ELA full lesson plan
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Feb 20, 2024
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LESSON PLAN TEMPLATE You are required to use this template for the lesson plan. Instructions and explanations have been included to help you create a well-developed plan. YOU MUST USE THE TOURO APPROVED TEMPLATE BELOW FOR YOUR LESSON PLAN.
Candidate Name: Bayleigh Kalvar
Touro Course #: SEDN 666
Context for Learning School: (Public DOE, Charter, Private): Public
Location: [e.g.: suburban/urban; high needs/underserved,
etc.): Suburban; High Needs
Grade Level: 7
th
Grade
Subject: ELA Number of Students: 12:1:1 (12 students, 1 teacher, 1 teacher support)
Instructional Type: Self-contained
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Lesson Title: Exploring Literary Elements in Short Stories
Standard(s)
: Choose standards that align with the goals and objectives of your lesson. You should have no more than 2 standards. You must have at least one content and one literacy standard. Big Idea: (Overarching statement of the major concepts of the lesson plan)
Connection to Standard. State major course goals and synthesize the language of the standards.
Ø Identify core concepts, principles, theories, & processes
by unpacking the standard(s). Hint: to
unpack a standard underline the nouns and circle the verbs. Note the actions defined in the verb and
the content to be addressed in the noun. Ø Organize important facts, skills, or actions
in a bulleted list highlighting the big ideas within the standard.
Ainsworth (2021) defines Big Ideas in 3 ways:
Topical Big Ideas—A Pathway to Broad Big Ideas (Excerpted from Book, pp. 67-68)
Big Ideas can be topical (“Fractions represent quantities less than, equal to, or greater than one whole,” applicable to math only), broad (“People can justify their own conclusions with data,” applicable to several content areas), or both
(“Objects can be compared and classified by their different attributes,” applicable to math and science).
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Topical Big Ideas relate primarily to a particular unit of study, a related series of lessons, or a section of the standards. The following topical Big Idea in reading is specific to standards that emphasize story elements and how they are arranged: “All events in a story—present, past, and future
—play a strategic part in its conclusion.”
Broad Big Ideas are the generalizations derived from one area of study that connect to many
standards and even several subject matter areas, such as “Research brings together divergent
viewpoints.”
Unpack the standards’ big idea and core concepts, theories and processes here. State major course goals
and synthesize the language of the standards:
Standards:
Content Standard: RL.7.3 - Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
Literacy Standard: RL.7.1 - Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Big Idea: "All events in a story—present, past, and future—play a strategic part in its conclusion."
Connection to Standards:
RL.7.3: Analyzing how setting shapes characters or plot requires understanding the intricate
elements within a story. This aligns with the broader concept of understanding how different story
elements interact to create a cohesive narrative.
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RL.7.1: Citing textual evidence to support analysis is a fundamental skill that contributes to a
deeper understanding of story elements and their role in the narrative.
Unpacking Standards:
RL.7.3:
Core Concepts:
Identify elements of a story or drama.
Understand how these elements interact.
Big Ideas:
Setting shapes characters or plot.
Events, regardless of timeline, contribute to the story's conclusion.
RL.7.1:
Core Concepts:
Cite textual evidence.
Support analysis of explicit content and inferences.
Big Ideas:
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Analyzing text requires evidence.
Inferences drawn from text contribute to a richer analysis.
Measurable learning Objectives
:
Write 1 or 2 learning objectives for this lesson. Learning objectives must be quantifiable. They help you identify exactly what the teacher wants students to
achieve as a result of instruction, and they give specific criteria to track student progress.
A measurable learning objective is a statement that clearly and precisely describes what it is that the student knows and can do as a result of the learning activities/experiences. Make sure your objectives are measurable. Use verbs from Bloom’s Taxonomy
, Webbs Depth of Knowledge (DOK)
, Hess Rigor Matrix
to guide you. Example: Students will write a four-paragraph essay using APA style citations and references. Write your measurable learning objectives here:
1.
Objective 1:
Students will identify and describe at least three specific literary elements (e.g., characters,
setting, plot) in a given short story, demonstrating understanding at the "Apply" level of
Bloom's Taxonomy.
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2.
Objective 2:
Using textual evidence, students will construct a written analysis that includes at least two
inferences about how the identified literary elements interact to shape the narrative,
showcasing proficiency at the "Analyze" level of Bloom's Taxonomy.
Learning Target (s)
:
Rewrite lesson learning objectives into student-friendly language. Learning targets are “I can…” statements.
Learning targets
are concrete goals written in student-friendly language that clearly describe what students will learn and be able to do by the end of a lesson
. Can be differentiated to meet individual/group needs.
Example: “I can identify the central idea of the story and support my answer with 3 pieces of text evidence.
Write your Learning Target(s) here:
1.
Learning Target 1:
I can identify and describe three important parts of a story, like characters, setting, and plot.
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2.
Learning Target 2:
I can use details from the story to explain how characters, setting, and plot work together to
make the story interesting and meaningful.
Connections to Prior Learning and Data: (Preassessment)
What prior content, concepts, assessment results and/or skills does this lesson build upon? What standards were met previously that are connected to this lesson (from prior grade)? What data did you use to …?
How will you measure progress towards the learning
objective/ learning target? What potential supports will you need for students?
*Consider your access to having actual classroom students/data:
If you do not have students/classroom data, answer this section based on the progression of the standards within the unit of instruction.
If you do have access/data, use the data to explain where these students are currently performing within the standards, which drives your future instruction. Write your connections to prior learning, preassessment data usage and how you will measure progress toward the learning objective/target here:
Prior Content/Concepts:
This lesson builds upon the students' understanding of basic story elements such as characters, setting, and plot, which they should have encountered in previous ELA units.
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Standards Met Previously:
Students should have been exposed to standards related to identifying and understanding story elements in previous grades, such as RL.6.3 for 6th grade.
Data Used:
Analyzing past assessments, quizzes, or assignments related to story elements.
Reviewing anecdotal notes and observations from previous lessons.
Progress Measurement:
Students' progress towards the learning objectives will be measured through formative assessments during the lesson, such as their ability to identify story elements and provide evidence.
Reviewing completed graphic organizers and independent practice assignments will provide insights
into individual student understanding.
Potential Supports Needed:
For students struggling with identifying story elements, additional scaffolding and examples may be
required during the lesson.
Differentiated graphic organizers or visual aids could be provided for students who need extra support.
Collaborating with the teacher support staff to address the needs of students requiring additional
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assistance.
Resources and Materials:
List the videos, visuals, and additional texts used in this lesson. What resources will reflect cultural relevance and diversity? Be sure to include those resources and materials for ENL and students who have IEPs. Use APA style for references. Write your resources and materials here:
1.
Short Stories/Excerpts:
Smith, J. (2018). "Mystery of the Enchanted Forest."
Patel, S. (2019). "Lost in Time." 2.
Visuals:
Whiteboard and markers for visual explanations and illustrations.
Chart paper for collaborative note-taking.
Graphic organizers for identifying and analyzing story elements.
3.
Videos:
Educational Hub. (Year). "Analyzing Story Elements." Retrieved from [URL]
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Storytelling Experts. (Year). "Cultural Perspectives in Storytelling." Retrieved from [URL]
Short video clips demonstrating literary elements or story analysis.
4.
Additional Texts:
Rodriguez, M. (2020). "Tales from Around the World." Publisher C.
Kim, L. (2021). "Voices of Diversity: Short Stories." Publisher D.
Inclusive literature that represents a variety of perspectives.
5.
ENL (English as a New Language) Support:
Multilingual dictionaries or translation tools.
Sentence starters or language frames for ENL students.
Graphic organizers with visuals to support comprehension.
6.
IEP (Individualized Education Program) Support:
Modified graphic organizers or worksheets for students with specific needs.
Additional support from teacher support staff during small group activities.
Accessible formats for texts, such as large print or digital versions.
Cultural Relevance and Diversity:
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Ensure that short stories and additional texts represent a diverse range of cultures and
backgrounds.
Incorporate examples and discussions that highlight cultural nuances in storytelling.
APA Style References:
Smith, J. (2018). "Mystery of the Enchanted Forest."
Patel, S. (2019). "Lost in Time."
Educational Hub. “Analyzing Story Elements."
Storytelling Experts. "Cultural Perspectives in Storytelling."
Rodriguez, M. (2020). "Tales from Around the World.".
Kim, L. (2021). "Voices of Diversity: Short Stories." Language Development
:
Design learning activities for language development.
Language development refers to the stages through which children acquire the ability to communicate via written and oral language. During this process, children gradually understand basic linguistic patterns and expand their vocabulary gradually before achieving fluency. GUIDING QUESTIONS
How will you introduce the vocabulary
that builds upon the skills/content of this lesson?
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List
academic vocabulary (content and instructional vocabulary).
Why
did you choose this vocabulary
for this lesson and what is the instructional rationale? (consider all academic vocabulary – content and instructional)
What
opportunities
will you give for the students to practice reading new vocabulary, use new vocabulary in discussions, and in written form?
How will you assess the language development
in the “I do” and the “We do” parts of the lesson? What tool will you use and what criteria are you assessing?
Write your learning activities for Language Development here:
1. Introducing Vocabulary:
Academic Vocabulary:
Character
Setting
Plot
Inference
Analysis
Instructional Vocabulary:
Identify
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Analyze
Interaction
Inference
Collaboration
2. Instructional Rationale:
The selected vocabulary is fundamental to understanding and analyzing literary elements in short stories. By introducing terms such as "character," "setting," and "plot," students can articulate and discuss story components more effectively. Terms like "inference" and "analysis" support the development of critical thinking skills essential for literary interpretation.
3. Vocabulary Practice Opportunities:
Reading:
Students will read short stories with embedded vocabulary.
Create a vocabulary wall or word bank for ongoing reference.
Discussion:
Conduct small group discussions where students use the vocabulary to analyze story elements.
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Collaborative activities such as peer teaching or think-pair-share.
Written Form:
Assign written reflections or paragraphs incorporating the vocabulary.
Use graphic organizers for students to visually represent and use new vocabulary.
4. Assessing Language Development:
"I Do" Assessment:
Teacher observes students' ability to repeat and understand key terms during initial introduction.
Quick check-ins through questioning to assess comprehension.
"We Do" Assessment:
Small group discussions where students actively use vocabulary in analyzing short stories.
Review of written reflections or paragraphs for accurate usage.
Assessment Tool:
Checklist based on observed vocabulary usage during discussions and written reflections.
Anecdotal notes on individual student participation and understanding.
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Guiding Questions for Assessment:
Did students accurately use the introduced vocabulary during discussions and written tasks?
Were students able to apply the vocabulary to analyze story elements in small group activities?
Did the students demonstrate understanding of the terms during individual practice?
Technology Integration:
What technology will support learning in this lesson? Include classroom technology, assistive technology for any students with special needs (SWD and/or ENLs) and any low tech supportive tools (e.g.: whiteboards, graphic organizers, graphing paper, etc.)
See ISTE Standards for Students:
https://www.iste.org/standards/iste-standards-for-students
Discuss how you will use technology to support learning here:
1. Classroom Technology:
Interactive Whiteboard:
Display short stories, videos, or graphics for whole-class analysis.
Utilize interactive features for collaborative annotations.
Document Camera:
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Share physical graphic organizers or written examples with the class.
Allow for live annotation and discussion.
Classroom Management Software:
Use platforms like Google Classroom for distributing and collecting assignments.
2. Assistive Technology for SWD and/or ENLs:
Speech-to-Text Applications:
Support students with diverse needs in expressing their thoughts in writing.
Multilingual Dictionaries or Translation Tools:
Aid English as New Language (ENL) students in understanding and expressing concepts.
Text-to-Speech Software:
Assist students with special needs or language challenges in accessing text.
3. Low Tech Supportive Tools:
Whiteboards:
Engage students in collaborative activities, brainstorming, and quick assessments.
Graphic Organizers:
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Provide hard copies or templates for students who benefit from tactile learning.
Sentence Frames:
Support ENL students and those with special needs in constructing responses.
ISTE Standards for Students Integration:
ISTE Standard 1: Empowered Learner:
Students use technology to set and achieve learning goals.
ISTE Standard 2: Digital Citizen:
Students engage in positive, safe, legal, and ethical behavior when using technology.
ISTE Standard 3: Knowledge Constructor:
Students critically curate information from digital resources.
ISTE Standard 4: Innovative Designer:
Students use a variety of technologies to solve problems.
ISTE Standard 6: Creative Communicator:
Students communicate clearly and express themselves creatively using various platforms.
Rationale:
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Technology is seamlessly integrated to enhance the learning experience, making content accessible to diverse learners.
Assistive technology supports cater to the unique needs of students with special needs and English language learners.
Low-tech tools maintain a balance, providing hands-on engagement and fostering collaboration.
Questioning and Scaffolding of Questions:
Create one essential question and three or more guiding questions. (Essential/Guiding) What are the questions you would use in opening (essential) the lesson, during the work period and at the lesson closing ( guiding questions)?
Essential Questions (EQ):
These are question(s) which are at the heart of the Big Idea/Central Focus – restated in a question format. They are always open, debatable, and the answer is never found on a page of the textbook. One must synthesize concepts/ideas/facts and infer understandings. Essential questions help set the purpose for learning for the student.
Example: How do the decisions and actions of characters reveal their personalities?
Guiding Questions:
Guiding questions are designed to explore a topic in greater depth and encourage them to elicit understanding by thinking deeply about the topic. Students must use their own judgment to determine the answer. Guiding questions help the students arrive at a particular endpoint by ‘guiding them.’ For this reason, they are not considered very open-ended questions.
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Example: Why did the main character lie to his father about his fight in school?
Write your essential question and guiding questions here:
Essential Question (EQ):
How do the elements of a story work together to shape its meaning and impact on the reader?
Opening (Essential) Question:
Why do you think stories have different elements like characters, setting, and plot? How might these elements contribute to the overall message of a story?
During the Work Period (Guiding Questions):
1.
What specific details in the story help you identify the main character and understand their personality?
2.
How does the setting of the story influence the events that take place?
3.
In what ways can the plot of a story impact the overall message or theme?
Closing (Guiding Questions):
1.
Can you identify any patterns or connections between the characters, setting, and plot in the stories we analyzed today?
2.
How did understanding the elements of a story enhance your overall comprehension of the
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narrative?
3.
What insights did you gain about the author's purpose and the message conveyed through the story?
Assessments (Formative and Summative):
Develop assessments for before (pre-assessment), during the lesson (formative assessment), and for the end of the lesson (summative assessment).
Formative Assessments: A formative assessment is a continuous, low- or no-stakes, responsive process comprised of practices, methods, and tools that are selected to support all students in reaching learning goals. Teachers monitor student learning to provide ongoing feedback that can be used to adjust their teaching. Students can also use this feedback to improve their learning, typically this feedback is not counted towards the final grade
. How will you know which students met the target and which need additional instruction? Example:
Have students write a postcard from the viewpoint of an historical figure to another historical figure, discussing and describing an historical event. The teacher will review the success criteria and provide feedback to identify students’ satisfactory or unsatisfactory progress towards meeting lesson goals. DEPENDING ON WHERE YOU ARE IN THE UNIT OF STUDY (you may or may not have a summative assessment in the lesson, but there is always some sort of evaluative culmination/closing, which can consist of
a student’s self-evaluation or peer evaluation):
Summative Assessments
: As an evaluation of content mastery, summative assessments occur at the end of a given learning period (can
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be at the end of a daily lesson, e.g.: state exam, unit project, exit ticket, any written or oral assignment related
to lesson objectives). Generally, they are end-of-course or end-of-year exams; however, these are not the only
applicable uses of summative assessments. Evaluating students’ learning could come at the end of a chapter or learning module. Thus, summative assessments are not only high-stakes final exams. They can be strong indicators of content mastery in a particular area. Write your formative and summative assessment(s) here:
Pre-Assessment:
Activity: Concept Map
Ask students to create a concept map illustrating their understanding of story elements (characters, setting, plot) and their interconnections.
Purpose: Gauge prior knowledge and identify any misconceptions.
Formative Assessments:
1.
Activity: Think-Pair-Share (During the Introduction)
Have students individually jot down their initial thoughts on the importance of story elements, then discuss in pairs before sharing with the class.
Purpose: Assess initial understanding and promote discussion.
2.
Activity: Group Analysis (During the Work Period)
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Assign small groups to analyze a short story, identifying and discussing story elements.
Circulate to observe group discussions, provide guidance, and note individual contributions.
Purpose: Evaluate ongoing understanding and collaboration.
3.
Activity: Exit Ticket (End of the Lesson)
Ask students to write a brief reflection on one key concept they learned and one question they still have about story elements.
Purpose: Check for individual understanding and identify areas for further clarification.
Summative Assessment:
Assignment:
Story Analysis Essay
Students will write an essay analyzing the story elements (characters, setting, plot) in a provided short story.
Purpose: Evaluate overall comprehension and application of learned concepts.
Evaluation Criteria for Assessments:
1.
Concept Map (Pre-Assessment):
Identifying and correctly labeling key story elements.
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Demonstrating connections between story elements.
2.
Think-Pair-Share (Formative Assessment):
Ability to articulate the importance of story elements.
Engagement in collaborative discussion with peers.
3.
Group Analysis (Formative Assessment):
Contribution to group discussion and analysis.
Understanding and application of story elements in the assigned short story.
4.
Exit Ticket (Formative Assessment):
Reflection on a key concept learned.
Identification of a lingering question or area for further clarification.
5.
Story Analysis Essay (Summative Assessment):
Clear identification and analysis of story elements.
Cohesive and well-organized writing.
Application of learned concepts to support analysis.
Feedback Mechanisms:
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Provide verbal and written feedback during group discussions, addressing individual contributions.
Offer written feedback on the exit ticket, addressing identified areas for clarification.
Provide detailed feedback on the story analysis essays, highlighting strengths and areas for improvement.
Differentiation/Specially Designed Instruction
: Identify students’ needs and plan accommodations and modifications to demonstrate mastery of the standard. (Plan for individuals and small groups)
Differentiated teaching occurs when a teacher plans a lesson using UDL strategies
that adjusts either the
content
being discussed, the
process
used to learn, or the product
expected from students to ensure that learners at different starting points can receive the instruction they need to grow and succeed. The teacher assists the learner to bridge the gap of where they are in their learning in order to meet grade-level learning standards through a series of learning strategies known as scaffolds.
We use various methods of scaffolded exercises and explicit teaching when working with students with special needs/focus students to differentiate learning.
Carol Ann Tomlinson on differentiated content, process and product in the classroom.
Modifications-
Modifications are curricular/course changes to content, required work, or instructional level. These include replacements of curriculum and/or assessments.
Accommodations-
An accommodation is a support or service that is provided to help a special education student access the general education curriculum. These are not curricular and/or
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assessment replacements.
An accommodation
changes how a student learns the material. A modification
changes what a student
is taught or expected to learn. How will you adapt the content
,
process
, and/or
products
so ALL students (e.g., SWD/ENL) can be successful? What types of modifications, accommodations or small-group activities might be used
for differentiation in
this lesson? Assume that there are students who need accommodations or modifications in this class.
Examples of accommodations and modifications are in this link
: https://fivestartech.com/when-
student-struggles-are-more-than-meets-the-eye/
UDL https://udlguidelines.cast.org/binaries/content/assets/common/publications/articles/cast-udl-
planningq-a11y.pdf
Write methods of differentiation for Individuals/Small Groups here:
Adapting Content, Process, and/or Products:
1.
Content:
For SWD (Students with Disabilities):
Provide simplified versions of short stories with additional visual supports.
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Offer audio versions of the stories for students who benefit from auditory learning.
For ENL (English as New Language) Students:
Use bilingual dictionaries or translation tools to support understanding.
Provide additional visuals and real-life examples related to story elements.
2.
Process:
For SWD:
Break down complex instructions into smaller, manageable steps.
Utilize graphic organizers with clear visual cues to organize thoughts.
For ENL Students:
Incorporate sentence frames or language models to support verbal and written
expression.
Allow extra processing time during discussions and activities.
3.
Products:
For SWD:
Allow alternative methods of demonstrating understanding (e.g., oral presentations,
visual projects).
Provide options for varied response formats (e.g., drawings, diagrams).
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For ENL Students:
Permit the use of bilingual glossaries or translation tools during written assessments.
Offer options for expressing understanding through both written and verbal means.
Modifications and Accommodations:
1.
Modifications:
SWD:
Modify the length or complexity of the short story for students with significant
reading challenges.
Adjust the requirements of the written analysis for students with significant writing
challenges.
ENL Students:
Modify the language demands of assignments to match the proficiency level of ENL
students.
Provide modified graphic organizers with additional visual support.
2.
Accommodations:
SWD:
Allow additional time for completing assignments or assessments.
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Provide one-on-one support or small-group instruction for clarification.
ENL Students:
Allow the use of bilingual dictionaries or translation tools during assessments.
Provide language support through co-teaching or ENL specialists.
Small-Group Activities:
Conduct small-group discussions where students with similar needs can work together.
Implement peer support structures where more proficient students assist those who require
additional help.
Use flexible grouping to address specific learning needs and provide targeted instruction.
Monitoring and Adjustments:
Regularly assess individual progress through formative assessments, anecdotal notes, and
observations.
Adjust instruction and support based on ongoing assessments and student feedback.
Collaborate with support staff (special education teachers, ENL specialists) to address individual
needs.
Additional Resources:
UDL Guidelines
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Examples of Accommodations and Modifications
Connecting Theory and Practice: Discuss theories of teaching and learning
that support the
instructional choices and learning activities in your lesson plan. Cite at least two outside or course
sources to justify your instructional choices.
Discuss the theories of teaching and learning that support your instructional choices here:
1.
Constructivism:
Theory Overview: Constructivism emphasizes the active role of the learner in constructing
their understanding of concepts. Learners build knowledge through their experiences,
interactions, and reflections.
Application in the Lesson Plan:
Guided Discovery: The lesson incorporates activities like small group discussions
and analysis, allowing students to construct meaning collaboratively. Constructivist
approaches align with the belief that students learn best when they actively engage
with content and each other.
Source Citation:
Brooks, J. G., & Brooks, M. G. (1993). In Search of Understanding: The Case for
Constructivist Classrooms. Association for Supervision and Curriculum
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Development (ASCD).
Justification: The book explores the principles of constructivism and how they can be
applied in the classroom. It emphasizes the importance of creating a learning
environment that encourages student inquiry, collaboration, and the construction of
meaning.
2.
Universal Design for Learning (UDL):
Theory Overview: UDL is a framework that promotes the design of flexible instructional
environments to accommodate diverse learning needs. It suggests providing multiple means
of representation, engagement, and expression.
Application in the Lesson Plan:
Varied Representations: The use of visuals, multimedia, and bilingual resources
caters to diverse learning styles and addresses the needs of both SWD and ENL
students.
Flexible Products: Allowing alternative methods for students to demonstrate
understanding, such as oral presentations or visual projects, aligns with the UDL
principle of providing options for expression.
Source Citation:
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age:
Universal Design for Learning. Association for Supervision and Curriculum
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Development (ASCD).
Justification: The book provides practical strategies for implementing UDL in the
classroom, emphasizing the importance of flexibility in content, process, and product
to meet the needs of diverse learners.
Connection to Theory and Practice:
Constructivism supports the emphasis on collaborative activities, discussion, and active student
engagement in the exploration of literary elements. It aligns with the belief that students learn best
when they construct their understanding through interaction and reflection.
UDL justifies the incorporation of various means of representation, engagement, and expression,
ensuring that the lesson is accessible to all students, regardless of their learning styles, abilities, or
language proficiency.
References (APA 7 format)
: Reference your two outside or course sources here:
1.
Brooks, J. G., & Brooks, M. G. (1993). In Search of Understanding: The Case for Constructivist
Classrooms. Association for Supervision and Curriculum Development (ASCD).
2.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for
Learning. Association for Supervision and Curriculum Development (ASCD).
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Lesson Planning:
Complete this section to prepare and organize all the necessary bulleting of information, directions, routines/procedures, questioning, differentiation, and materials to facilitate the
lesson for students.
Utilize the guiding questions, prior lessons, and feedback from instructors, peers, mentor teachers, to successfully complete this section. Keep in mind the “I do”, “We do”, “You do” Gradual Release
structure of a lesson. Introduction to New Learning/Beginning of lesson: (I DO) Minutes [ 10-15 ]
How will you set an authentic purpose for learning
(in real life)?
How will you connect the Big Idea/Enduring Understanding
of this lesson and explore it through an essential question?
How will you engage the learner
to acquire new content, make meaning
/
unpack it, to ensure they arrive at the enduring understanding (the lesson’s “take away”) as transfer?
How will the student take ownership of their learning
?
How will you unpack the learning target (LT),
and set student success criteria
?
What initial engaging activity
will serve as motivation?
How will you activate prior knowledge
?
How will you model thinking out loud?
What examples/non-examples
will you provide?
What explicit teaching
is needed to support students’ understanding of the LT?
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Teacher Actions (What teacher will do)
Student Actions (What students will do)
1.
Set Authentic Purpose:
Introduce the lesson by explaining how understanding story elements enhances one's ability to interpret and enjoy literature, emphasizing its real-life applications in analyzing narratives.
2.
Connect to Big Idea/ Essential Question:
Connect the lesson to the enduring understanding by posing the essential question: "How do the elements of a story work together to shape its meaning and impact on the reader?"
3.
Engage Learners:
Begin with a brief interactive activity where students share their favorite stories and discuss what makes those stories memorable.
4.
Unpack Learning Target (LT) and Success 1.
Understand Authentic Purpose:
Listen
t
the
teacher's
explanation
ofhowunderstandngstory
elements is relevant in real life.
2.
Engage in Essential Question:
Reflect on the essential question
and consider its implications for
understanding literature.
3.
Participate in Interactive Activity:
Share personal experiences with
favorite stories and engage in a
brief discussion with peers.
4.
Clarify Learning Target and Success
Criteria:
Take notes on the learning
target and success criteria
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Criteria:
Clearly state the learning target: "I can analyze and identify story elements in a short story."
Discuss success criteria: clear identification
of characters, setting, and plot.
5.
Activate Prior Knowledge:
Elicit prior knowledge by asking students to
recall what they know about characters, setting, and plot in a story.
6.
Model Thinking Out Loud:
Model the process of analyzing a short story, thinking out loud about how to identify characters, setting, and plot.
7.
Explicit Teaching:
Provide explicit teaching on the importance of understanding story elements for comprehending and interpreting narratives.
provided by the teacher.
5.
Activate Prior Knowledge:
Share prior knowledge about
story elements and their role in
storytelling.
6.
Observe Modeling:
Pay attention to the teacher's
modeling of thinking processes
while analyzing a short story.
7.
Participate in Explicit Teaching:
Actively engage in the explicit
teaching
portion,
asking
questions for clarification as
needed.
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Guided Practice
:
(WE DO): Minutes [15 -20 ]
Guided Practice is interactive instruction between the teacher and students. After the teacher introduces new learning, he/she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently.
How will teacher and students work together to understand this lesson? What happens during this time?
1.
Teacher will restate what students will focus on during their work.
2.
Teacher and students will practice the skill together. (For example, students demonstrate the skill, and errors are worked through together. Examples and non-examples are provided. Students are encouraged to explain their thinking. Clarify student misunderstandings before independent practice.
3.
Teacher will provide any applicable differentiated material for students to practice skills. 4.
Teacher will level questions using Bloom's
/
Webb
/Hess
and work toward higher-order thinking.
5.
Teacher will incorporate written responses or verbal discussion to help students process their thinking.
Teacher Actions (What teacher will do)
Student Actions (What students will do)
1.
Restate Focus:
Clearly restate that the focus is on identifying and analyzing story elements: characters, setting, and plot.
2.
Practice the Skill Together:
Engage students in a collaborative activity where they analyze a short story together, identifying and discussing story
elements.
1.
Focus on Identifying Story Elements:
Pay attention to the restated focus on identifying characters, setting, and plot in the short story.
2.
Participate in Collaborative Activity:
Actively engage in the guided analysis of the short story, sharing ideas and discussing story elements with peers.
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Group 1
Adjust/complete table according to the number of groups you are planning to differentiate. Students
:
Students with identified reading
challenges
Para(s)
:
Special Education Teacher
Differentiation
:
Provide additional support and clarification during independent practice.
Offer simplified versions of the short story
with visual supports.
Allow extra time for completion of the independent practice task.
-
Students will use a simplified version of the short story with additional visual aids to aid comprehension.
-
Students will demonstrate mastery by correctly identifying and analyzing story elements, as evidenced by their completed independent practice task. The focus will be on understanding rather than speed.
-
The para(s) will work closely with Group 1 students
during independent practice, offering guidance and support.
-
The para(s) will use anecdotal notes to track students' progress, noting areas of success and any challenges faced.
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Group 2
Adjust/complete table according to the number of groups you are planning to differentiate.
Students
:
English Language Learners
Para(s)
: Special Education Teacher
Differentiation
:
Provide bilingual glossaries or translation
tools during the independent practice.
Encourage peer collaboration and discussions to support language development.
Allow for alternative modes of expression,
such as verbal explanations alongside written responses.
-
Students will have access to bilingual glossaries or translation tools during independent practice to support comprehension.
-
Collaborative group discussions will be encouraged, allowing students to share ideas and clarify understanding.
-
The teacher will observe and assess students' participation in group discussions, noting their ability to articulate ideas and contribute to the analysis.
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-
Students can choose to express their understanding verbally, in addition to providing written responses.
Group 3
Adjust/complete table according to the number of groups you are planning to differentiate.
Students
: GE
Para(s)
: ELA Teacher
Differentiation
:
Provide challenging extension questions during the independent practice to promote higher-order thinking.
Encourage independent research on a story element of their choice.
Allow flexibility in the choice of the short story for analysis.
-
Students will receive a set of challenging extension questions related to story elements to deepen their analysis.
-
Students can choose a short story of personal interest for analysis, fostering autonomy and engagement.
-
The teacher will evaluate the depth of students' responses to challenging extension questions.
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-
Independent research on a specific story element (e.g., a character's motivation) will be encouraged.
Last Five:
(5 minutes)
❏
How will you assess learning? Is this done during small group work or during the share?
❏
How will you students summarize what they have learned? ❏
How will students prepare to transition to a new subject or class? What happens during this time? 1.
Review the key content and skills practiced in the lesson Have student repeat the LT with evidence
2.
Revisit any focus and clarifying questions(s); ask a small sample of students to share their responses to the question(s),
3.
Exit Ticket or Rubric review (if appropriate) Teacher Actions (What teacher will do)
Student Actions (What students will do)
1.
Assess Learning:
Review key content and skills practiced during the lesson.
Have students repeat the learning target (LT) and provide evidence of their understanding.
2.
Review Focus Questions:
1.
Review Key Content:
Reflect on the key content and skills covered
in the lesson.
Repeat the learning target (LT) and provide evidence of understanding.
2.
Share Responses:
Be prepared to share responses to focus and
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Reflection:
Provides a thorough and specific reflection about what you learned about lesson planning that is likely
Closure and Extension of Lesson:
Summarize the lesson content and create activities for the students to demonstrate their mastery of the learning targets.
Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link to both the past and the future, or in other words – MAKE MEANING. What happens during this time?
1.
Review the key content and skills practiced in the lesson. Have student show evidence of learning.
2.
Revisit any focus and clarifying questions(s); ask a small sample of students to share their responses to
the question(s),
3.
Exit Ticket or summative/performance assessments/peer assessment/self-assessment (if appropriate)
How will your students summarize what they have learned? If time permits, how will you extend this lesson so that students apply their new learning? Teacher Actions (What teacher will do)
Student Actions (What students will do)
1.
Review Key Content and Skills:
Summarize the key content and skills practiced in the lesson.
Encourage students to show evidence of their learning, such as sharing insights or examples.
2.
Revisit Focus Questions:
Revisit any focus and clarifying questions posed at the beginning of the lesson.
1.
Show Evidence of Learning:
Students will actively participate in the review, demonstrating their understanding of
key content and skills.
Share insights, examples, or answers to questions posed.
2.
Share Responses:
Be prepared to share responses to focus and clarifying questions.
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to improve your teaching practice.
Did the learning tasks support the student to work toward learning objective/learning target proficiency that was identified in this lesson? Explain. If not, what would you do to address it? What have you learned about lesson planning so far? Write your response here:
Reflecting on this lesson planning process, I've gained a deeper appreciation for the intentional and systematic approach required to create effective learning experiences. Breaking down the lesson into specific components, such as the introduction, guided practice, independent practice, and closure, has highlighted the importance of a well-structured and cohesive lesson design.
I learned that aligning learning objectives/learning targets with measurable and observable outcomes is crucial for assessing student proficiency. The use of Bloom's Taxonomy, Webb's Depth of Knowledge, and the Hess Rigor Matrix provided a framework for crafting measurable learning objectives that guide both instruction and assessment. It's evident that clear and quantifiable objectives contribute significantly to focused and purposeful teaching.
The differentiation aspect also stood out as a key consideration. Tailoring instruction to diverse student needs requires thoughtful planning and the incorporation of varied strategies. Designing activities for different groups, such as those with reading challenges, English Language Learners, and general education students, ensures that all learners can access and engage with the content effectively.
Throughout the process, I recognized the importance of ongoing assessment and feedback. The incorporation of formative assessments during the lesson, such as checking for understanding during guided practice and independent practice, supports real-time adjustments and interventions. Additionally, the use of exit tickets and summative assessments provides valuable data for gauging overall student comprehension and refining future instruction.
While the learning tasks in this lesson plan support students in working toward the learning objectives, I acknowledge the need for continuous reflection and adjustment. If I were to address any challenges, I would consider incorporating more formative assessments during the guided practice to identify and
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42
address misconceptions promptly. Additionally, ensuring that the extension activities truly align with the learning objectives and provide meaningful opportunities for application would enhance the overall effectiveness of the lesson.
In conclusion, this lesson planning experience has emphasized the importance of purposeful, differentiated,
and assessment-driven instruction. Moving forward, I will continue to refine my lesson plans, incorporating
these insights to create engaging and effective learning experiences for my students.
LESSON PLAN RUBRIC
Level 1
Emerging (2.6)
Level 2
Developing (3.0)
Level 3
Effective (3.4)
Level 4
Highly Effective
(4.0)
Standards:
(no more than 2-3 Standards) (Must
have
at least one Does not include
any state and/or local standards in lesson plan.
Includes only one (1) state and/or local standard appropriate for the content of the Includes two (2) state and/or local standards appropriate for the content of the Includes one literacy and one content area state and/or local standards
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content and at least one literacy standard from the
content area)
CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 7
lesson.
lesson.
appropriate for the
content of the lesson.
Big Idea
DKS1, NYS Teaching Standard 2, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 7.
Does not synthesize language from the standards.
Synthesizes language from the standards.
Synthesizes language from the standards AND
summarizes important ideas and
core processes that are central to the discipline.
Synthesizes language from the standards and aligns with the learning objectives, AND
statement synthesizes what students should understand
(not just know or do) as
a result of studying
a particular content area.
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Lesson Objectives
CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2 & 5, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 5, 7
Objectives are aligned with state and/or local standards.
Objectives are aligned with state and/or local standards.
AND
Objectives are stated in terms of specific knowledge, skills, or behaviors using
action verbs, but missing a measurable criterion
.
Objectives are aligned with state and/or local standards.
AND
Objectives are stated in terms of specific and measurable knowledge, skills, or behaviors using action verbs,
AND
Instructional objectives use higher-level verbs from Bloom’s Revised Taxonomy and/or Depth of Knowledge(DOK).
ALL OF LEVEL 3(EFFECTIVE), PLUS:
Objectives are differentiated for specific groups and/or individual focus learners.
Learning targets CLO: DKS1 - 3, LC 1 & 2, EA DKS1, NYS Teaching Standard 2 & 5, Teacher-
centered learning objectives AND/OR
student-centered learning targets Both teacher-
centered learning objectives and student-centered learning targets are listed.
Both teacher-
centered learning objectives and student-centered learning targets are
listed,
ALL OF LEVEL 3(EFFECTIVE), PLUS:
Targets are specified by the
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CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 5, 7
are listed.
AND
Targets are specific, measurable, and attainable.
AND
Targets are specific, measurable, and attainable.
AND
Learning targets are written in student-friendly language and shared (visible and discussed) with students.
desired level of achievement using indicators other than grades.
Resources/Materials
CLO: DKS1 - 3, LC 1 & 2, EA DKS1, NYS Teaching Standard 1, 2, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 7
Lesson Plan demonstrates no or limited evidence of exploring cultural identity and bias in resources that appropriately reflect the racial and cultural identity or interests of the students.
Lesson Plan includes Instructional strategies, resources and assessment(s) that reflect culture and
interests of the students.
Lesson Plan includes instructional strategies, resources, and assessment(s) that appropriately reflect culture and interests of the students,
AND
ALL OF LEVEL 3(EFFECTIVE), PLUS:
Plan consistently indicates evidence of knowledge of others’ cultural identities to overcome biases, and goes beyond the scripted curricular resources, reflects the cultural AND
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Plan displays evidence of resources that appropriately reflect the cultural OR racial identity of the students.
racial
identity of the students
.
Language Development
CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2, 3, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard
1, 2, 4, 5, 7 Does not describe the oral, visual, receptive, expressive, and written language
that students need to understand and use to complete the lesson objective.
Key vocabulary is not identified.
Partially describes
the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective.
Key vocabulary is identified but is not aligned to the lesson objective
Describes the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective.
Key vocabulary is identified and aligns with the lesson objective.
Describes the oral,
visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson
objective AND
includes opportunity to understand and use
academic language.
Key vocabulary is identified and aligns with the lesson objective AND
opportunities
to extend vocabulary are provided.
Technology There is NO
Uses current and Uses current and Integrates varied
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Integration: (Include assistive
technology for individual students/groups with IEPs and ENLs
CLO: DKS1 - 3, LC1, 2, EA RP2, EA DKS1, EA DLR 1, 2, Technology Standard 1, 3, 5, 6, 7, NYS Teac
hing Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2,
1.3, InTASC Standard 1, 2, 3, 4, 5, 7
integration of technology in the
plan.
emerging digital and non-digital tools in innovative
ways to design, plan, and adapt (scaffold) instruction.
emerging digital tools in innovative ways to design, plan, and adapt (scaffold) instruction,
AND
assessments that support and extend learning of all students.
and authentic 21
st
Century learning experiences, so that students use appropriate technology tools and resources that facilitate choice and student interest and engagement in the development of creativity, innovation, AND/OR
problem-
solving skills and meet their diverse learning needs.
Essential Question(s)
CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2 & 5, CAEP Standard 1.1, 1.2, 1.3, NO essential question(s) is/ are included in the lesson plan.
Essential question(s) is/are NOT open-ended
Questions begin with, who, what, where, why, how Essential question(s) is/are open-ended
.
AND
Questions begin with, who, what, ALL OF LEVEL 3(EFFECTIVE), PLUS: Questions require support and justification
, not just an answer.
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InTASC Standard
4, 5, 7
or to what extent.
where, why, how or to what extent,
AND
questions call for higher-order thinking,
such as analysis, inference, evaluation, prediction
Guiding Questions
CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2 & 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard
4, 5, 7
There are no guiding questions listed.
Guiding
questions are listed and are aligned with standards and objectives/
targets identified in the lesson.
Guiding questions are listed and are aligned with standards and objectives/targets identified in the lesson,
AND
Questions directly target what is desired for students to learn in this specific lesson and are broad enough to cover most of the topics within the lesson.
ALL OF LEVEL 3(EFFECTIVE), PLUS:
Guiding questions
require higher-
order thinking by asking students to analyze, theorize, and contemplate the implications, connections, and reasons behind and
in support of the content within the standards.
Pre-assessment
No pre-
An assessment is An assessment is ALL OF LEVEL
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CLO: DKS1 - 3, DLR1 & 2, EA DKS1, EA DLR 1, 2, Technology Standard 5, 7, NYS Teaching Standard 1, 2 & 5, CAEP Standard 1.1, 1.2,
1.3, InTASC Standard 4, 6, 7
assessment is listed.
given at the beginning of the lesson that assesses prior knowledge.
given at the beginning of the lesson that assesses prior knowledge,
AND
assesses major lesson academic vocabulary.
3(EFFECTIVE), PLUS:
Assesses individual
connections to course goal/central
focus/big idea.
Formative assessment development
CLO: DKS1 - 3, LC1, 2, EA DKS1, EA DLR 1, 2, Technology Standard 5, 7, NYS Teaching Standard 1, 2, 3, 4, 5, CAEP Standard 1.1, 1.2,
1.3, InTASC Standard 1, 2, 3, 4, 5, 6, 7
Specific formative assessment tool (s) is listed.
Specific formative assessment tool (s) is listed,
AND
includes peer OR self-
assessment.
Specific formative
assessment tool (s) listed, AND
includes peer OR self-assessment AND
assessments are aligned with objectives/targets.
ALL OF LEVEL 3(EFFECTIVE), PLUS: Formative tools inform instruction (e.g., move on, reteach,
flexible grouping)
and allow for differentiating of teaching and/or learning.
AND Assessment addresses the
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issue of possible misconceptions Summative Assessment development
CLO: DKS1 - 3, LC1, 2, EA DKS1, EA DLR 1, 2, Technology Standard 5, 7, NYS Teaching Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2,
1.3, InTASC Standard 1, 2, 3, 4, 5, 6, 7
Assessment items
are NOT
aligned
with learning targets.
Assessment items
are aligned with learning targets.
Assessment items are aligned with learning targets,
AND
assessment type is
appropriate for knowledge, reasoning, performance, or product targets. Assessment items are aligned with learning targets, AND
assessment type is appropriate for knowledge, reasoning, performance, or product targets,
AND
A rubric for the assessment is present.
Differentiation:
For whole group/small group/individual
s (IEP and ENL)
Universal Design
for Learning (UDL):
UDL applications
are
NOT planned for and embedded in the
lesson AND
no accommodation
s are made for interest or readiness levels,
differentiated UDL applications are planned for and embedded in the lesson. NO
accommodations
are made for interest or readiness levels, differentiated for
whole AND/OR
UDL
applications are planned for and embedded in the lesson AND accommodate for
interest OR
readiness level OR
learning profile made for interest or UDL applications are planned for and embedded in the lesson AND accommodate for interest AND
readiness level AND
learning profile made for interest or
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CLO: DKS1 - 3, LC1, 2, EA DKS1
& 2, EA DLR 1, 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2,
1.3, InTASC Standard 2, 3, 4, 5, 7
for whole group AND/OR
small group/individua
l students (IEP) AND/OR
(ENL).
small group/ individual students (IEP) AND/OR
(ENL).
readiness level. differentiated for whole and small group/ individual
students (IEP) AND/OR
(ENL).
readiness level,
UDL strategies AND
activities that scaffold or accelerate learning, facilitating multiple levels of
learning AND
requiring higher
order thinking for all students, differentiated for
whole AND
small group/ individual students (IEP) AND/OR
(ENL).
*Candidate justifies selection
of planned strategies that support the development of maintained, generalized AND/OR
self-
directed use of knowledge and skills for all learners.
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Connecting Theory and Practice – Lesson Rationale: CLO: DKS1 - 3, LC1, 2, EA RP1, 2, EA DKS1, 2, EA DLR 1, Technology Standard 3, 5, 6, 7, NYS Teac
hing Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2,
1.3, InTASC Standard 2, 3, 4, 5, 7
Justification of instructional choices and support strategies is either missing,
OR
represents an irrelevant or biased view of
the focus learner(s).
Justification of instructional choices and support strategies makes a general connection to the focus learner’s(s) needs,
OR
vague/unclear connections to research and/or theory, and /or high-
leverage practice.
Justification of instructional choices and support strategies makes
clear connections to the focus learner’s(s) needs, AND research and/or theory, and/or high leverage practice.
Justification of instructional choices and support strategies makes
clear connections to the focus learner’s needs,
AND
research and/or theory, and/or high leverage practice. Candidate’s justification includes the development of maintained, generalized and/or self-
directed use of knowledge and skills.
Introduction of New Materials (I
Do) Procedures in this section are misaligned Procedures in this section align
with stated learning Procedures in this section align
with stated learning Procedures in this section align
with stated learning
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CLO: DKS1 - 3, LC1, 2, DLR1, 2, EA DKS1,2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard
1, 2, 3, 4, 5, 6 with stated learning objective.
objective, but do not consider classroom/schoo
l context.
objective AND
consider classroom/schoo
l context.
objective AND
consider classroom/schoo
l context,
AS WELL AS each individual students’ background(s).
Guided Practice (We Do): CLO: DKS1 - 3, LC1, 2, DLR1, 2, EA DKS1 & 2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard
1, 2, 3, 4, 5, 6 This section does not include a logical sequence of activities aligned to the learning objective.
This section includes a logical
sequence of activities aligned to the learning objective.
This section includes a logical
sequence of activities aligned to the learning objective, AND
provides differentiation strategies to meet
students’ needs.
This section includes a logical sequence of activities aligned to the learning objective AND
provides differentiation strategies to meet students’ needs AND
promotes higher order thinking OR
self-regulation
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Independent Practice (You Do): CLO: DKS1 - 3, LC1 & 2, DLR1, 2, EA DKS1 & 2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard
1, 2, 3, 4, 5
This section does not include a logical sequence of independent activities. aligned to the learning objective.
This section includes a logical sequence
of independent activities aligned to the learning objective.
This section includes a logical sequence
of independent activities aligned
to the learning objective,
AND
provides differentiation strategies to meet students’ needs.
This section includes a logical sequence
of independent activities aligned
to the learning objective AND
provides differentiation strategies to meet students’ needs AND
promotes higher order thinking,
OR
self-
regulation.
Closing:
CLO: DKS1 - 3, LC1, 2, DLR1, 2, EA DKS1 & 2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard
Closing activities focus solely on basic recall skills.
Closing activities target recall,
AND
comprehension skills.
Closing activities target recall and comprehension skills and promote higher order thinking skills, OR
transfer of learning.
Closing activities promote higher order thinking skills,
OR
transfer of learning,
AND self-
regulation.
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1, 2, 3, 4, 5, 6 Extension The lesson plan includes an extension that reinforces
remediation and enrichment. The lesson plan includes an extension that reinforces remediation and
enrichment. The teacher candidate describes one of the following: (1)
support for students who do not meet the intended learner
outcome; (2) new strategies to
help the students
who did not achieve mastery; and (3)
ways to extend the learning for early finishers and accelerated learners.
The lesson plan includes an extension that reinforces remediation and enrichment. The teacher candidate
describes two of the following: (1)
support for students who do not meet the intended learner outcome; (2) new strategies to help the students who did not achieve mastery; and (3) ways to extend the
learning for early finishers and accelerated learners.
The lesson plan includes an extension that reinforces remediation and enrichment. The teacher candidate describes all the following: (1)
support for students who do not meet the intended learner outcome; (2) new strategies to help the students who did not achieve mastery; and (3) ways to extend the
learning for early finishers and accelerated learners.
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