Now we continue our lesson planning projects. Recall that you will use the same two lesson plans that you submitted in 700.3.

CRITERIA RATINGS

STRATEGIES FOR INSTRUCTION

EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts

Explicit and detailed opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Meaningful opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Adequate opportunities for authentic engagement using an anticipatory set, student collaboration, and/or writing activities.

Limited opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Small group instruction fully supports learning objectives, activities and outcomes.

Specific evidence of planning for small group instruction (content for different groups, mini- lesson objectives, etc.) where applicable.

Adequate evidence of planning for small group instruction (content for different groups, mini-lesson objectives, etc.) where applicable.

Instructional examples, teacher modeling, or other input is not aligned with objective or lesson activities.

Instructional examples, teacher modeling, or other input is detailed and explicitly supports the objective and lesson activities.

Instructional examples, teacher modeling, or other input is specifically aligned with objective and lesson activities.

Instructional examples, teacher modeling, or other input is adequately aligned, but may lack detail or be loosely supportive of the objective and lesson activities.

Explicit evidence of consideration of teacher’s role throughout the lesson (facilitator, direct instruction, specialist, etc.).

Teacher’s role (facilitator, direct-instruction, specialist, etc.) is considered and apparent throughout the lesson.

Multiple strategies for learning lesson content are available to students. Meaningful opportunities for student collaboration, problem solving and creativity in lesson activities or outcome and products. May include nontraditional activities, or assessments.

Specific opportunities for student collaboration, problem solving and creativity in lesson activities or outcome products.

Some opportunities for student collaboration, problem solving and creativity in lesson activities or outcome products.

Minimal opportunity for student collaboration.

CRITERIA RATINGS

DIFFERENTIATION EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts

Differentiation explicitly targets the various learning and environmental needs of all students in the classroom.

Differentiation adequately targets the various learning and environmental needs of all students in the classroom.

Differentiation addresses the various learning and environmental needs of all students in the classroom.

Differentiation minimally addresses learning and environmental needs of some students in the classroom.

Explicit evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy

Meaningful evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy based on specifically identified needs and levels of students.

Adequate evidence or attempt to offer lesson content, activities, or outcomes at varying levels of Bloom’s Taxonomy based on generally identified needs and levels of students.

Minimal evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy based on needs and levels of students.

Alternate activities and student products, to support different Bloom’s levels, may be indicated.

Some alternate activities, products or assessment to support varying levels of Bloom’s Taxonomy are offered.

Alternate activities, products or assessment offered to support some higher levels of Bloom’s Taxonomy are offered.

Lesson may offer 1 or 2 alternatives for students of different levels, but minimal attempt for individualization is made.

Student learning style is specifically considered in differentiated content.

Differentiation accounts for differences in learning styles of students.

Differentiation may indirectly account for differences in learning styles of students, but specific evidence may not be present.

Flexible grouping is efficiently utilized, where appropriate

Flexible grouping is offered, where appropriate

Learning is individualized to the maximum extent possible.

Some individualization of learning is evident.

CRITERIA RATINGS

LITERACY STRATEGIES

EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts

*Elementary only: Balanced Literacy components (oral language development, reading to learn, opportunity for written response- T-chart, journaling, think-talk-write, etc.) are detailed and enhance the lesson content along with literacy development, where appropriate.

*Elementary only: Balanced Literacy components (oral language development, reading to learn, opportunity for written response- T-chart, journaling, think- talk-write, etc.) are present in all appropriate areas.

*Elementary only: Some Balanced Literacy components (oral language development, reading to learn, opportunity for written response- T-chart, journaling, think-talk-write, etc.) are present where appropriate.

*Elementary only: Balanced Literacy components (oral language development, reading to learn, opportunity for written response- T-chart, journaling, think-talk-write, etc.) are minimal or may not be present.

*EVERYONE: Detailed information about required vocabulary for lesson, detailed and specific indication of direct or indirect vocabulary instruction.

*EVERYONE: Specific information about required vocabulary for lesson, adequate indication of direct or indirect vocabulary instruction.

*EVERYONE: Adequate information about required vocabulary for lesson, some indication of direct or indirect vocabulary instruction.

*EVERYONE: Limited information about required vocabulary for lesson, little or no indication of direct or indirect vocabulary instruction.

*Detailed and specific supports (graphics, animations, examples, etc.) for academic language included.

*Meaningful supports (graphics, animations, examples, etc.) for academic language included.

*Some supports (graphics, animations, examples, etc.) for academic language included.

*Minimal supports (graphics, animations, examples, etc.) for academic language included.

*Materials presented are specifically intended for reading level of the students, with consideration given to students below level.

*Materials presented are specifically intended for reading level of the students.

*Materials presented are appropriate for reading level of the students.

*Materials presented may not be appropriate for reading level of the students.

*Writing requirements (if present) are explicitly matched to the level of the students and enhance the learning and engagement of the lesson content.

*Writing requirements (if present) are meaningful and well matched to the level of the students.

*Writing requirements (if present) are appropriately matched to the level of the students.

*Writing requirements (if present) are not well matched to the level of the students.

CRITERIA RATINGS

USE OF TECHNOLOGY

EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts *Explicit evidence of integration of technology with pedagogy and content (TPACK) and alignment with ISTE standards.

*Appropriate evidence of integration of technology with pedagogy and content (TPACK).

*Some attempt of alignment with ISTE standards and/or TPACK integration.

*Vague alignment with ISTE standards, or standards do not match lesson objective.

*Technology is efficiently used for learning in a manner that is inconceivable without the technology.

*Technology enhances and supports mastery of the objectives.

*Student use of technology is present, but connection to lesson content is weak.

*Minimally supports the lesson content.

*Supports student collaboration, creativity, critical thinking, problem solving, and digital citizenship.

*Some indication of support of student collaboration, creativity, critical thinking, problem solving, and digital citizenship.

*Student use of technology may not necessarily enhance learning of content, but it is not a distraction.

*Use of technology may be disorganized or feel disconnected to student learning.

*Lesson includes meaningful components of blended learning with online assignments, instruction, opportunities for collaboration, or product creation.

*Teacher models digital fluency, innovation or citizenship preparing for student use.

*Teacher’s use of technology is an attempt to model digital fluency, innovation or citizenship.

*No student use of technology present in lesson.

*Provides immediate feedback to students about learning.

**Technology is used to assess learning when appropriate. May provide some feedback to students about learning.

*Used to deliver content, but there may be minimal student interaction with technology.

*Technology is used to address diverse student needs.

*Technology is available to address diverse student needs.

TEACHERS OF TOMORROW LESSON PLAN FORMAT NAME: New Teacher SUBJECT: Grade 7 Language Arts

State Standard: (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw

conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Students are expected to:

(B) analyze the development of the plot through the internal and external responses of the characters, including their

motivations and conflicts; and

(C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.

LEARNING OBJECTIVE(S): The student will analyze the development of the plot through the internal and external responses of

the characters, including their motivations and conflicts, and analyze different forms of point of view, including first-person,

third-person omniscient, and third-person limited by selecting from a group of tasks that include creating a character analysis

cut-out or poster, acting out a character in a presentation, or pretending to be the author of a book during an interview.

ASSESSMENT: With the assistance of a peer, students will create a mock interview and presentation in which each student

will discuss how they created a character in the book. Students must identify the four aspects of characterization and how

they pertain to the character. Students will submit the interview and present to the class for evaluation.

MATERIALS and SETTING Small groups (3 – 4) determined by the teacher Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper sack, objects for the bag Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee books

KEY VOCABULARY and ACADEMIC LANGUAGE

Review definitions for analyze, plot, internal/external responses, character, characterization, point of view

FOCUS ACTIVITY Students will create a character chart from two poems (“The Peanut Butter King” and “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” to review ‘static’ and ‘dynamic’ characterizations.

CONNECTION TO PRIOR LEARNING

Students will review the four different characterization concepts we have learned in the last two weeks.

OBJECTIVE STATEMENT Students, today we will continue our study of characterization, plot development and point of view. You will complete a project of your choice for the final assessment of your understanding of characterization and the role of plot and point of view in characterization.

PURPOSE OF LEARNING This is important for us to know so we can understand how writers utilize characters to impact story lines, and in real life, helps us recognize how other people impact our lives.

INSTRUCTIONAL STEPS Include: Step by step instructions Key points Directions to give

1. Review: I will review the different characterization concepts with the students prior to starting them on the activity. These concepts include antagonist and protagonist, dynamic vs. static, round vs. flat, and the difference in implied and explicit character traits.

2. Focus Activity: Students will complete the poetry activity to help them distinguish between static and dynamic characters.

3. Activity: Students will be completing three different learning stations that solidify some of the concepts of point of view and characterization. I will explain the station requirements for each station before releasing them to work.

**While students are working on this, I will be pulling some students for a tier one re-teach of the concepts before they complete an activity.

Station 1: Students will “become” a character from their group independent reading assignment (each group has been reading one of the following books: Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of notebook paper, students will write down 10 adjectives that describe themselves as the character from the book. Students will then list ten more adjectives for two other characters in the book from the point of view of the character they have become. Station 2: Students will be completing the “Tweet Sheet” activity. Students have to write tweets for different characters to point of view on the different conflicts in the short story. Students may choose any of the following short stories: “Luck,” “Old Man on the Bridge,” and “The Other Wife.” Students will annotate these stories on the iPads using Scrible. They can read independently to practice their comprehension, and then share their findings and notes as a group. After groups finish discussing, they will work on their “Tweet Sheets.” Station 3: Students will write paragraphs from their personal point of view about a particular object. They will then write a second paragraph from the point of view of that particular object. These objects will be in a paper sack so that they cannot see what they are grabbing. Tomorrow, students will take turns reading the paragraph from the point of view of their object.

4. Station Completion: Following completion of the stations activity, I will ask the Post-

Questions to clarify any misconceptions and prepare students for their project choices. This assignment will be due in two days.

5. Assessment: Handout project choices for students. Students will be completing a project of their choice for the final assessment of their understanding of characterization and the role of plot and point of view in characterization. Each project listed is differentiated to fit different learning styles. Here is a link to this assignment: https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT- Ash5eJw4/view?usp=sharing

6. Closure: To review, we will list three types of point of view and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need Tier1/Tier 2 instruction.

7. Connect to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.

QUESTIONS FOR UNDERSTANDING Identify levels of Blooms

Pre-Questions: • What are some of the key differences between direct and indirect characterization?

Analyze • What are some ways to determine whether a trait is an implied or explicit

characteristic? Evaluate, Create • What are some of the different details that make up the characteristics of a

character? Remember Post Questions:

• What are you the things that you are most comfortable with discussing about characterization and its relationship to other literary elements moving forward? Evaluate

• What are some things that you think that we should practice more before we begin our study? Create

MODIFICATIONS/ ACCOMMODATIONS

Modifications: IEP and ELL students will have their sentence stem lists for the writing portions of the stations. IEP students will also work on their paragraphs with the teacher during study hall tutorials. Accommodations: IEP/504 Students will be able to type the written portion of these assignments.

RETEACH/EXTENSION Reteach: Students who are struggling with the Point of view and characterization concepts will be pulled during this lesson for tier one instruction. We will begin by having students list different adjectives to describe each of the members of the group. After listing the different adjectives, we will discuss whether these are implied traits or explicit traits. Since most will be explicit, I will be giving them some examples of implied traits by helping them find ways to assume certain traits (ex: they can assume that I am also a coach because I generally come to class in wind pants or they can assume that a class mate is on the basketball team because they wear tennis shoes every day). The final aspect of this lesson will be for students to read the short story “Old Man on the Bridge.” We will read together and take our notes on Scrible using the iPad. We will discuss the different characters in the story and label them as flat/round and tell whether they are static or dynamic characters. After we finish this, students will complete a “Tweet Sheet” for one of the characters in the book. Extension: Students who are ready to move on will be completing the creative writing characterization activity. This assignment is NOT for a grade, but it can be used to replace a student’s two lowest grades. Here is a link to that assignment: https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=shari ng

CLOSURE Review Connect to future learning

Review: We will list out the three types of Point of View and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need tier 1/tier 2 instruction. Connection to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.