Lesson Plan Template: EDIS 4882

Context:
Course name: English 10 Advanced Academic
Grade level: 10
Length of lesson: 85
Description of setting: Monticello High School. 16 students in the room with desks arranged in
4 pods of 5, 1 pod of 4, and one round table in the center with four seats.
Curriculum: This is near the end of the 1st quarter. Students are getting a second lesson on how to
write an extended definition paper. This is the 2nd cycle of papers for writing of 6 total cycles.

Strategy Requirement Satisfied:

(Note: Refer to the list in the syllabus or the document called “Lesson Plan Overview”)

Objectives (KUD format)

SWBAT:
Know:
1. Students will know what an extended definition essay is. (K1)

Understand:
1. Students will understand the differences between an A, C, and F paper in an extended
definition essay. (U1)

Do:
1. Students will be able to synthesize information to write a well-developed extended
definition essay. (D1)
2. Students will be able to revise their writing to better their skills (D2)

SOL’s: [List with numbers portrayed in the SOL document]

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate
with an emphasis on exposition and analysis.
b) Synthesize information to support the thesis.
f) Revise writing for clarity of content, accuracy, and depth of information.

Methods of Assessment:
[How will you know if the intended learning occurred?] Describe all methods of assessment used
in this lesson or which are related to this lesson and come in a future lesson (use the sentence
stems provided). After each assessment, indicate in brackets the number(s) of the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

 Title of assessment tool: 222 Title of assessment tool: Title of assessment tool:
Group Discussion Submission of EP Project
Students will demonstrate
what they already know Students will show their Students will ultimately be
about To Kill a Mockingbird progress toward assessed in today through the
by coming to class with their understanding important submission of their completed
222 that demonstrates that events in the novel by EP project on Google
they have read. discussing with their group Classroom.
events that have relevance and
Criteria: Students will have how they connect to the songs Criteria: Students will do pick
two questions, two comments, that they have chosen for their three events that are the most
and two quotes to show that EP project. important in their novel and
they have been thinking explain their reasoning.
about the events within the Criteria: Students will all Students will then pick three
novel for the assigned speak and offer ideas to songs and include the lyrics to
reading that day. contribute to the overall reason how they fit the themes
project. Students will offer up of the novel and the events that
How data will be used: This events as options and songs to they picked. Students will then
data will be used for collaborate, or drawing the draw artwork to demonstrate
discussion to better album art. their understanding of what
understand and inform each they will be presenting.
other for divergent thinking.
It will be used to assess if How data will be used: This
they have read. data will be used to determine How data will be used: This
that the students have read data will be used to determine
How students will receive and thought critically about their ability to see justice
feedback: Students will the themes in the novel. It will through the novel and through
receive feedback from their show what they have learned music/other media. It will also
peers in the discussion as about the development of be used to determine how far
well as from me when I check justice throughout the novel. the students have read
their 222s to remind them to depending on which events
do them to show that they How students will receive they have chosen.
have read. feedback: Students will
receive feedback through How students will receive
conversations with me as I sit feedback: Students will receive
and help them and then later feedback on Google Classroom
through their submission on after their submissions.
Google Classroom.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
Kinleigh W On Grade Level Kinleigh seems overall very Kinleigh needs
interested in the activities additional time, but
that we do in class. She is she has never taken
 an active participant and
she always thinks before
she speaks. It is easy to
read her face during class
and her facial expressions.
this option on her
work. She also can
have audio read
aloud, but prefers to
read on her own. She
needs chunked
assignments, exit to
safe space, time to
respond orally, which
she does, and on
occasion an
alternative
assessment.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Monticello High School. Desks arranged in four pods of 5, one pod of 4, and one round table
that seats 4 people. Students have assigned seats for this time. Later, students will move about
as they work on their project in class.

1. [1 mins.] Welcome/greeting/announcements
 Class will start at 1:05. As students come in, I will greet them with a smile at the door
and remind them to get out their books for SSR.

2. [15 mins.] SSR

 Alright you guys, let’s go ahead and get out our books for SSR if you haven’t already.
Good job to [insert students’ names here that already have their books out for
reading] They are doing a great job already reading. Remember to take out your
headphones and have your cellphones away.
 I’ll sit with them and read alongside them. If they are loud and continue to talk with
their neighbors, hopefully they will not because we have separated them from friends,
but if they do, I will say: Quiet means not talking with our friends and being
respectful of others as they read. Remember you’re going to share with your table
what we read, so let’s keep going and get quiet. If you have a question, raise your
hand and I’ll come and check in with you. Also go ahead and get out your 222s
because I will be checking them again!
 At the end of the 15 minutes I will say: Ok everyone finish the page you’re on and
when you’re done share out in 2 sentences or less what you just read.
 Students will share out and then we will transition.

3. [25 mins.] Direct Instruction [A few notes]

 [Context: Students have already written Mini Drafts for their Process Analysis papers
and their Definition papers. Some have already turned in their feedback drafts on their
definition papers, and it is obvious that they do not fully grasp what an extended
definition is]
  Alright y’all, after having read through a few of the feedback drafts, I think it would
be worth it to review an extended definition paper and what that looks like. So first
and foremost, let’s completely separate the debate from this paper. Do not mention
your topic, only define your word.
 Everyone get out your notebooks because we are going to review some key concepts
within an extended definition paper:
 [Go over aspects within Power Point: Appendix A]
 We will first talk and give examples of ways to start an extended definition essay,
then we will go over associations and what that means. Students will write down
associations they have with words prompted on the Power Point. We will then briefly
look at topic sentences from [Appendix B] so students can see how each association
is the start of a new paragraph to lead from. We will then transition to looking at
examples of A, C, and F papers to determine how we will grade their final drafts.

4. [5 mins.] Explain A, C, and F papers for Final drafts

 Ok guys so last time, all you had to do was submit a paper for the final process
analysis drafts. This time thought, we want to see real progress in your papers, and
will be having you guys determine if your paper is an “A,” “C,” or “F” paper. I’m
going to have one of you pass out these papers, and have you guys determine which
grade each paper deserves and the aspects that it. You all will fill out this graphic
organizer to turn in, at the end of class to see how you do. So, any questions?
 I expect students will ask if they have to turn it in, or if they can work with a partner,
to which I will reply yes, please work with a partner. I also imagine they will
complain about their final drafts being graded beyond just turning it in. I will respond
that we want them to actually make changes to their feedback drafts this time.

5. [30 mins.] Determine the level of papers

 [Students will receive their graphic organizers Appendix B]
 Ok you guys, we now have 30 minutes to be looking at these papers, Appendix C, to
determine the grades these are. You do not need your computers. If you are confused
about a word, please let me know and I will be walking around to help out as you all
read and fill out your graphic organizers.
 Student: Ms. Coddington, can we work out in the hall?
 Great question, yes, if you think you and your partner will work better out in the hall
you can
 I will not let everyone work out in the hall, but will limit it to 2-3 groups. I will be
checking on them throughout
 As students need help, I will be walking around and be kneeling down to help
students out. I will also make sure to keep certain students separate who typically
distract others. I will put Hunter out in the hall possibly to work where he can’t
distract others in the classroom. With 7 or so minutes left, I will bring the class back
together to discuss what they think
 Ok y’all let’s bring it back in and see what we have determined. What do you think
about this paper? [Show the F paper]
 Hopefully students will think it is an F paper and we will talk about why in regards to
voice, tone, research, and other categories that go into writing. We will talk about this
with the C and the A paper as well, while comparing the differences and why each
paper is the way it is.
 6. [10 mins.] Written Reflection [If time]
 Ok guys great work today, what we are going to do for the last 10 minutes of class is
write a reflection on how you think you are doing so far with your definition papers.
The question will be on Google Classroom and I want you guys to answer first: if you
still feel uncomfortable with what an extended definition paper is. Then second: how
you think your paper were to be graded right now if you had to turn it in after
discussing the differences.
 Students will work on this until the end of class.

Materials Needed (list):

Appendix A: PPT
Appendix B: Graphic Organizer
Appendix C: ACF papers
Appendix D: Laptops

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)

Appendix A: https://docs.google.com/presentation/d/1F0hkHUPQ0WBHz-
C_4eZRWuyXyeV4JHvDtkf2r3johiQ/edit?usp=sharing
Appendix B:
Name:
Literary Device A Paper C Paper F Paper

Voice

Tone

Research

MLA Format

Thesis

Clarity
Appendix C:

A paper:
https://docs.google.com/document/d/1BYKiuRz1KeH2PCppVQWpWZL64NRADGrWrSS
ZGV5sKEk/edit?usp=sharing

C paper: https://docs.google.com/document/d/1nMfybbZNdL2TmGI-
7gUujotVZ2VjbANQ_I-jNtmuau8/edit?usp=sharing

F paper:
https://docs.google.com/document/d/1F8CJ_bVcUgvinrdLbJIT3fuYP4y_3OrL5OKI7uUr
Md4/edit?usp=sharing