edTPA Lesson Plan

(This template may be modified as needed to fit district or school lesson plan formats.)
Grade Level: 12th grade
Subject / Content area: ELA
Unit of Study: Rhetorical choices
Lesson Title: Code-switching
Central Focus for the learning segment:
Content Standard(s): CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
Learning Objectives associated with the content standards: Students will be able to
understand rhetorical choices in literature
Instructional Resources and Materials to engage students in learning: Sandra Cisneros
Mericans. Self Portrait Along the Border Line Between Mexico and the United States, 1932
by Frida Khalo
Instructional Strategies and Learning Tasks that support diverse student needs. I will
model how to search for theme and students will do it on their own
Differentiation and planned universal supports: Images will be used in class, students
will work in groups
Language Function students will develop. Additional language demands and
language supports: Analyze interpret justify
Type of Student Assessments and what is being assessed:
Informal Assessment: Observation of students, seeking comprehension or
confusion

Formal Assessment: Just as Sandra Cisneros did in Mericans Give a snap shot,
or one scene of your life in which you used or spoke in your home language. Write

about that time using the conventions of a short story narrative.

Modifications to the Assessments: N/A

Evaluation Criteria: Rubric for short story attached

Relevant theories and/or research best practices: Focusing on text-to-self connections: What
does this story remind you of? Can you relate to the characters in the story? Does anything in this
story remind you of anything in your own life? (readwritethink.org) Inquiry based learning,

choosing model text for students to refer to during their own writing process

Day 1: Lesson Timeline: Do now: Look at the image projected on the smart board. What
do you think is going on in the picture? Take about 5 minutes to write at least 3 questions
the painting brings up for you.
Assessment: Students will create self portraits using images and words that symbolize who
they are just as they saw Frida Khalo do in her piece. The portrait can be realistic or
abstract. Due by Day 3
Mini lesson/inquiry based lesson (20) for the next couple of days we will learn about the
elements of a short story, using Merica by Sandra Cisneros as our Model text.
Lesson: (20) As a class, teacher and students will begin reading Mericans out loud,
defining unknown words, making from text to world connections
Day 2: Do now: How did the image Self Portrait Along the Border Line Between Mexico and
the United States, 1932 by Frida Khalo relate to the stort story Mericans use at least 3
examples from the text (15)
Lesson: Students will discuss the 3 major themes found in Mericans. The first theme
identity will be done as a class. The theme of religion will be done in small groups while the
last theme and the hardest to identify, gender roles will be done at home as homework.

Day 3: Do now: Based on Mericans and your own lives do you agree with this quote
Unlike a drop of water which loses its identity when it joins the ocean, man does not lose
his being in the society in which he lives.
Lesson: To further explore the rhetorical choices made by Sandra Cisneros, I will assign
each group a literary element used in the short story; each group is responsible for finding 3

examples of the literary element.

Reflection: By asking students to identity literary elements in Sandra

Cisneros piece they will be able to see on their own that though she uses
Spanish words and explores a complex themes of identity, gender roles and
religion, she uses them alongside and strategically with the conventions of
English grammar, similar to the poets from the videos we watched the day
before. Students will recognize that language is a means of expression can
be used skillfully. The students will first recognize the themes in the short
story and then understand how the author used literary devices to
emphasize that themes and used skilful choice of language to further
highlight her main idea. Using Mericans by Sandra Cisneros as model text
students will know what is expected of them in their short stories, from the
use of literary themes, a theme that runs through the entire piece and the
use of their home language.

Short Story Grading Rubric

CATEGORY

Exceptional (A)

Good (B)

Fair (C)

Poor (D)

Setting

Many vivid,
descriptive words
are used to tell
when and where
the story took
place.

Some vivid,
descriptive words
are used to tell
the audience
when and where
the story took
place.

The reader can

figure out when
and where the
story took place,
but the author
didn't supply
much detail.

The reader has

trouble figuring
out when and
where the story
took place.

Characters

The main
characters are
named and clearly
described. Most
readers could
describe the
characters
accurately.

The main
characters are
named and
described. Most
readers would
have some idea of
what the
characters looked
like.

The main
characters are
named. The
reader knows
very little about
the characters.

It is hard to tell
who the main
characters are.

Problem/Conflict

It is very easy for

the reader to
understand the
problem the main
characters face and
why it is a problem.

It is fairly easy for

the reader to
understand the
problem the main
characters face
and why it is a
problem.

It is fairly easy for

the reader to
understand the
problem the main
characters face
but it is not clear
why it is a
problem.

It is not clear
what problem the
main characters
face.

Solution/Resoluti
on

The solution to the

character's
problem is easy to
understand, and is
logical. There are
no loose ends.

The solution to
the character's
problem is easy to
understand, and
is somewhat
logical.

The solution to
the character's
problem is a little
hard to
understand.

No solution is
attempted or it is
impossible to
understand.

Dialogue

There is an

There is too much

There is not quite

It is not clear

appropriate amount
of dialogue to bring
the characters to
life and it is always
clear which
character is
speaking.

dialogue in this
story, but it is
always clear
which character
is speaking.

enough dialogue
in this story, but it
is always clear
which character
is speaking.

which character
is speaking.

Organization

The story is very

well organized. One
idea or scene
follows another in a
logical sequence
with clear
transitions.

The story is
pretty well
organized. One
idea or scene may
seem out of place.
Clear transitions
are used.

The story is a
little hard to
follow. The
transitions are
sometimes not
clear.

Ideas and scenes

seem to be
randomly
arranged.

Creativity

The story contains

many creative
details and/or
descriptions that
contribute to the
reader's enjoyment.
The author has
really used his/her
imagination.

The story
contains a few
creative details
and/or
descriptions that
contribute to the
reader's
enjoyment. The
author has used
his/her
imagination.

The story contains

a few creative
details and/or
descriptions, but
they distract from
the story. The
author has tried
to use his/her
imagination.

There is little
evidence of
creativity in the
story. The author
does not seem to
have used much
imagination.

Mechanics

The story contains

no errors in
grammar, usage, or
mechanics.

The story
contains few
minor errors in
grammar, usage,
or mechanics.

The story contains

many and/or
serious errors in
grammar, usage,
or mechanics;
may interfere
with reading.

The story
contains so many
errors in
grammar, usage,
and mechanics
that errors block
reading.

Voice

Author has strong

sense of voice and
personality that is
evident throughout
the piece

Author has good

sense of voice
that sometimes
gets lost within
the story

Author has a
voice but the
voice is strong or
filled with
personality and
dimension

Author has no
voice

Title Page

Title page has a

graphic or fancy
lettering, has the
title, author's
name, date, and
class period.

Title page has the

title, author's
name, illustrator's
name, and the
year.

Title page has the

3 of the 4
required
elements.

Title page has

fewer than 3 of
the required
elements.

Short Story Grading Rubric

Name: ______________________
CATEGORY
Setting

Points Possible
5

x2

Characters

5
x2

Problem/Conflict

5
x2

Solution/Resolution

5
x2

Dialogue

Points Earned

x2

Organization

x2

Creativity

5
x1

Mechanics

5
x1

Voice

5
x1

Title Page

5
x1

TOTAL: