ENG319 LESSON PLAN FINAL

2. What might happen if they encountered a lost donkey carrying a load of corn? 3. Consider the fox falling into the well again; how might they respond in this situation? E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre- assessment(s) (could be prior to the lesson) P resenting important vocabulary words: brazen, clambered, hasty, hesitation, predicament, and unnecessary by completing the vocabulary worksheet. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) The teacher will circle around the classroom during Guided practice and listen to the pair-shares for feedback. Summative Assessments (matches the objective) Correctly identify the personality traits, motives, actions, and/or words of the characters within a worksheet with 5/6 identified correctly. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Understanding of the required vocabulary. Language Support(s) Vocabulary words will be on display on the Promethean board as well as images to help understanding. Essential Vocabulary B razen, clambered, hasty, hesitation, predicament, and unnecessary LU SOE S PECIFIC L ESSON R EQUIREMENTS Character Education n/a Materials Dictionaries Copies of the vocabulary worksheet Copies of the character traits worksheet Copies of The Fox and the Goat fable Pencils Highlighters Technology Connection Promethean board was used to showcase the fable during Instruction/Modeling. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? Describe EXPLICITLY what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports The students will have the essential vocabulary words posted for the whole lesson. The teacher will also be circling around the classroom to help any students in need of assistance.

C ONTENT L ESSON P LAN D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Lauren Crawford Grade Level: 6 th Grade Candidate’s Endorsement: Elementary Education Central Focus: Enhance students' abilities in crafting well-organized paragraphs that include distinct topic sentences, relevant supporting information, and effective concluding remarks. Subject: English Learning Segment Theme: Establishing Solid Writing: Developing Cohesive and Well-Structured Paragraphs Where in the learning segment does this lesson occur? ☐ Beginning ☒ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) n/a Cultural (Traditions, dialects, worldview, literature, arts, etc.) n/a Community (Landmarks, community events, etc.) n/a Developmental (Cognitive, physical, social, and emotional) n/a C ONTENT S TANDARDS State Standards Standard 6.7c: Use a variety of prewriting strategies to generate and organize ideas. National Standards Standard CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. InTASC Standards 8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question). L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. After completion of this lesson, students will be able to write a well-structured and organized paragraph with a score of at least 4/5 on the rubric. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you

Easel Copies of fill-in-the-blank paragraphs Copies of matching worksheets Technology Connection Promethean board was used to showcase the paragraph examples, the fox and the goat fable, and vocabulary words. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? Describe EXPLICITLY what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports The students will have the essential vocabulary words posted for the whole lesson. They will also have access to the example paragraph. The teacher will also be circling the classroom to help any students in need of assistance S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts by all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) Multiple versions of the fable will be provided to students based on their level. Students will also have adjusted grading rubrics to fit their needs. ELL The fable, rubrics, and instructions will be provided with instructions and copies in different languages if needed. Learning Styles/Student Engagement Interpersonal, intrapersonal, verbal, and aural. Extension For students who have mastered the learning target, the teacher will implement a multi-paragraphed writing assignment. The teacher will also allow peer editing. Students will be allowed to go help a student in need of assistance. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Milner, J. O., Milner, L. F., & Mitchell, J. F. (2016). Bridging English (6th ed.). Pearson Education (US). https://libertyonline.vitalsource.com/books/9780134198071 This source was used as a guide for different ways to assess students' knowledge. I used the textbook's information throughout my guided and independent practice. The Fox and The Goat. TPT. (n.d.). https://www.teacherspayteachers.com/Product/The-Fox-and-the-Goat- 2909005 This source provided me with the information needed for the assessments that are used. R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? To engage students, I will begin the lesson by asking them, "Have you ever made a decision without thinking it through? What happened?" After a brief discussion, I will reintroduce the fable "The Fox and The Goat" and explain that we will analyze its moral lesson through drama. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling Introduction to "The Fox and The Goat" Fable (10 minutes): Begin by capturing students' attention with a brief anecdote or a thought-provoking question related to making decisions without thinking. Introduce the fable "The Fox and The Goat" and explain that it is a short story featuring animal characters that teach us a valuable lesson about decision-making. Show the cover of the fable (if available) and discuss any initial impressions or predictions students have about the story based on the cover. Emphasize that fables often contain a moral lesson, and in this case, we will explore how drama can help us understand and convey that lesson effectively. Reading the Fable Aloud (5 minutes): Read the fable "The Fox and The Goat" aloud to the class, projecting the text if possible. Read slowly and with expression to model effective oral reading and engage students in the narrative. Discussion and Analysis (15 minutes): After reading, facilitate a class discussion about the fable. Ask questions like: "What did you think of the story?" "What lesson do you think the fable is trying to teach us?" "How do you think the characters' decisions affected the outcome?" Encourage students to share their thoughts and interpretations, promoting critical thinking and analysis. Modeling Drama Elements (10 minutes): Transition into the drama aspect of the lesson by explaining that we will use drama to better understand and convey the moral lesson of the fable. Model some basic drama elements that students will use later, such as: Role-playing: Demonstrate how to portray a character (e.g., the Fox or the Goat) using body language, facial expressions, and tone of voice.

finding simple props and costume pieces to represent their characters. Final Rehearsal (10 minutes): Allow each group to have one final rehearsal before the actual performances. During this rehearsal, provide feedback on their performance aspects such as timing, voice projection, and character portrayal. Performance (15 minutes): Invite each group to perform their adapted scene or dialogue from the fable in front of the class. Encourage them to engage the audience by staying in character, using expressive voices, and conveying the moral lesson effectively. After each performance, facilitate a brief discussion where students can reflect on the effectiveness of their portrayal and how well they conveyed the moral lesson. Peer Evaluation (5 minutes): Encourage students to provide constructive feedback to their peers after each performance. Ask them to highlight what they felt was well done and offer suggestions for improvement. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? To conclude the lesson, students will perform their drama adaptations of "The Fox and The Goat" fable. After each performance, we will discuss the effectiveness of conveying the moral lesson through drama. E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre- assessment(s) (could be prior to the lesson) The teacher will hold a class discussion of the fable story and discuss the required vocabulary needed to understand the concept of the drama play. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Observation of group discussions, script development, and rehearsals. Summative Assessments (matches the objective) Rubric assessing the clarity of the moral lesson conveyed in the drama performance. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Students will need to use appropriate vocabulary related to drama and moral lessons. Language Support(s) Encourage cooperative learning and peer discussions to support language development. Essential Vocabulary Fable, moral lesson, drama, character, plot, script LU SOE S PECIFIC L ESSON R EQUIREMENTS

The process of designing an integrated literature unit plan has been an enlightening journey, shedding light on the critical importance of thoughtful lesson planning. Through this class, I've learned to structure lessons more effectively, align them with learning objectives, and incorporate diverse teaching strategies. These newfound skills will undoubtedly enhance my ability to design engaging and meaningful lessons in the future. Lesson planning isn't merely a routine task; it's the compass that guides effective teaching and learning. Throughout this process, I've come to understand that good planning is the foundation upon which successful teaching rests. In terms of strengths, I've realized that I have a knack for creativity in designing engaging and interactive lessons. However, I've also recognized a tendency to sometimes overcomplicate plans, which can be a weakness. To improve my planning skills, I plan to focus on streamlining and simplifying lessons while ensuring they remain captivating. The significance of technology in today's English classroom cannot be overstated. This class has emphasized the pivotal role technology plays in modern education. I plan to incorporate technology by integrating online resources, multimedia, and collaborative tools to enhance the learning experience. This class has provided me with valuable insights into technology integration, offering practical ideas that I can employ in my future classroom. In conclusion, this integrated literature unit plan has been a valuable learning experience. It has underscored the importance of meticulous planning, honed my creative teaching abilities, and instilled in me the significance of technology in education. As I move forward in my teaching career, I am confident that these insights will serve as a strong foundation for creating meaningful and engaging learning experiences for my students.