This lesson plan is for an English class to watch the movie "Freedom Writers" over three days. On the second day, the students will watch the movie to sharpen their English skills and express ideas about how the English language inspires dreams, shapes lives, and gives hope. After watching, the students will review and discuss what they saw in the movie. The teacher reflects that they are unsure how to effectively structure objectives and activities for having students watch a movie in class.

1. LESSON PLAN
Date: March 13, 14, and 15, 2012School: Jose Campeche
Teacher: ___Mr. Sosa_____________ Grade: 12th
I. Theme: “Learning English Inspires Dreams, Shapes Lives, and Gives Hope for the
Comments: Future.”
II. Phase: Exploration X Conceptualization Application
This lesson plan is for III. Integration: History
English Week “Learning IV. Standard(s) and Grade Level Expectation:
English Inspires
Dreams, Shapes Lives, Content Standards 12th Grade Expectations
and Gives Us Hope for LISTENING/SPEAKING: _X__ L/S.12.1 Listens carefully during a read aloud, presentation, or
performance from a variety of literature, periods, genres, and styles to
the Future.”
The student uses the English language interpret and analyze character development, dialogue, and setting; makes
to interpret oral input, construct connections to text; evaluates tone, voice, and mood.
This week is special. In meaning, interact with confidence both _X__ L/S.12.2 Listens and responds to synthesize, explain, describe, analyze,
the second lesson plan, verbally and nonverbally, and express justify, and debate information; answers and formulates closed and
ideas effectively in a variety of openended questions.
the students will seethe personal, social, and academic ___ L/S.12.3 Uses appropriate language structure to analyze and evaluate
movie “Freedom contexts. issues, to problem solve, to explain a process, and to express opinions
Writers”. integrating comparison and contrast statements.
___ L/S.12.4 Expresses thoughts and opinions to evaluate text, debate
current events, concepts, and literary elements; makes predictions and
inferences, as well as draws conclusions from listening to a variety of texts,
performances, and multimedia sources; listens to sort and prioritize
information.
___ L/S.12.5 Analyzes and explains the main idea or topic and important
details from learned concepts or readings from a variety of persuasive texts;
summarizes, evaluates, and judges effectiveness of the text, performance,
speech, or literature.
READING: ___ R.12.1 Evaluates context clues, reference sources, and vocabulary
The student uses reading strategies, expansion strategies to assess word meaning; utilizes Greek and Latin root
literary analysis, and critical thinking words to extend vocabulary; classifies, applies, and analyzes vocabulary as
skills to construct meaning and develop academic, cultural, or contemporary based on current trends.
an understanding as well as an ___ R.12.2 Argues on characterization techniques and character development
appreciation of a variety of genres of using text evidence to justify responses; evaluates the setting in fiction and
both fiction and nonfiction. nonfiction; classifies point of view using text evidence to supp ort responses.
____ R.12.3 Classifies genre, analyzes plot, establishes cause and effect;
makes connections, predictions, and inferences in a variety of texts; draws
conclusions; analyzes and determines conflict and resolution; uses text
evidence to validate responses.
___ R.12.4 Distinguishes between fact and opinion, infers and supports the
main idea in a variety of texts; debates the theme or topic using text
evidence to justify and validate position.
___ R.12.5 Uses elements of poetry and plays to analyze, interpret, and
compare and contrast styles, genres, topics, and themes; debates using text
evidence to justify position.
WRITING: ___ W.12.1 Analyzes and assesses word choice to convey meaning;
incorporates transitions, correct grammar, syntax, and style.
The student effectively communicates ___ W.12.2 Evaluates and applies a variety of organizational techniques to
to a variety of audiences in all forms write effective narrative, expository, and persuasive essays using the writing
of writing through the use of the process; demonstrates a preferred style of writing.
L2 Strategic thinking: writing process, proper grammar, and ___ W.12.3 Uses creative writing styles to produce poems and other literary
age appropriate expressive vocabulary. forms.
Watch and process the
___ 12.4 Compares, contrasts, evaluates, and critiques two or more forms of
movie “Freedom writing on similar topics to write a critical essay.
Writers” ___ W.12.5 Organizes, synthesizes, outlines, and evaluates information to
write a research paper; demonstrates voice and knowledge of topic
throughout the writing.
V. Depth of Knowledge: ___ L1 Recall __X_ L2 Skills/Concepts
___ L3 Strategic Thinking ___ L4 Extended Thinking

2. VI. Objectives:
Conceptual: Given the purpose of the English Week, the students will express ideasby
Vocabulary Words: seeing the movie “Freedom Writers.”
Procedural: Given the purpose of the English Week, the students will sharpen English
skills by processingandwatching the movie “Freedom Writers.”
Attitudinal: Given the purpose of the English Week,the students will watch the movie
Guide Questions: “Freedom Writers” as a matter of appreciation for the language.
VII. Materials:
a. Curriculum Material: Movie “Freedom Writers”
b. Teaching Devices: Handout of reaction
c. Technological Materials: TV, DVD
VIII. Procedure:
a. Initial Activities:
1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance
4. _X_ Review on: The English language itself
5. Motivation Act. Reflection “English Inspires Dreams, Shapes Lives, and
Gives Us Hope for the Future.”
6. Other Activities: Diversity, Creativity, Leadership, and Soc. Trans.
Diversity and appreciation for racial and cultural aspects, creative and imaginative ways of
thinking, learn to be a leader for tomorrow by learning from the experiences presented in the
movie and be socially transformed by the lessons learned throughout the movie, all through the
use of the English language.
6. Statement of Aims: Ok students, today we are going to watch the movie
“Freedom Writers.”
b. Developmental Activities:
Start watching the movie “Freedom writers”
c. Closing Activities:
Review what was seen in the movie “Freedom Writers”
IX. Assessment Techniques:
_X_ reflective diary __ collage _X_ summary __ conceptual map
_X_check list __ rubric __ interview _X_ group discussion
__ concrete poems __ debate __ drama __ graphic organizer
__ comic strips __ projects __ illustration __ painting/drawing
__ portfolio __ games _questionnaire __ anecdotic record
__oral reports __ skit

3. X. Homework:
XI. Special Accommodations offered:
XII. Teacher’s Reflections (material, method, and objectives):
I am not a fan myself of seeing movie inside the classroom. In fact, I can’t even write well
objectives like this. I’m not even sure my objectives follow a pattern. I don’t know what I am doing
or what am I supposed to do as the students watch the movie. What can I do with the students? I
need to make questions and stuff… This is really hard. I need a better way to do this.