ED228 Lesson Plan Format

ED228 Lesson Plan Format

Teaching Context

Teacher Intern Name(s): Mary Kate Bueltmann

Content area and grade level: 7thgrade English

Desired Results

Indiana Academic Standards Addressed: 7.5.4 – Write a persuasive composition that:

• States a clear position or perspective in support of a proposition or proposal
• Describes points in support of the proposition, employing well articulated evidence and effective emotional appeals
• Anticipates reader concerns and counter-arguments

Common Core Literacy Standards Addressed: 7.W.1 – Write arguments to support claims with clear reasons and relevant evidence.

1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
2. Support claim(s) with logical reasoning and relevant evidence, using accurate credible sources and demonstrating an understanding of the topic or texts
3. Use words phrases and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Enduring Understandings –

• How to construct and organize a valid argument
• How to use persuasive language to get people to take action
• That with the help of a well thought out persuasive argument, we can make a difference.

Student Learning Outcomes/Objectives

Students will be able to utilize persuasive appeals and logical reasoning to construct an organized persuasive argument.

Acceptable Evidence of Meeting or Exceeding Desired Results

Checklist of assessment strategies

Formative

□ Class discussion

□ Ticket out –Bell Ringer

□ Student self-assessment

□ Teacher observation checklist

□ Homework check

□ Quiz

□ Listening to student conversations

□ Presentation

□ Thumbs up/down

□ Responses on personal white boards

□ Other ______

Summative (probably not applicable for individual lessons)

□ Test

□ Project

□ Report

□ Presentations

□ Other –Letter

Student Self-Assessment: ______

______

______

Checklist of instructional supports

How are you supporting diverse learners (ELL, sp. ed., GT, multiple intelligences)?

• Student assets: Creative, Talkative
• Anticipated challenges: do not accept the idea of academic language, autistic student—needs a lot more time

Strategies (How will you teach your students to be more efficient and effective learners?)

□ Schematic connections

□ text-self

□ text-text

□ text-world

□ Study skills: ______

□ Reading strategy: ______

□ Writing strategy: Talking out ideas, outlining thoughts

□ Vocabulary strategy: ______

Study Skills / Reading Strategy / Writing Strategy / Vocabulary Strategy
□ Two column notes
□ Guided note taking
□ Opinion-proof chart
□ Problem-solution chart
□ Venn diagram
□ Cause and effect frames
□ Very important points
□ Creating metaphors
□ Other ______/ □ KWL
□ 4 As
□ Text rendering
□ Reciprocal teaching
□ Save the last word for me
□ Anticipation guides
□ Opinionnaire
□ Coding the text
□ Open mind portrait
□ Sketch to stretch
□ Read-talk-write
□ Directed reading thinking activity
□ Zooming in/ zooming out
□ Anomalies
□ Other ______/ □ Sentence frames
□ Paragraph frames
□ Imitation writing
□ RAFT
□ Sentence combining
□ Social-academic language translations
□ Graphic organizers
□ Outlining
□ Other ______/ □ Frayer model
□ List-group-label/affinity mapping
□ Semantic feature analysis
□ Word maps
□ Alphaboxes
□ Tree map for wordsmithing
□ Vocabulary self-awareness activity
□ Creating metaphors
□ Other ______

Instructional grouping configurations (How will you engage your students in academic language use?)

□ Whole class discussion

□ Small group structured conversation between students

□ One-on-one instruction

□ Students working by themselves

Teaching students how to engage in academic discussions / Communicating to a partner / Communicating in small groups
□ Paired communication
□ Language frames
□ Probing questions exercise / □ Say something
□ Block party
□ Inside-outside circles
□ Value lines / □ Think-pair-share
□ Chalk talk
□ Microlabs
□ Reading detective

Instructional supports (How will you support student understanding?)

□ Graphic organizers

□ Photographs

□ Diagrams/charts

□ Drawings

□ Video

□ Role play

□ Hands-on manipulatives

□ Realia (real life objects)

□ Demonstrations

□ ELL student opportunities to use their native language

□ Adapted text/supplementary reading materials

□ Examples of exemplary assignments/projects

IEP/ILP Instructional Accommodations

Students can work in small groups –scaffolding.

During writer’s workshop teacher is able to devote one-on-one time to struggling students

Objectives (at least one content objective and one language objective).
The students will be able to… / Related Instructional Engagement
How will you scaffold students’ learning so that they will be able to meet or exceed targeted standards/objectives? / Assessment (Formative and/or summative)
How will you determine how well students have met each objective?
To what extent will students know, value, and be able to do?
Utilize persuasive appeals and / They will have claims pre-written / Students will highlight uses of
Logical reasoning to construct an / Which the teacher will review / Logos, pathos, and ethos in
Organized persuasive argument. / Before they start writing. / Different colors and show they know how to persuade by doing it.

IEP/ILP Assessment Accommodations

Students are able to rewrite their letters until it is up to the teacher’s standards. They may also have an extension if they speak to the teacher before the due date.

Lesson Planning

Lesson Component/Activity / What are the content teacher, inclusion teacher, and/or instructional aide doing? / What are the students doing? / Levels of Bloom’s Taxonomy
BEFORE
How will you introduce the lesson? How will you help students to become interested in the topic? How will you will students to make prior knowledge, personal, and/or cultural connections? / Bell ringer—Students are given a worksheet of grammatical questions, including questions about making sentences more complex and more colorful. / Students are practicing how to write interesting sentences and becoming more familiar with academic grammar and language. / □ knowledge
□ comprehension
□ application
□ analysis
□ synthesis
□ evaluation
DURING
What instructional engagement(s) will you use to support the academic, cognitive, and/or language development necessary for students to meet or exceed target standards? / Students were given homework to come up with a list of reasons for why they are for or against putting television in the library of the school. They get together in groups of 3-5 and discuss their arguments in preparation for writing a letter to the librarian. / Students can practice articulating their arguments verbally, and gain an idea of counter arguments from other members of their group. They are encouraged to take notes and use their group members’ ideas to make their final letter better. They might also notice in groups that the letters might have a real impact on the librarian that will directly affect them. / □ knowledge
□ comprehension
□ application
□ analysis
□ synthesis
□ evaluation
AFTER
How will you help students to synthesize and/or evaluate what they have learned? / Students will be given time in class to start their persuasive letter to the librarian about the televisions in the library. Teacher will walk around and help individual students who have questions or are confused. There is also an example piece of writing up on the projector. / Students will use the ideas they have gained from their peers and the ideas they came up with at home to formulate a persuasive argument. They have already been lectured about the structure of a persuasive letter, and they have an example to work from. They will be required to use one of each persuasive appeal (ethos, logos, pathos) and highlight it in three different colors. / □ knowledge
□ comprehension
□ application
□ analysis
□ synthesis
□ evaluation

A Summary of What You Have Learned

I have learned that students need guidance along the way, which is why I had to think about how I would grade this essay in steps instead of at the end with the final letter being a final grade. We learned in the lecture about assessment in class that it is important to allow for student work to be turned in multiple times until a student has fully grasped the content for it to be effective. I did that in this lesson plan by having homework that required students to show me their plans, then small groups where students revised their plans based on the help of their peers, and then finally they start the actual product. I think a strength of mine is being able to come up with ways for students to show what they’ve learned (highlighting the appeals they use in the letter) and also my assessing skills I would say is a strength of mine. I also think I am pretty good at writing clear objectives and appealing to developmental attributes of adolescents. For example, in this lesson the students are writing about something that directly affects them, and we learned in Vatterott chapter 2 that two of the attributes of adolescents are wanting to feel their work is useful, and being obsessed with justice. This activity allows for students to change the policies in the library, which directly affects them because they use the library. They also will be able to argue a point, which satisfies their need for justice. I think I need to work on accommodating students who are struggling. I have in the lesson plans that I could work one-on-one with those struggling students, but I’m not sure how exactly I would help them. I can give them extra time and allow them to turn in their work multiple times, but if they didn’t get it the first time how can I make it more clear for them?

Assessment Rubric for Lesson Plans and Reflection

Component / 1
Emerging / 2
Basic / 3
Competent / 4
Proficient
10 points
Student characteristics & anticipated challenges / Listed key content area vocabulary, potential language difficulties, and potential prior knowledge differences/difficulties do not reflect research and theory presented in classes or are weak/ missing/ incorrect. / Lists some vocabulary, potential language difficulties, and/or potential prior knowledge differences. / Identifies key content area vocabulary, potential language difficulties, and potential prior knowledge differences/ difficulties reflect a general understanding of the needs of students. / Description of students’ learning styles, and academic characteristics included.
Most relevant key content area vocabulary, potential language difficulties, and potential prior knowledge differences/difficulties listed and based on the needs of the students. They reflect research and theory presented in class.
5 points
Standards & objectives / Standards and/or objectives inappropriate for grade level or missing, AND/OR unrelated to the lesson plan. / Includes standards and objectives. Standards and/or objectives unclear, and/or unrelated to each other. / Includes clear, interrelated standards and objectives. / Includes clear, interrelated standards, content objectives, and language objectives. These elements reflect natural opportunities for academic language development.
10 points
Assessment plan / Assessment criteria is not consistently tied to both content and language objectives. Few or no objectives are taught and assessed. / Assessment plan delineates assessment criteria that connect to content and/or language objectives. Most objectives are taught and assessed. / Assessment plan delineates clear assessment criteria that have explicit connections to both content and language objectives. All objectives are taught and assessed. / Assessment plan delineates clear assessment criteria that have explicit connections to both content and language objectives. Assessments include student products and teacher observations. All objectives are taught and assessed.
10 points
Learning support:
Schematic connections / Few or no opportunities for schematic connections. Few or no connections to real-life problems. Few or no opportunities for higher order thinking planned. / Inconsistent opportunities for schematic connections. Inconsistent connections to real-life problems. Higher order thinking not emphasized. / Provides students with some opportunities to make schematic connections. Provides opportunities for student exploration of higher-order thinking real-life problems. / Provides students with many opportunities to make schematic connections (text to self, text to text, and text to world). Opportunities planned for students to be responsible for posing questions and exploring higher order thinking real-life problems.
10 points
Learning support:
Interaction and active student engagement / No opportunities for meaningful student engagement and discussion. No native language use is encouraged. / Few opportunities for meaningful student engagement and discussion. Little use of the native language is encouraged. / Provides some opportunities for active student discussion and engagement. When more than one speaker of a language is present, students have opportunities to clarify their understanding in their native languages. / Provides many opportunities for student choice & active engagement. When more than one speaker of a language is present, students have opportunities to engage in discussions in their native languages and in English. Student group conversations have clear expectations (a protocol) and explicit outcomes.
10 points
Learning support:
Reading, writing, and/ or vocabulary strategies / Missing one or more language skills. No academic language development strategies are emphasized. / Provides inconsistent opportunities for reading, writing, speaking, and listening. Strategies and activities support content and/or language objectives.
. / Students have some opportunities for reading, writing, speaking, and listening throughout the lesson. Students practice using a specific strategy that they can use to become better readers, writers, listeners, and/or speakers. / Students have opportunities for reading, writing, speaking, and listening throughout the lesson. The teacher scaffolds (modeling/coaching) the students in learning a specific strategy that they can use to become better readers, writers, listeners, and/or speakers. The strategy is taught using authentic text or conversation, not using a worksheet or workbook.
10 points
Research-based instruction for elementary or secondary school students / Lesson plan does not reflect an understanding of research, theory, and practical strategies addressed in Cores I-II. / Lesson plan reflects some research, theory, and practical strategies addressed in Cores I-II. There is a lot of inconsistency in applying these understandings to lesson plan. / Lesson plan reflects research, theory, and practical strategies addressed in Cores I-II. Some inconsistency in applying these understandings to lesson plan. / Exceeds expectations. Lesson plan reflects a thorough understanding of research, theory, and practical strategies addressed in Cores I-II. These understandings are consistently applied to lesson plan.
10 points
Writing / References missing. Several language convention mistakes. Sentence fragments. Organization is difficult to follow. Difficult to understand. / References incomplete. Some language convention mistakes. Some organizational problems exist, but the analysis is still understandable. / References included for all resources and materials.
Few language convention mistakes.
Good sentence construction.
Well-organized.
Clearly articulated. / Exceeds expectations.
References included for all resources and materials-written in correct APA format.
No language convention mistakes.
Ideas and language flow. Well-organized. Easy to read.
25 points
Reflection / Doesn’t describe what the writer has learned/ unlearned/relearned about teaching and learning from teaching and reflecting upon the lesson. Doesn’t discussstrengths, areas for professional growth, and questions about teaching and learning in diverse schools.
Neither makesexplicit connections to how this new understanding influences his or her beliefs about teaching and learning nor how these insights relate to key concepts in ED228.
Doesn’t suggest any steps for professional growth. / Describes what the writer has learned/ unlearned/relearned about teaching and learning from teaching and reflecting upon the lesson. Discusses somestrengths, areas for professional growth, and questions about teaching and learning in diverse schools.
Makes few explicit connections to how this new understanding influences his or her beliefs about teaching and learning as well as how these insights relate to key concepts in ED228.
Doesn’t suggest any steps for professional growth. / Describes what the writer has learned/ unlearned/relearned about teaching and learning from teaching and reflecting upon the lesson. Able to be honest and open about strengths, areas for professional growth, and questions about teaching and learning in diverse schools.
Makes some explicit connections to how this new understanding influences his or her beliefs about teaching and learning as well as how these insights relate to key concepts in ED228.
Provides a general idea of how the writer may take the next steps in her or his professional growth. / Describes what the writer has learned/unlearned/relearned about teaching and learning. Able to be honest and open about strengths, areas for professional growth, and questions about teaching and learning in diverse schools.
Makes severalstrong, explicit connections to how this new understanding influences his or her beliefs about teaching and learning as well as how these insights relate to key concepts in ED228.
Outlines a research-based, concrete example of how the writer may take the next steps in her or his professional growth.