PRODUCT (HOW STUDENTS DEMONSTRATE THEIR LEARNING___ LEARNING ENVIRONMENT

BASED ON…

___ READINESS___ INTEREST___ LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)

DIFFERNTIATED INSTRUCITONAL STRATEGIES

___ FLEXIBLE GROUPS ___ TIERED ASSIGNMENTS___ COOPERATIVE LEARNING GROUPS ___ MENUS/CHOICE BOARDS___ LEARNING CENTERS ___ INDEPENDENT PROJECTS___ RAFTS ___ LEVELS OF QUESTIONING___ GRAPHIC PRGANIZERS___ SCAFFOLDED READING/WRITING