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Learning goal needs a "by" (i.e., how will they achieve the learning goal?) C&O

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This lesson plan includes additional, Key Terms, and Vocabulary. Explicit Directions given for comprehension activity. Anything we could possibly need is listed somewhere on this document.

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The opening activity focuses on understanding rather than skill application by prompting students to understand how identity shapes perspective instead of simply identifying perspective

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Don’t think the TG are explicitly stated. Taking into consideration the unit’s formative assessment I think there is little said to how the tasks and assessment can be carried outside of this unit.

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Formative Assessment is vague. There is a missed opportunity to tie author word choice to mood. No opportunity to transfer content knowledge.

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The knowledge check is exemplary for a few reasons. First, they have background knowledge that is not only content based, but includes literary devices. Second, the vocabulary section of the knowledge check includes explicit and implicit instruction. This matters especially because it's not often that content specific/disciplinary specific vocab is taught explicitly, although it is necessary. C&O

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Professor Muhammad's Framework regarding cultural relevance is not mentioned and if it was mentioned in the unit overview, it is not explicitly part of the lesson plan and is not assessed.

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The opener serves as a proper recall. It doesn't ask too much or too little of students. Also, the portion of gauging student understanding is exemplary as it anticipates student needs and conceptions. C&O

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There is an opportunity to tie Josef and Isabel into the conversation about mood for the formative assessment. Explicit Vocabulary Instruction could be expanded upon to ensure that students receive robust instruction on a historically relevant topic.

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The lesson doesn't provide students the opportunity to connect their analysis of the setting back to the characterization piece.

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-Connect the analysis of the setting back to the new character Mahmoud: How have the changes in setting affected him?

-Explicitly include instructions to cite textual evidence

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Opportunity to build students connection around economic crisis and relevant experiences related to background knowledge to give students understanding in order to evaluate the country's shift and the overall mood around the country shifting. (Nya, Ja'El & Arielle)

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Opportunity to build students connection around economic crisis and relevant experiences related to background knowledge to give students understanding in order to evaluate the country's shift and the overall mood around the country shifting. (Nya, Ja'El & Arielle)

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The reading comprehension questions do not prepare students for the formative. There is no direct instruction or goal associated with word choice, and the students are expected to connect word choice to their learning goal somehow. C&O

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The end of lesson task simply can be worded differently to target Transfer Goals better. Possibly “how can language represent mood or a shift in mood.” The formative could be written better in general. Also with the knowledge that this is a lesson specifically designed to be implemented in Philly, any lesson regarding Islam could be made more culturally relevant by design.

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The lesson could stamp understandings of how changes in setting affect characters by promoting students to identity a time when their setting changed and it affected their perspectives

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Modifications for lesson plan background knowledge information for students and for teachers (pre-teaching). Building scaffolding questions that are clear and can enhance the cognitive thinking that students gather. (Nya, Ja'El, Arielle)

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Modifications for lesson plan background knowledge information for students and for teachers (pre-teaching). Building scaffolding questions that are clear and can enhance the cognitive thinking that students gather. (Nya, Ja'El, Arielle)

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Include word choice as part of the content based knowledge and make the "by" part of the learning goal analyzation of word choice: Dope readers will be able to evaluate how Aleppo, Syria has not only changed as a country, but how the country’s overall mood has changed along with it by analyzing the author's word choice. C&O

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The lesson plan is very robust with facts and skills related to the acquisition component of instruction. The formative assessment for the lesson is also provided.

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the lesson itself is not culturally relevant but you can ask questions that connect the lesson to the students lived experience

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the lesson plan objective does use the action verb, "evaluate"

the skill of compare and contrast is transferrable and the question the students are asked after reading requires more than basic comprehension

the lesson objective, formative assessment, and questions asked throughout the lesson connect well

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Modify the delivery of the background knowledge so that you can meet the end of lesson objective because there is a lot of information in the lesson guidance

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Cultural relevance to students that relate to religious beliefs in conjunction to Islam. Vocabulary and Key Terms to help students think about the lesson plan guidance. (Nya, Ja'El, Arielle) 

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Cultural relevance to students that relate to religious beliefs in conjunction to Islam. Vocabulary and Key Terms to help students think about the lesson plan guidance. (Nya, Ja'El, Arielle) 

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I like how they have the differences and similarities that we should be looking for in students written in the best practices.

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Too much information in the LP

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For the formative, asking students to analyze or evaluate rather than just explain. These hone in on stronger skills that force them to carry more of the cognitive load rather than just regurgitate information. Explaining doesn't necessarily ask them to walk away with a deeper understanding. C&O

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Chunk this up for educators