Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Mariclare Touhy

Lesson Title: Presentation Day
Grade Level: 11
Lesson Goals: For students to present their work on the research and posters from the previous lesson.
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
The central focus of the unit is students will develop an understanding of Native American slavery and its impact on a personal level
and on a global level. This will be done through reading Andres Resendezs The Other Slavery and other relevant works. Through
presenting their group work on how to help impact a negative modern slavery, the students will not only be practicing their speaking
skills but they will also be focusing the information from The Other Slavery and bringing modern day connections to slavery in order
to make comparisons for change.
List the title, author, and write a short description of the text(s) used in this lesson.
There are no specific texts used in this lesson however the lesson requires the presentation of projects that were prefaced by The
Other Slavery and the interactive article, End Slavery Now.
The Other Slavery by Andres Resendez is a factual text that follows the corruptions and history behind Native American slavery and
demise in North America beginning from Columbus landing in North America and spanning until the late twentieth century. Through
stories, endless examples, and most importantly statistics, The Other Slavery provides the minimally seen true perspective on the
treatment and effects of this treatment on Native Americans in North America throughout more than five centuries.
The End Slavery Now article is a source that provides examples of modern day slavery. These examples then give descriptions as
well as facts addressing the misconception that just because physically owning someone is illegal, slavery is gone.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
The goal, of course, is not to rid any of our students of the speech natural to their culture or personality, but rather to add to their
languages the capacity and knowledge to speak in any circumstance to anyone about any subject for any personal or professional
purpose. (Burke, 255).
The rubric has a category that addresses professional and academic speech during the presentation. As Burke states, this is not to
diminish the students personalities or unique qualities; rather, it is to prepare students for what will be expected of them in college
and as an adult. In some cases, despite personal beliefs, a certain use of language and professionalism must be used. Examples of
this include school or job interviews. Therefore, in having this be a graded portion of the rubric, the students are being prepared for
aspects beyond high school

Found that oral communication and related skillscollaboration, professionalism, and teamworkranked significantly higher than
reading or writing when employers were asked which skills they valued most. Whats more, the higher the education level, the greater
value placed on oral communication: employers of high school graduates ranked oral communication third (behind professionalism/
work ethic and teamwork/collaboration), 70.3 percent saying it was very important (Casner- Lotto 2006). (Burke, 206).
This assertion from both Burke and Casner-Lotto ties back into the need for strong oral communication from students. Therefore, the
collaboration to create these projects was very important as students are creating life long peer communication skills. However, just
as important is the ability to present their work orally in front of a larger group of people. The more often the students practice and
complete these tasks, the more likely they are to feel comfortable with them beyond the classroom. Burke, the Common Core
Standards, and the Illinois State Standards all place a heavy focus on the process of reading, written, and speaking. Therefore,
speaking was an essential part to make this a fully productive assignment.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
Illinois Professional Teaching Standard
6F) Recognizes the relationships among reading, writing, and oral communication and understands
how to integrate these components to increase content learning;
Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
The first aspect of this assignment was for the students to collaboratively make a poster with evidence and research that support their
claims. Therefore, this directly ties to the Common Core Standard of using supporting evidence in such a way that an audience can
follow an argument that is being made. The students created the posted for presentation purposes so they are making sure that the
posters contain the most important and direct points to help strengthen their arguments and solutions. The Illinois State Standard calls
for the relationship of reading, writing, and oral communication to be recognized and practiced. The students read both The Other
Slavery and the supplemental articles. The students then continued by writing individual and then group responses to the modern
types of slavery. Lastly, the students must present this to the class. Therefore, the standard of reading, writing, and communication is
being supported over the lessons.

Materials/ Instructional Resources:

Chromebooks
Rubrics for grading (linked in last lesson)

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1:

Related Assessment:

Students will present their projects and arguments to the

class about a tangible way to help begin to fix modern
slavery in todays society.

Explain the Assessments Alignment with the Objective:

The presentation reflects the students abilities to not only work
collaboratively to create an argument but also their skills to present in
front of their classmates successfully. The assessment will be a
graded rubric on both their presentations and their argument itself.

Describe the form of Student feedback that accompanies

the assessment:
The students will receive feedback through the rubric on the
presentations and the posters. However, aside from that, the students
will complete a reflection at the end of class shortly describing their
specific input and also any classmates that did not collaborate
effectively. Based on all these factors, I will give feedback to each
individual student.

Objective 2:

Related Assessment:

Peer Review on Google Drive

Students will write peer reflections on each presentation in
Google drive in order to give a rating and short feedback on the
presentation.
Explain the Assessments Alignment with the Objective:
The assessment is aligned with the objective as not only does it give
the students presenting more feedback, but also it ensures that the
audience of students is being attentive listeners. This will help with
feedback as well.

Describe the form of Student feedback that accompanies

the assessment:

Lesson Considerations
Pre-Assessment:
The students pre-assessment will be their homework from the Friday prior to this class. Their homework included information based
questions pertaining to the Epilogue. In reading their responses, I am aware that the students have read the assigned information
while also being able to gauge how well the students comprehended the authors argument in the Epilogue pertaining to the main
ideas within the entire The Other Slavery. The students also completed individual and group
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

All students have finished the book The Other Slavery. Throughout the unit there have been assessments through activities, group
projects, quizzes, and papers that have tracked the students understandings of the information in The Other Slavery. Students,
through a lesson and a paper have proper knowledge on how to find, use, and cite proper sources for research within nonfiction
categories. Most students write at grade level expectations, however there are some students within the class who struggle to
articulate their ideas through writing. However, whether struggling with writing or at grade level, all students are continuing to work on
integrating relevant sources into their writing as well as practice the uses of academic language within writing.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
In the class there are students from low-income households, students from middle-class households, students who are homeless,
students who speak both English and Spanish, and a student whose first language is Spanish. We have one student who has an
emotional disorder. There are students who are religious (Roman Catholic, Lutheran, Muslim) and students who are not religious.
There are some students who are interested in sports, several which are involved in extracurricular clubs such as student
government or newspaper, and some who are involved in the school musical.
Misconceptions: Due to speaking two languages or having English as their second language, these students have a difficult time
understanding the texts as well as the vocabulary used throughout the texts.

Language Objectives and Demands

Identify a Language Function:

Explain. Students will be expected to explain their findings, research, and posters within their presentation. Therefore, explaining is a
key language functions as the students will have to articulate their argument well in order to convince their audience that it a feasible
solution.
Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary:
Diction
Voice
Collaboration

Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:
There is a student within the classroom with emotional behavioral issues. This student and I meet outside of class time to discuss
personal goals both within the context of the actual lessons and understanding of the information as well as with social skills and
behavior in the classroom. Aside from that, we discuss the schedule for the week and the expectations and activities that will occur
so that the student is not overwhelmed due to having the information before class. The student and I also discussed the seating
arrangement within the classroom and decided together that it would be best for his focus and behavior if he sat in the front instead
of the middle or back of the classroom.

Accommodations for students who are not proficient uses of Standard English:
The students who are not proficient in the uses of Standard English all prefer to type their assignments and in class work compared
to writing it by hand. Therefore, when there are written journals or assignments, the students always have the choice to take a
Chromebook and type their responses on Google drive. Aside from that, while all students prefer to type their work, some students
prefer reading off of paper compared to reading on the computer. Therefore, I have print outs for students who do not want to read
on the computer. Lastly, I allow the class to wear headphones during independent work in order to either have the reading be read in
audio to the students or have the students be able to block out the background noise of the classroom.

Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
This lesson will use both whole class and group collaboration. The students worked from individual assignments, to making a project
with their group, to now presenting their project with their group. Therefore, the students will be working in their groups in the
beginning of class in order to have ten minutes make final preparations to their presentations. Then, the students will go up group by
group in front of the whole class to present. The audience of students will take notes in order to peer review the other groups for
homework. Therefore, these three consecutive lessons helped students by brainstorming individually, collaborating and publishing as
a group, and then coming together as a whole class to present their work.

Time

*Lesson Plan Details

10
minutes

Lesson Introduction
The teacher will ask the students to sit with their presentation groups. The teacher will give 10 minutes for the groups to
meet for last minute adjustments before the presentations begin. The teacher also has already numbered the groups and
the groups will go in numerical order after the 10 minutes of preparation time.

30
minutes

Learning Activities -

The teacher will remind the students to take notes during the presentation, as they will have to complete peer reviews for
homework.
There are seven groups and each group will present for five to six minutes. The students know that they are expected to
go up one after another in order to keep the flow of the class and presentations moving.
The entire class will be taken up by presentations. The formal assessment will be the teacher grading the students on the
rubric that was given to students during the last lesson for expectations. Aside from that, the teacher will take peer review
and peer reflections into account while grading

5
minutes

Closure
Teacher will thank the students for their hard work on the presentations and the teacher will also remind the students to
finish their peer reviews on Google drive before the next class period.
Extension
The students will spend the remaining time beginning their peer reviews. However, any peer reviews that are not
complete during class need to be completed for homework by the next class period.

Resources and References (use APA or MLA listing the information from the conceptual framework above
as well as from any other categories where cited a source):
Resendez, Andres. The Other Slavery. Houghton Mifflin Harcourt, 2016.
End Slavery Now. 2016, http://www.endslaverynow.org/. Accessed 8 Dec. 2016.

Attachments: handouts, assessments, etc.

See lesson 2. Assignment description and rubric included.