Concordia University Chicago College of Education

Teacher Candidate: Agatha Waranka

Lesson Plan Design 2013

Subject: English Literature Central Focus: (Content of the lesson) to understand the cultural importance of fiction writing and its effects in Western Society Grade Level(s): 11-12 grade

Date: September 14, 2013 Course for which the Lesson is developed: Secondary Education EnglishGreat Fiction Writers Classroom Teacher: Unknown Time allotted: 50 minutes

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

As described by the Common Core Standards for reference, The students must demonstrate their comprehension of language, 18th and 19th century themes, poems, dramas, novels and short stories. Students must also know how to analyze the novels and be able to properly write a formal paper just as The Common Core Standards for grades 11-12 advise.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Common errors the students will possibly make is to not complete the readings and attempt to read the chapters on spark notes or another site of that nature. The measures I will take so my students feign away from using a website like that, is to pick specific details in the novel that the summary website does not cover and test the students weekly on the content.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11CCR text complexity band independently and proficiently

Lesson Plan Design 2013

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. The students are expected to read and comprehend the content in the literature. Students are expected to read the literature/chapters in question and be quizzed weekly at the start of class Students are expected to work together in groups and discuss the readings that were assigned Students are to write a proper formal paper determining the meaning of certain themes in the readings that are assigned (Ex. Shakespeares Hamlet etc. etc) Students are to work in groups and act certain scenes from the readings provided to understand and comprehend the meaning and importance of Shakespearian text Students will be tested on chapter readings

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. Students will be tested on a regular basis with quizzes and chapter tests Students will be required to write several formal papers (2-3 per semester) Students will have classwork handouts Students will have in class presentations

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) students will be engaged with class discussion and small group work. They will also have the opportunity to recreate a scene from any of Shakespeares famous plays, watch and critique movies tha t depicts the novels which were read in class B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): The purpose of the lessons is to demonstrate their knowledge and comprehension of the stories, dramas and poems that were assigned in class. C. Instructional Sequence: Quizzes will be passed out weekly to determine attendance and comprehension of the chapter, after the quiz the class goes over the answers and goes into group discussion about the reading in question, answering any questions the readings brought up. We go over what work is due during for the week and assign the next project or assignment.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) play devils advocate to the students over controversial topics from the readings (A Rose for Emily), extra credit, group discussion, participation points and movies E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) After chapter readings the class will either come together as one lards group or break off into smaller groups then voicing their findings to class, the teacher can make a chart and the students chime in with their knowledge of the topic in question. There will be a rubric system for the teacher to mark off when students work together, which students give the most information/participation F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) ): The purpose of the lessons is to demonstrate their knowledge and comprehension of the stories, dramas and poems that were assigned in class.

Lesson Plan Details Instructional Materials: Notebooks, novels, handouts, rubrics, films, plays

Use of Technology: Smartboard, powerpoint presentations

Safety in the Physical Environment: none needed for English Literature classes

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Tier 2 Important for reading comprehension Characteristic of mature language users Contain multiple meanings Increased descriptive vocabulary (words that Used across a variety of environments allow students to describe concepts in generalization) a detailed manner)

Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. The language can paint the image for the student for the novel/reading come live. Watching films will show the students the live version of the novel

Describe the Evidence that Students know and use Academic Language appropriately: Writing formal Papers as an assignment which demonstrates the students proficiently with academic language.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal)Group discussion/ Q&A Formative: (Formal or Informal)quizzes, tests, papers, projects Reflective: (Formal or Informal)group discussion, films, play reenactment Summative: (Formal or Informal)tests, papers

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Gifted students or lower level students will have a separate rubric plan and will contact the students about the changes. An example would be the the whole class is expected to write three papers. The gifted student must write four but the normal academic students will have the option to wrote the fourth paper and the lower level students will have to write two of the paper but have the option to write all three papers.

Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Finding out how the students work, what shortcomings they have so I/the teacher can plan accordingly and either gain or remove a lesson and focus on the tasks that the students are struggling with

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.