Name: _____Jessie Reyes_________________________ Date lesson taught: _____________________

Content Area: ESL

NE ELP Standards:
 9-12.2 An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses,
responding to peer, audience, or reader comments and questions.
 9-12. 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.
 9-12.10 An ELL can make accurate use of standard English to communicate in grade appropriate speech and writing.
Objectives:

Content—SWBAT synthesize information about a given time period from multiple informational texts by
creating a poster with a small group.

Language—SWBAT read information about a time period and take notes with a Frayer Model, then create a
poster with a small group that summarizes the information.

Student-friendly— I can research information about a time period and work with a small group to create a
poster that reports the information.

Assessment:
Summative:
 poster
Formative:
 Concept Map
 Poster
 Notes from gallery walk
Proactive Management:
 Grouping: six groups of 4
o Students will be mixed by ability
o Groups will be:
 1900-1919
 1920-1939
 1940-1959
 1960-1979
 1980-1999
 2000-present
 Materials:
o Posterboards
o List of authors
o Concept map (https://docs.google.com/document/d/1uaP87oIT7XcHMMSkNNoWPV_C0D1IL-
 iNXc3HFOgSrkg/edit?usp=sharing)
 No finding information from Wikipedia

Instructional Strategies:
 Jigsaw
 Concept Map
 Timeline
 Gallery Walk
Note Taking Strategy:
 Concept map
Questions:
 What are some authors that you found who were born between 1880-1899?
 What were three major events during the time period? What happened, and when? Where did it
happen, and who was involved?
 What were some things in pop culture at the time? (maybe trendy clothes, popular music artists, etc.)
 What is one thing you learned from each poster?
Anticipatory Set:
Review: Four the last four days, we studied black writers and read some of their works.
Preview: Now, we’re going to look at more writers throughout history. The first step in this is researching
different time periods, which is what you’re going to do in small groups today and tomorrow.
Hook: introduce project
The Lesson:
1. Introduce Jigsaw activity: students will be researching a time period with a small group, then we’re
going to create a timeline with posters they make about their given time period 10 mins
a. We practice research by filling out a part on my concept map before showing teacher poster
example (1880-1899)
i. Students will be given resources for their research (student database, history.com,
Britannica, biography.com), but they are allowed to search outside of those
ii. I show them how I found authors born during the time period and they follow along,
then we plug some in together We do
iii. What are some authors that you found who were born between 1880-1899?
b. Show teacher example I do
2. Small group work time YDT 60 mins [after 35 mins of work time, end the lesson for today]
a. Students will fill out the information first on concept map
i. they have the choice as to how they split this up: each person can take a part of the
Frayer model, they can do them all together or all separate, etc.
ii. each person will be turning in their Frayer Model, which must be complete
iii. What were three major events during the time period? What happened, and when?
Where did it happen, and who was involved?
iv. What were some things in pop culture at the time? (maybe trendy clothes, popular
music artists, etc.)
b. Students will put the information on a poster
3. Create class timeline: students hang posters in chronological order on wall
4. Gallery walk: students look at each poster (they start at one and rotate every two minutes) 15 mins
a. accountability: write one thing they learned from each poster YDA
b. What is one thing you learned from each poster?
 5. students choose a Black author from a list that they are going to study individually 5 mins
a. it will include authors from this page (https://www.biography.com/people/groups/black-
writers) plus contemporary ones like Angie Thomas
Closure:
Procedural—Turn in your concept maps and notes from the Gallery Walk.
Content Summary—Yesterday and today we studied different time periods, and the next part of this project is
studying authors. We are going to add authors to our timeline to have an overview of Black writers
throughout history.
References:
Timeline strategy adapted from:
Blackburn, M. V., & Talebian, A. (2019). Black Lives Matter: Disrupting Oppression by Identifying Hidden
Narratives in the English Language Arts Classroom. In Adventurous thinking: Fostering students'
rights to read and write in secondary ELA classrooms (pp. 42–56). essay, National Council of Teachers
of English.

A&E Networks Television. (2020, January 29). Famous black writers. Biography.com. Retrieved December
8, 2021, from https://www.biography.com/people/groups/black-writers.

Lesson Plan Reflection (required): Post your lesson plan and include a reflection section. Reflect on 6-10
sentences: How did your lesson go? How did your students react to it? What did you learn from the experience?
Was it a successful lesson? Why or Why not? If you feel your lesson wasn’t successful, what would you do
differently?