MOPTA Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
4A.5 Read to develop an understanding of media and its components by:
a. Explaining how messages conveyed in various forms of media are presented differently
b. Comparing and contrasting the difference in techniques used in media
c. Identifying the point of view of media presentations
d. Analyzing various digital media venues for levels of formality and informality
e. Explaining textual and graphics features of a web page and how they help readers to comprehend
text.
2C.5 Read, infer, and draw conclusions to:
a) Analyze the similarities between an original text and its dramatic adaptation

Learning Objectives/Goals and Pacing

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; Include the duration (number of minutes) you estimate the lesson will take
By the end of the lesson, 95% of students will be able to compare and contrast the differences between
what they visualize when reading books and passages and what movies or tv shows based from those
same books and passages represent.

By the end of the lesson 100% of students will consider that visualization is a technique readers use to
make sense of what is happening in a book.

By the end of the lesson, 97% of students will create mental images in their minds as they read, and
describe it as a movie playing in their minds.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Video clips of popular tv shows and movies that are adapted from books, non-fictinon, fiction
books, graphic novels, and short stories. These will include clips from Harry Potter, Wizard of Oz,
Series of Unfortunate Events (Netflix), The Fault in Our Stars, Diary of a Wimpy Kid, Jungle Book
Documentaries based from non-fiction books/book excerpts including Cleopatra, Marie
Antoinette: The Journey vs. Marie-Antoinette (dir. By Sophia Coppola)
Interactive board with projector to show video clips.
Text comparisons of the video clips

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 Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

Technology required for this is the ability to play video clips and show the text excerpt from the projector.
Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during and after the lesson
A summative assessment at the end of the lesson is a writing activity where students are tasked to persuade
the reader that it is better to read the book, or just watch the movie. This should include an introduction,
supporting arguments, and a conclusion. The students have their previous experience with applying
visualization techniques to use and include in their papers as well.

A formal assessment during the lesson would be to ask students to think of other examples where they have
read a book and did not picture the movie or tv shows heading the same direction and also an example where
they saw a movie or tv show before reading a book, and how that affected their mental images of the scenes
and characters.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
1. Ask students if they have ever seen a movie or tv show because they read a book. Then ask them why
they think they make movies and tv shows based from books.
2. Ask students to compare the movies they have seen with books they have read in previous
experiences either in pairs or small groups and then share with the class.
3. Remind students that visualizing is almost like watching your own private movie in your head, then
introduce the fiction examples of different video media. During the video clips, I will also project the
excerpts from the reading, so students can see the comparisons side-by-side.
4. Show examples of non-fiction texts and movies or documentaries made about them.
5. Have students compare and contrast the similarities and differences, what they were expecting to see
and did not, and think of a reason for certain details being left out of movies or tv shows.
6. Students should have discussions on whether they think reading books is better than just watching the
movie or vice versa.
7. Then introduce the students to their writing topic, and give them time to create an outline, gather
sources and information, and then start their writing.

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 Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
Throughout the lesson, I will be providing students with multiple examples of book to media adaptations.
Then, I will have a discussion with the class about whether or not the books and the movies are similar,
and why some events are left out or do not look like some student mental images. Then I will lead the class
towards their summative writing assessment.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

The students are actively comparing multiple video clips both tv shows, fiction, and non-fiction to text
excerpts. They may have different ideas of how certain events look as well as the characters. This is a time
where students who are familiar with popular media such as Harry Potter to address certain parts of the
book that are left out of the movies. The students will discuss why certain events are not included in the
movies and create a list of possible reasons. Then, students will be developing their writing and persuasion
skills by writing a persuasive piece about whether people should just read the books or just see the
movies.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc. (This includes accomplished/gift learners.)
For students that struggle with writing or have poor motor skills, they will not have to write as much as a
student that is advanced in writing. These students still have to think of 2-3 arguments to support what the
side they choose to write about, but they could either voice record their reasoning and evidence, or they
can partially draw their thinking accompanied by fewer words.

I will seat students appropriately, either with visual or hearing disabilities near the front of the room to
engage in the media and text examples.

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 Classroom Management: room arrangements, transitions, material distribution
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged
I would assign special roles to the students that need reminders to focus on their work. The responsibility
of having an assigned role will keep these students on track and working towards their goals. The
responsibilities might also keep these students distracted from what might previously be a distraction. I
will also keep students working in new pairs and groups in order to avoid unproductive partnerships from
becoming a distraction for the entire class. Students that get off-task easily will find their seats close to the
teacher, so they will be separated from other distractors.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
As some students may finish their persuasive writing earlier than others, I think a great extension would be
having students write about this experience to a friend. This way, they can use vivid language to create
mental images for their friends to see as they read the letter.
Another extension would be for students to create their own passages that are rich in detail that other
students will be able to visualize what is happening.

Follow-up to Todays Lesson: (check for understanding: exit ticket, pair share, wonderings)
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
To check for understanding, I will use the students persuasive papers to gauge what they have learned
about visualization, and how that might change depending on the media used.

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Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson