Jessica Martoranos ED228 Lesson Plan (Fall 2016)

ED228

What my student needs to work on according to assessment and observational data:

In accordance with my visits to the Butler lab school as well as with the readings for this course, students need repeated
encounters with a word in authentic contexts can help students internalize the definition (Finley, 2014). In Ms. Shicks English
class for their grammar lesson they began that part of class with reading sentence examples and defining/explaining the
independent and dependent clauses and how they created sentences. As a class, this repetition was necessary in order to
become more familiar with the material, and in this specific lesson I wanted to incorporate something similar in the through
section as a way of building upon that previous knowledge. Furthermore, this specific lesson choice was built on my experience in
the Lab School in Ms. Shicks class because it was clear that for Bruners theory of spiral learning (Core II) was very applicable
because it was necessary for students to be constantly brought back to topics learned the week before.

What vocabulary and language functions in the lesson might be challenging for my
student:
Assonance: the repetition of a vowel sound within a line of poetry.
Personification: is the giving of human characteristics to non-human/non-living things.
Metaphor: a figure of speech in which a word or phrase is applied to a person, idea, or object to which it is not literally applicable.
Imagery: vivid description, can be in terms of all 5 senses (tactile = touch, auditory = sounds, visual = sign, olfactory= scent,
gustatory= taste)
Alliteration: the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.
Annotation: a critical or explanatory note or body of notes added to a text.
Rhyme: correspondence of sound between words or the endings of words, especially when these are used at the ends of lines of
poetry.
Rhyme Scheme: (ABAAB) the ordered pattern of rhymes at the ends of the lines of a poem or verse.

Content Standards, Objectives, & Assessments

Indiana Academic Standard: http://www.doe.in.gov/standards

Key Ideas and Textual Support

9-10.RL.2.1

Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as
inferences and interpretations drawn from the text.

Academic objective:
I will know that this lesson was successful if by the end of the lesson, the student is able to:
Audience (blooms taxonomy verbs): The students (in 4-5 people groups)
Behavior: interpret Robert Frosts The Road Not Taken
Condition: using a three column graphic organizer that continues the meaningful use of literary devices as well as citing specific
textual evidence and analysis
Degree: that includes four quotes with analysis of the text and a description of any literary devices used in the quotes they
choose. This will be done with at 75% accuracy and with 100% explanation on why the meaning they surmised is supported.
How will you assess this standard/objective?
I will know that the lesson is successful not necessarily if the students necessarily come to the same conclusions I have about the
text, but rather if their analysis of the poem is supported with textual evidence.

The lesson plan

Stage
List activities for
each stage. Make
additional rows if
you need them.
INTO
How will you
introduce the
lesson concepts

What the teacher is doing

Write what you will do during each
activity. How are you interacting with
students? How are you assessing their
understanding?
1. Lets all wake up this morning
with a tongue twister. Does
anyone know what literary
device is used in a tongue

What the students are doing

Write what your students will do during
each activity.
(The reason that some of this may appear shorter is
that I cannot control the actions of my future
students, and have attempted to resign myself to
expect the unexpected)

1. Demonstrate an understanding of
alliteration in a real world scenario
of a tongue twister.
2. Write down the riddle.
3. Circle / underline / highlight /

Why you made these instructional decisions

Make and cite explicit connections between
your instructional decisions and research/theory
on good teaching.

1. Get class going with something silly

and unified, have the text written on the
board for visual learners,
2. Think-Pair-Sharebrings them out of
comfort zone in the smaller group.

and/or skills?

2.

3.

4.

5.

THROUGH
How will you
teach the lesson

1.

twister? Have everyone stand

and repeat How much wood
could a woodchuck chuck if a
woodchuck could chuck wood?
(with words projected on board
with an image of a woodchuck
all may follow along)
In notebooks have students to
write down the following riddle:
In the old West a man rides into
town on Friday. He stays for
three days, and leaves on Friday.
How can this be?
Give 1 minute to annotate the
riddle. Therefore, write down /
annotate 3 things about the
riddle. Can be things they are
confused on!
2 minutes to turn and talk after
all have finished writing, ask
students to be prepared to
explain how they came to their
conclusion. My expectation is
that both partners begin by
stating their 3 annotations
Have a volunteer from a pairing
answer the riddle and explain
how they came to their
conclusion. List a few strategies
students used to solve the riddle!
It is my expectation that all of
you write down one strategy
someone says that stuck out to
you.
Give an example of each literary
device and have students answer
what device it is and why is that

make note of 3 words / ideas /

concepts / questions they have on
the poem.
4. 2 minutes to discuss their
annotations and how they can
come to a conclusion. Must
attempt to answer the question and
then see how and why that answer
would fit.
5. Actively listening to their peers
(looking at the person speaking,
writing down at least one
strategy/way they solved the
riddle.

3. Mitigates fake reading and

reintroduces the idea of annotating

1.

1. Ms. Shicks class

2. WIDA visuals, Attempt to mitigate
fake reading (Ch2 the realities of
reading) with explicit

Reflect on past lesson concerning

the meaning and implications of
literary devices as well as interpret

concepts and/or
skills?

BEYOND
How will you help
your students to
draw conclusions
and/or self-assess
on the lesson
concepts and/or
skills?

in their own words

2. Hand out poem with graphic
organizer and have written
instructions on the projector to
first annotate: Questions, literary
devices, TtT, TtS, TtW in groups
of 4-5. Have image of the two
paths projected with instructions.
3. Graphic Organizer
I will check for completeness on
the written aspect of the graphic
organizer and will be walking
around during class discussion to
play devils advocate for the
groups that may need pushing in
their group discussions.
1. Exit Ticket question to be filled
out on a notecard: I didnt
understand I will read them
and begin the next day with
answering the repeated questions
for everyone in the class to all
come to a stronger communal
understanding
2. For homework: to print out a
copy of a favorite song.
Nothing that will get me fired.
3. Next Lesson Idea: Annotate 2-3
verses (with refrains, if
applicable) from a favorite song.

them in a real world example.

2. Look at the visual on the project as
a reference for their own
interpretations, think back on
previous uses of the various
methods and which ones work best
for each individual students
reading needs.
3. Utilize the various methods
available in a structured manner to
come to a truth on the poem. Work
on group communication skills
through discussion and writing
skills

examples/instructions for annotation as

well as the opportunity for students to
bounce ideas off one another (. This
offers the ability to work with multiple
kinds of intellects as it has both written
and vocal components for the students
and a visual component to aid in their
understanding. Also caters to both
introverts and extroverts in this manner.
3. Kid watching!

1. Write down what aspect of the

lesson may have been confusing or
went to fast. Through thinking of
what they dont understand they
must reflect on what they DO
understand, too!
2. Begin to see that analyzing texts
can bring deeper understandings in
all artistic forms

1. Exit ticket article and formative

assessment. This a low-pressure way of
seeing what the students found in the
poem as well as way to document
learning. Can be brought back in next
class as a starting point for discussion
(again Bruners theory of spiral
learning!!) (Also, again Kid watching!)
2. This hw assignment is meant as a way
to prepare for the next class and further
the beyond into the next day because
my plan is for students to then take the
strategies dissected in the riddle and
utilized in the Frost poem to be made
emotionally relevant and meaningful in
their favorite song (and hopefully add to
their love of the song as it gains a layer
of depth through analysis!)
https://www.edutopia.org/blog/researchtrends-is-homework-effective-youkiterada

Robert Frost
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less traveled by,
And that has made all the difference.

Bibliography for Outside Sources (everything else is from ED227, ED228, & ED498):
Finley, T. (2014, January 02). 8 Strategies for Teaching Academic Language. Retrieved November 07, 2016, from https://www.edutopia.org/blog/8strategies-teaching-academic-language-todd-finley

Lesson Plan Rubric-30 points

Component
4 points
Student
needs and
assessment
data

Emerging
Most information
missing. No
connections to the
needs of students.

Basic
Some missing or
incorrect information.
Some connections to
the needs of students.

Competent
Writes about student learning
characteristics and needs.
Identifies relevant key content area
vocabulary and language functions
that might be challenging for the
student.
Reflects a general understanding of
the needs of students.

4 points
Standards,
objectives, &
assessment

4 points
Learning
support:
Schematic
connections

Proficient
Student learning characteristics and needs are
grounded in relevant examples from student
assessment data and/or observations.
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.

standards, objectives,
and assessment.
inappropriate for
grade level or
missing, AND/OR
unrelated to the
lesson plan.

Includes standards,
objectives, and
assessment.
Standards, objectives,
and/or assessments
unclear, and/or
unrelated to each other.

Includes clear, interrelated

standards, objectives, and
assessments. Assessment occurs
throughout the lesson plan.

Includes clear, interrelated standards, objectives,

and assessments. Assessment occurs throughout
the lesson plan. These elements reflect natural
opportunities for academic language
development.

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 higherorder 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.

Component
4 points
Learning
support:

Emerging

Learning
support:
Reading,
writing, and/
or vocabulary
strategies
4 points
Researchbased
instruction for
elementary or
secondary
school
students

2 points
Writing

Competent

Proficient

No opportunities for
meaningful student
engagement and
discussion.

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.

Provides many opportunities for student choice &

active engagement. Student group conversations
have clear expectations (a protocol) and explicit
outcomes.

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.

Interaction
and active
student
engagement
4 points

Basic

.
Lesson plan does not
reflect an
understanding of
research, theory, and
practical strategies
addressed in Cores III.

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.

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. Wellorganized. 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.

Component
4 points
Research

Emerging
Significant
components missing
and/or incorrect

Basic

Competent

Proficient

Makes few explicit

connections, or
reference citations and
a bibliography are used
inconsistently, or
inaccurately uses some
key terms

Grounds discussion in current

research and theory on teaching,
learning, and content literacy
development. Cites relevant sources
to support conclusions.

Cites multiple and most relevant texts,

researchers, and theorists throughout the analysis
and discussion.