Description of the Lesson Plan Collection

Adolescent Education: English

The lesson plan collection presents three lesson plans that describe course of instruction for three individual lessons. The lesson plans should demonstrate your ability to plan writing and reading activities and to think about what kinds of literature can work with a targeted urban student population and how you plan to connect the lessons to developments in culture, society and education. Although I ask that you follow the below guidelines, please be as creative as you wish. The guidelines outlined in “Content of the Lesson Plans” identify the required components that each of the three lessons plans must include; it also identifies some additional elements that must be incorporated into at least one of the lessons, depending on the lesson’s objective.

NCTE Standards Assessed

2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning. 2.2 Candidates use ELA to help their students become familiar with their own and others’ cultures. 2.4 Candidate use practices designed to assist students in developing habits of critical thinking and judgment. 2.5 Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education. 3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language. 3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. 3.3 Candidates demonstrate their knowledge of reading processes. 3.4 Candidates demonstrate knowledge of different composing processes. 3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature. 3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. 4.1 Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts. 4.2 Candidates align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work. 4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students. 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.

Content of the Lesson Plans NOTE: Items are required in each of the three lesson plans, except those marked with asterisks (**). The marked (**) items must be included in at least one of the lesson plans, depending on the lesson’s objective.

 Essential Question(s) and Unit Goals: This section should serve as the contextual overview for your individual, 45-minute lesson plan. In a clear manner, state your essential question(s) and any sub-questions along with a description of how these questions create the context for your teaching of this lesson. These questions should be then linked to your stated goals for the larger unit plan. Goals are often written as broad educational or unit goals that adhere to state or national curriculum standards. Think in terms of the following questions: What are Page 1 Rev. 9-08 the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit? What do you expect students to be able to do by the end of this unit? Goals should be written in “Students will…” language.

 Daily Objectives: Daily objectives are the goals for your 45-minute lesson plan and answer the question: What will students be able to do after this lesson is completed? Daily objectives are drawn from and align with the stated Unit Goals. Daily Objectives should be written in “Students will…” language.

 Assessment: The Assessment includes the actual assessment you will be using with students during the 45-minute lesson. You should show how you will use formal and/or informal assessment activities to measure products and processes and to provide useful evidence of student learning. Also, write out your explanation as to how your assessment answers the question: How will students demonstrate that they have learned and understood the Daily Objectives of the lesson? (Standard 4.10)

 Materials: List all the materials needed for this lesson including: o **Texts from the humanities, the arts (Standard 4.1) o **Print and non-print materials drawn from contemporary and non-contemporary sources, technology, etc and from the arts, humanities, and other disciplines. (Standards 3.6, 4.3) o In addition, talk to how you will plan for the architecture of the room such as placement of desks, whole-class discussions, small-group work, and teacher movement. (Standard 4.2)

 Lesson Sequence: This section provides a detailed, step-by-step description of your lesson’s sequencing. It should be written in manner so that another teacher would be able to pick up this lesson sequence script and carry out the lesson him/herself. The lesson sequence focuses on what the students are doing rather than what the teacher is doing. This section basically divides into the following component parts: anticipatory set, main activities, and exit strategy. There are, however, several different ways to sequence a lesson and creativity here is welcomed. o Consider the following questions for your anticipatory set: How will you immediately engage students in the thinking associated with this lesson? How will you introduce the ideas and objectives of this lesson? How will you gain students’ attention and motivate them in order to hold their attention? How will you make appropriate connections to developments in culture, society and education (Standard 2.5)? How will you help the students become familiar with their culture and others cultures** (Standard 2.2)? How will you accommodate different developmental levels, English language learners, students with disabilities, and students with a range of learning styles (Standard 2.1)? How can you tie lesson objectives with student interests and past classroom activities? What will be expected of students? o Consider the following questions for your main activities: What is the focus of the lesson? How would you describe the flow of the lesson to another teacher who will replicate it? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience? What questioning strategies will you use to stimulate students’ critical thinking (Standard 2.4)?

Rev. 9-08 o Consider the following questions for your exit strategy: What will you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? What will you do to ensure student interest and engagement in the waning moments of your lesson? Your lesson sequence should also include time estimates for each segment of the lesson and you should have plans for differentiated instruction strategies throughout. o Lessons must provide . **appropriate background or contextual information for literature and other texts used (Standard 3.5) . **incorporate appropriate reading strategies (Standard 3.3) . **incorporate writing activities that demonstrate knowledge of different composing processes. (Standard 3.4)

 In-class Assignments and Homework: Include the actual in-class assignments and homework assignments associated with this lesson plan. Write out a clear reflection on how these assignments/homework reinforce and align with your unit goals, lesson objectives, and assessment.

Rev. 9-08 Lesson Plan Rubric

Instructions: Use the rubric as a guide for evaluating a lesson plan. The rubric provides general descriptions of the performance levels for each category. The ratings are based on a scale of 1 to 4 (1. Not Acceptable, 2. Developing, 3. Proficient, and 4. Exemplary). Check which boxes  best reflect candidate performance for each area. In determining the overall score for each category, partial credit may be awarded (i.e., 3.5 would indicate performance between proficient and exemplary). To calculate the final score, add the points from each category and divide by the total number of categories. Category Category Not Acceptable Developing Proficient Exemplary Average (1.0 to 1.9 point) (2.0 to 2.9 points) (3.0 to 3.7 points) (3.8 to 4.0 points) (1-4) (Below C) (C, C+, B-) (B, B+, A-) (A, A+) 1. Goals/  1a.1) Essential questions/  1a.2) Essential  1a.3) Essential  1a.4) Essential questions/goals are very clear Essential goals are unclear and do not questions/goals are somewhat questions/goals are clear, and focused and are tightly connected to the Questions/ connect to the lessons. clean and do not entirely appropriately focused and lessons. Anticipatory connect to the lessons. connected to the lessons. Set  1b.1) Objectives are not  1b.2) Some objectives are  1b.3) Objectives are  1b.4) Objectives are grade/skill appropriate and grade/skill appropriate. grade/skill appropriate. grade/skill appropriate. designed to challenge students of different development levels.  1c.1) The anticipatory sets  1c.2) The anticipatory sets  1c.3) The anticipatory sets are  1c.4) Anticipatory sets are very creative, likely to are dull and not likely to are somewhat creative, likely creative, likely to capture capture a high level of student interest, and capture student interest. The to capture some student student interest, and related to meaningfully related to the content in significant openings do not set the interest, and are somewhat the content. Openings to the ways. References to motivation are integrated purpose for the lessons or related to the content. The lessons introduce students to throughout lessons and seen as integral. There connect well to them. openings set the purpose for what they are doing that day are clear and concise openings to the lessons the lessons and are somewhat and why. The openings that introduce students to what they are doing engaging. contextualize the content to be today and why. The openings engage students, studied, set the purpose for the make sophisticated connections to previous and lessons, and engage students. future content, and motivate students by connecting to their lives. 2. Materials ** 2a.1) Little or no ** 2a.2) Lesson plans ** 2a3) Lesson plans ** 2a.4) Lesson plans identify significant or and attention to incorporating identify some ways to use adequately identify ways to use sophisticated ways to use technology to present Resources technology into lessons or technology appropriately to technology to present and and enhance new information, reinforce technology is used enhance learning. enhance new information. knowledge, and engage students. Standard 3.2, inappropriately. (Standard 4.1) (Standard 4.1) 3.6, 4.1, 4.3 ** 2b.1) Lessons do not ** 2b.2) Lessons include ** 2b.3) Lessons include an ** 2b.4) Lessons include a rich array of both include sufficient print and fewer than adequate print and adequate array of both print and print and non-print materials drawn from non-print materials drawn non-print materials drawn from non-print materials drawn from contemporary and non-contemporary sources from contemporary and non- contemporary and non- contemporary and non- and from the arts, humanities, and other contemporary sources and contemporary sources and the contemporary sources and from disciplines that are appropriately chosen to from the arts, humanities, and arts, humanities, and other the arts, humanities, and other enhance learning. (Standards 3.6, 4.3) other disciplines and/or disciplines, and/or materials disciplines. Materials are materials are inappropriate to included are not adequately largely appropriate to the the lessons. matched to the lessons. lessons. (Standards 3.6, 4.3)  2c.1) Lesson plans so not 2c.2) Lesson plans include  2c.3) Lesson plans include 2c.4) Lesson plans include high level of attention include adequate treatment of some degree of attention to adequate treatment of oral, to the treatment of oral, visual, and written literacy oral, visual, and written the treatment of oral, visual, visual, and written literacy in to enhance learning. (Standard 3.2) literacy. (Standard 3.2) and written literacy. (Standard ways that are appropriate to the 3.2) lesson. (Standard 3.2)  2d.1) Room is not arranged  2d.2) Room is arranged  2d.3) Room is arranged  2d.4) Room is arranged thoughtfully and highly appropriately for planned somewhat appropriately for appropriately for planned appropriately for planned activities. activities. planned activities. activities.

Rev. 9-08 Category Category Not Acceptable Developing Proficient Exemplary Average (1.0 to 1.9 point) (2.0 to 2.9 points) (3.0 to 3.7 points) (3.8 to 4.0 points) (1-4) (Below C) (C, C+, B-) (B, B+, A-) (A, A+) 3. Lesson  3a.1) Lesson plans are not  3a.2) Lesson plans are  3a.3) Lesson plans are organized and  3a.4) Lesson plans are well organized and Development & well organized or well somewhat organized but coherent and include clear, thoughtful coherent with a very well thought out Content sequenced. organization and sequencing of sequences of steps to carry out the sequence of steps to carry out the lessons. activities needs strengthening. lessons. ** 3b.1) Lesson plans do not ** 3b.2) Lesson plans ** 3b.3) Lesson plans demonstrate ** 3b.4) Lesson plans demonstrate deep demonstrate knowledge of and demonstrate partial knowledge adequate knowledge of and uses for an knowledge of and uses for an extensive range uses for a range of literature. of and uses for a range of extensive range of literature. (Standard of literature. (Standard 3.5) Standards 2.2, literature. 3.5) 2.5, 3.3, 3.4, ** 3c.1) Lessons do not ** 3c.2) Lessons incorporate ** 3c.3) Lessons incorporate ** 3c.4) Lessons incorporate a full range of 3.5 incorporate reading strategies reading strategies somewhat appropriate reading strategies for reading strategies appropriate for young that are appropriate for young appropriate for young adults. young adults. (Standard 3.3) adults, and challenge more advanced readers adults. while supporting struggling readers.(Std 3.3) ** 3d.1) Lessons include ** 3d.2) Lessons include ** 3d.3) Lessons include writing ** 3d.4) Lessons include writing activities writing activities that do not writing activities that activities that demonstrate adequate that demonstrate a sophisticated demonstrate sufficient demonstrate some knowledge of knowledge of different composing understanding of different composing knowledge of different different composing processes. processes. (Standard 3.4) processes. (Standard 3.4) composing processes/ or lessons do not include appropriate writing activities.  3e.1) Lessons do not make  3e2) Lesson plans make some  3e.3) Lesson plans make adequate  3e.4) Lesson plans make exceptionally well adequate appropriate connections to developments in connections to developments in culture, thought out and highly appropriate connections connections to developments in culture, society and education society and education. to developments in culture, society and culture, society and education. and/or connections are partially (Standard 2.5) education. appropriate. ** 3f.1) Lessons do not help ** 3f.2) Lesson plans ** 3f.3) Lesson plans adequately ** 3f.4) Lesson plans use exceptionally well students to become familiar with somewhat help students to help students become familiar with their thought out and highly appropriate methods for their culture and other cultures. become familiar with their culture culture and other cultures. (Std 2.2) students to become familiar with their culture and other cultures. and other cultures (Std 2.2) 4. Teacher’s  4a.1) Lesson plans pay little 4a.2) Lesson plans incorporate  4a.3) Lesson plans adequately 4a.4) Lesson Plans use a rich array of Role and or no attention to questioning some questioning strategies, but identify varied questioning strategies to questioning strategies to promote significant Differentiated strategies. these do not fully promote critical promote critical thinking by learners. critical thinking by learners. (Standard 2.4) Instruction thinking by learners. (Standard 2.4)

Standards  4b.1) Lesson plans do not  4b.2) Lesson plans identify a 4b.3) Lesson plans identify an  4b.4) Lesson plans identify a range of 2.1 include a variety of teaching limited range of teaching appropriate range of teaching teaching strategies, showing sophisticated strategies and do not align strategies and do not fully align strategies and appropriately align these alignment of goals and strategies with the 2.4 goals and strategies with the goals and strategies with the goals and strategies with the organization of classroom and learning 4.2 organization of classroom and organization of classroom and organization of classroom and learning experiences to promote whole-class, small- learning experiences to promote learning experiences to promote experiences to promote whole-class, group and individual work. (Standard 4.2) whole-class, small-group and whole-class, small-group and small-group and individual work. individual work. individual work. (Standard 4.2)  4c.1) Lesson plans make little  4c.2) Lesson plans make some  4c.3) Lesson plans adapt to diverse  4c.4) Lesson plans show significant or or no adjustment for individual adjustments for individual learners by adequately accommodating sophisticated knowledge of how to adapt to student differences, including student differences and learning individual student differences, including diverse learners by accommodating individual different learning styles. styles. different developmental levels, ELL, & student differences, including different student with disabilities and different developmental levels, ELL, and student with learning styles. (Standard 2.1) disabilities and different learning styles. (Standard 2.1)

Rev. 9-08 Category Category Not Acceptable Developing Proficient Exemplary Average (1.0 to 1.9 point) (2.0 to 2.9 points) (3.0 to 3.7 points) (3.8 to 4.0 points) (1-4) (Below C) (C, C+, B-) (B, B+, A-) (A, A+) 5. Conclusion/  5a.1) Lesson plans lack  5a.2) Lesson plans include  5a.3) Lesson plans include follow-  5a.4) Lesson plans include follow-up Summary and appropriate follow-up activities follow-up activities or up activities or homework that activities or homework that substantially Follow up or homework. homework that reinforce adequately reinforce and build on reinforce and build on knowledge and knowledge to some extent. knowledge. encourage students to think critically.

 5b.1) Lesson plans lack  5b.2) Lesson plans provide  5b.3) Lesson plans have  5b.4) Lessons plans have sophisticated conclusions/summaries. less than adequate appropriate conclusions with conclusions with creative and appropriate conclusions/summaries. appropriate concluding activities. concluding activities.

6. Assessment  6a.1) Lesson plans do not  6a.2) Lesson plans include  6a.3) Lesson plans include  6a.4) Lesson plans include appropriate include assessment activities somewhat appropriate adequate formal and/or informal formal and/or informal assessment activities Standard 4.10 and/or assessment activities assessment activities that assessment activities to measure to measure products and processes, are inappropriate to the provide somewhat useful products and processes, and provide provide highly useful evidence of how lessons. evidence of student learning. useful evidence of student learning. students know or do something better as a (Standard 4.10) result of the lessons. (Standard 4.10)

7. Language  7a.1) Lesson plans contain  7a.2) Lesson plans contain  7a.3) Lesson plans contain only  7a.4) Lesson plans contain no errors in Use and significant errors in grammar, some errors in grammar, minor errors in grammar, grammar, punctuation, and spelling and Convention punctuation, and spelling that punctuation, or spelling in punctuation, or spelling and uses uses sentence structure that shows mastery interfere with comprehension standard English. appropriate sentence structure. of standard English. (Standard 3.1) Standard 3.1 of the material. (Standard 3.1) Sum of Points for Areas 1-7 Average for  If average is below 2.0  If average is 2.0 to 2.9  If average is 3.0 to 3.7  If average is above 3.7 Areas 1-7 (Below C) = Not Acceptable (C, C+, B-) = Developing (B, B+, A-) = Proficient (A, A+) = Exemplary

Rev. 9-08