Alaina Philbee

Website used:
http://www.educationworld.com/a_lesson/harry_potter_learning_activity/design-a-wizardsports-team.shtml
Indiana Academic Standards2014 Lesson Plan Alignment Template
Subject(s): Language Arts Period(s): ___________ Grade(s): K-2
Teacher(s): ______________________________________ School: __________________
The lesson plan alignment tool provides examples of the instructional elements that should be included in daily
planning and practice for the Indiana Academic Standards. The template is designed as a developmental tool for
teachers and those who support teachers. It can also be used to observe a lesson and provide feedback or to guide
lesson planning and reflection.
LESSON ELEMENT
PROVIDE STUDENT-FRIENDLY TRANSLATION WHERE APPLICABLE
1. Grade level Indiana Academic Standard(s) 2014 the lesson targets include: (Integrate reading, writing, speaking
and listening so that students apply and synthesize advancing literacy and mathematics skills.) 2.RF.2.1-4 students
would use knowledge obtained previously (reading the work of fiction) to create team names and coats of arms. Students
would also use speaking and listening in their small groups in order to create the final product.

2. Learning Target(s): (What will students know & be able to do as a result of this lesson?) Students will work as a group
in order to come up with a team name and coat of arms after reading the book by using creativity and working together.

3. Relating the Learning to Students: (Why are the outcomes of this lesson important in the real world? Why are these
outcomes essential for future learning?) The outcomes of this lesson are essential for future learning and the real world
because students will have to work as a team throughout their life and in their future careers. This lesson gives students
a chance to build problem solving and communication skills with other students.

4. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?
Use varied modes of assessment, including a range of pre-, formative, summative and self-assessment measures.) The
students will know if they successfully met the outcomes of this assignment if, using teamwork, they create a unique
team name and coat of arms. The students would also have a chance to rate each of their teammates and themselves on
the amount of work each person contributed by using a number rating system. They would also present their ideas to the
class and hang their coat of arms on the wall in the classroom.

5. - Content Area Literacy Standards for History /Social Studies, Science, & Technical Subjects: for grades 6-12,
these standards need to be addressed in the content area.
- Math Process Standard(s): used to ensure students learning and best teaching practices for mathematics.

6. Academic Vocabulary: (Words that will need additional instruction in order to strengthen student understanding in
contextual formats.) Coat of arms, possibly Harry Potter terminology.

7. Examples/Activities/Tasks: (What learning experiences will students engage in? How will you use these learning
experiences or their student products as formative assessment opportunities? Provide a balance of on-demand and
process writing opportunities for students to draw evidence from the texts to produce a clear and coherent writing that
informs, explains, or makes an argument in various written forms.) Students will engage in learning from teamwork. The
assessments of how much each student contributed and a writing prompt about the project could be used for formal
assessment. They could also reference moments from the book in their writing.

8. Resources/Materials: (Focus students on reading a progression of complex texts drawn from the grade-level band.
What technology and media tools will be used in this lesson to deepen learning?) Music from the movies could be used in

this lesson to motivate students and give them ideas, a real coat of arms could be projected onto a screen to allow
students to have a reference point from which to work.

9. Access and Engagement for All: (How will you ensure that all students have access to and are able to engage
appropriately in this lesson? Consider all aspects of student diversity and learning preferences.) All students would be
placed into groups and each student would have a change to make their own contributions to each group. For example,
students who like to draw could make the coat of arms while students who like to read could research a name for their
team so every child would have a chance to contribute.

10.Differentiation/Accommodations: (What differentiation and/or classroom accommodations will you make for English
learners, students with high ability and students with disabilities in your class? What evidence-based strategies for
differentiation for all students can be provided? Be as specific as possible.) English learners would have a chance to
interact with native speakers, however; the use of apps could help make the communication process easier. Students
with disabilities would also have a chance to contribute by drawing or listening to the music to help generate ideas for
the group.
Indiana Academic Standards Aligned Lesson: Reflection

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In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and
respond to it after you have taught the lesson.
How did this lesson support 21st Century Skills?
How did this lesson reflect academic rigor?
How did this lesson cognitively engage students?
How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?