Scribd
Upload
137 views3 pages

Lesson Plan 3

This three-day lesson plan compares the Glade from The Maze Runner to a multicellular organism. On day one, students will discuss how the Glade is like a multicellular organism by having multiple individuals work together. Students will then create an organizer comparing the two. On day two, students use the organizer to draft an essay. On day three, students peer review and finalize their essay. The post-assessment essay compares how the Glade and multicellular organisms are similar by having various roles that work interdependently. Accommodations are available for students who need assistance writing the essay.

Uploaded by

api-302239935
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
137 views3 pages

Lesson Plan 3

This three-day lesson plan compares the Glade from The Maze Runner to a multicellular organism. On day one, students will discuss how the Glade is like a multicellular organism by having multiple individuals work together. Students will then create an organizer comparing the two. On day two, students use the organizer to draft an essay. On day three, students peer review and finalize their essay. The post-assessment essay compares how the Glade and multicellular organisms are similar by having various roles that work interdependently. Accommodations are available for students who need assistance writing the essay.

Uploaded by

api-302239935
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lesson Plan 3

Blooms Taxonomy: My lesson provides opportunities for: _X_Creating __ Evaluating _ Analyzing __


Applying __ Understanding __ Remembering
Types of Activities: __ Co-op Learning X Independent Work
Small Group _X_ Teacherassisted Hands-on
Pre-assessment:
In previous lessons students have learned about multicellular and unicellular organisms and completed a
lab discovering the efficiency of each one. The day after the lab and the day before this lesson students
will be completing a lab reflection over the efficiency of the multicellular and unicellular. I will use this lab
reflection to make sure students understand how multicellular and unicellular organisms work and which
is more efficient. If I notice students are having misconceptions with this we will go over this information at
the beginning of this class.
Standard(s):
AR Frameworks: LS.2.8.6 Compare and contrast characteristics of unicellular organisms and
multicellular organisms.
CCSS: RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
Objectives:
Students will be able to:

Compare and contrast how the glade is similar to a multicellular organism.


Develop a comparing and contrasting paper.

Anticipatory Set, Hook or Engaging the Learner:


Do Now: Think about life inside the glade, using what you know about unicellular and multicellular
organisms, which do you think is most similar to the glade?
Expected response: Multicellular, because they have multiple cells working together, just like the glade
has multiple boys working together to sustain life.
Instruction:
Day 1:

Students will come in, take their seats, and begin their Do Now.
Once students are finishing up I will ask them, which organism they feel is most similar to life in
the glade.
o Multicellular, because they have multiple cells working together, just like the glade has
multiple boys working together to sustain life.
Once we have discussed the Do Now, I will ask the students to describe life inside the glade
based on their readings.
o The Gladers grow their own food.

o Each Glader has a specific job.


o The Gladers work together to sustain life inside the maze.
After this Discussion, I will let students know they will be creating a graphic organizer of their
choice, comparing the glade to multicellular cell.
Students will be given the rest of the class to work on this.

Day 2

Students will come in, take their seats, and I will ask them to get out their graphic organizer the
created the previous day.
I will tell students that they are going to use this graphic organizer to develop a rough draft for
comparing the glad to a multicellular organism.
Students will have the whole class to work on this rough draft, I will walk around and assist
students if needed.

Day 3

Students will come in, take their seats, and I will ask them to take out their rough drafts.
Students will switch rough drafts with the person next to them and they will proofread their rough
drafts and make notes for possible corrections for their partners to make.
Once students get their papers back, they will read through the notes their partner made, ask any
questions they may have and then begin working on their final draft.
Students will have the rest of the class to work on this until the last five minutes.
In the last five minutes I will give students a chance to talk about their paper, this could turn into a
short class discussion or promote student questions.

Guided and Independent Practice:


This lesson includes both guided and independent practice. During day one I am guiding students to
come to the conclusion that the glade is more similar to a multicellular organism. Also, when I ask
students about life in the glad Im guiding them to list how life in the glade is and this will help them
compare it to a multicellular organisms later. On all three days of the lesson students will be participating
in independent practice. They will be creating their graphic organizer, rough draft, and final draft of their
paper independently.
Closure:
To close this lesson students will be picking parts of their essay to share with the class, my hope is that
this sharing will be a lead way into some small discussions and/or student questions.
Alternate Plan B:

No technology is used in this lesson.


In the case that any of these classes are interrupted, we will pick up where we left off in the next
classes.

Post-Assessment:
Students will be writing a short essay comparing the glade to a multicellular organism in this lesson. This
is what will be used as the post assessment. This assessment is worth 50 points.

Grading Criteria:

5 points: Topic sentence


10 points: Student list at least three reasons why the glade is similar to a multicellular organism.
10 points: Student list three examples from the text to go along with their reasons.
10 points: Student gives at least three facts about a multicellular organisms.
10 points: Students makes no spelling or grammar errors.
5 points: Concluding sentence.

Accommodations: __ Extended Time _X_ Preferential Seating __ Segmented Assignments __


Assignment Length __ Communication Methods _X_ Peer Tutors _X_ Instructional Assistance __
Other:
Remediation: If there are any students struggling with writing an essay, I will give them a handout that
will walk them through it, I will also be available to help any students who need it.
Enrichment: Students are given the chance to write their own essay comparing the glade to a
multicellular organism. They have some freedom during this essay to determine why they believe the two
items are similar.
Resources/Materials/Equipment:
Dashner, James. The Maze Runner. New York City: Delacorte Press, 2009. Print.
Notebook paper, pencil, and pen.

You might also like