LESSON PLAN FORMAT

Lesson Title:
Name Date Grade /Age Number Length

Aaryn Clerk March 1, 9th and 10th ~14 72 minutes

2017 grade students, all
WIDA Level
3

Context
Describe the student population of the school/class/group in terms of
linguistic background, language proficiency, gender, race, ethnicity, and
other relevant aspects.
All students in this class are currently placed at WIDA Level 3 and are native
Spanish-speakers. The class is mixed gender. Students are immigrants from
a wide variety of countries.

Describe the context of the lesson, i.e. previous and subsequent lessons and
units.
Students are currently reading The Glass Castle by Jeannette Walls as a part
of their memoir unit. They are also in the process of developing and writing
their own memoirs. During February break, students were supposed to have
read up through part one (pg. 125) of the book, and we are starting part two
together in class. So far in this unit we have focused a lot on how writers can
paint a picture by showing instead of telling.

Standards
List the standards your lesson targets (e.g., MA Curriculum Framework, WIDA,
etc.) and explain how your activities address them. Two examples are
provided.
Standard Activity

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Initiate and participate effectively in a Students will be engaging in pair shares
range of collaborative discussions (one- and larger group discussions throughout
on-one, in groups, and teacher-led) with class (ex: when sharing writing from their
diverse partners on grades 910 topics, journals, when sharing their writing at
texts, and issues, building on others the end of class, when discussing the
ideas and expressing their own clearly chapters that weve read)
and persuasively. (CCSS, Speaking and
Listening Standards, Grades 9-10, Students will need to use their
Standard 1) knowledge of words and phrases in the
Determine the meaning of words and passages, including their impact, in order
phrases as they are used in the text, to construct a successful found poem.
including figurative and connotative
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone (e.g., how the
language evokes a sense of time and Students found poems demonstrate this
place; how it sets a formal or informal standard, particularly with regard to style
tone). (CCSS, Reading Standards for and organization.
Literature, Grades 9-10, Standard 4)
Produce clear and coherent writing in
which the development, organization, Students will journal at the start of class
and style are appropriate to task, and work on their found poems in the
purpose, and audience. (Grade-specific development.
expectations for writing types are
defined in standards 13 above.) (CCSS,
Writing Standards, Grades 9-10, Students will have many opportunities to
Standard 4) communicate verbally throughout the
Write routinely over extended time lesson, including in pair shares and
frames (time for research, reflection, and larger group discussions.
revision) and shorter time frames (a Students will communicate in writing in
single sitting or a day or two) for a range their journals and in their poems.
of tasks, purposes, and audiences.
(CCSS, Writing Standards, Grades 9-10,
Standard 10)
English language learners communicate
for social and instructional purposes
within the school setting. (WIDA ELD
Standard 1)

English language learners communicate

information, ideas and concepts
necessary for academic success in the
content area of Language Arts. (WIDA
ELD Standard 2)

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Prior knowledge and new learning
Describe the prior knowledge/skills the students have acquired in earlier
lessons. Discuss what the pupils already know that will enable them to learn
what you will teach in this lesson.
Students have read up through Part 1 and took a quiz on it yesterday in
class. Theyve learned a bit about how to show not tell in their writing, and
have been using The Glass Castle as a model. Today well continue to
interact with the text and discuss how vivid vocabulary can help us to show
not tell in our writing.

Describe the new content, concept, and/or skill you will teach. Note: New
learning sometimes literally means an introduction to new content,
concepts, and skills. At other times, the new learning will take place within
the context of a topic on which the pupils have already been working.
Students will be learning how to write found poetry, paying particular
attention to vivid vocabulary. This activity will help to scaffold their memoir
writing next week, where they try to incorporate this kind of language into
their own work.

Understandings
What are the broad learning outcomes you expect? What do you want
students to understand and/or be able to do at the end of this lesson?
To be able to write found poetry using passages from The Glass Castle.

Objectives
Content Objectives
Content objectives are statements that describe what you intend for the
learners to know and be able to do as a result of your instruction. Content
objectives should be specific and measurable. They should guide your
planning for instruction and assessment within the lesson.
SWBAT create a found poem using a passage from The Glass Castle.
Language Objectives
Language objectives are statements that describe what you intend for the
learners to know and be able to do with language in order to fully participate
in the lesson. In other words, language objectives describe how students use
language to learn new content concepts and/or to demonstrate their

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knowledge and application of the content concepts within the lesson. The
language objectives should be specific and measurable, and should directly
relate to the content objectives and the lessons activities.
SWBAT journal about a broad theme in The Glass Castle.
SWBAT write a found poem that incorporates words and phrases from The
Glass Castle.

Materials
List all materials needed in each lesson. Give bibliographic information on
books, films, kits, etc., to be used during the lesson.
Copies of The Glass Castle, copies of passages from The Glass Castle,
markers, glue, scissors, blank paper
Procedure (The How)
The procedure is the set of instructional steps that constitute the heart of
the lesson and contains three parts: Opening, Development, and Closing
(described below). All activities need to be differentiated to address the
needs and assets of your diverse group of learners, e.g. you need to plan for
students of various proficiency levels. Number each step of the procedure
and explain exactly what you plan to do and how long it will take. Provide
enough detail to allow someone else to teach from your plan. Each step
should be a few sentences in length. The number of steps in a lesson plan
will vary from lesson to lesson.
Opening (10-15 minutes)
To capture the interest and attention of your learners, open your lesson with
a motivational activity. Relate the lesson to previous lessons/learning; review
material previously taught. It is also important to tell the pupils the goals
and rationale of this lesson.
1. Greet students as they arrive, warm-up will be on the board
2. Warm-up: Why do people decide to move? What changes happen
when you move to a new place?
a. Provide sentence frames, a measureable target (ex: 3-4
sentences), and make the activity time-bound (5 minutes?)
3. Turn and talk with the person next to you, share back either
something you said or something your partner said
4. Transition to reading the next two chapters by moving chairs into a
circle.

Development (50 minutes)

This section should include a series of activities that will foster learning - new
content, concepts and/or skills. Present these steps in a logical order, one
activity flowing into and building upon another. When you design these

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steps, consider three basic questions: "What new content, concepts and/or
skills do I want to teach the pupils? What inquiry-based/process-oriented
activities can I devise to help pupils arrive at the new learning
independently? What examples/explanations can I give to extend their new
learning?" Activities should move from simple to complex, concrete to
abstract. Key questions to be used during various activities should be
included. It is through these activities that the goals and objectives will be
accomplished.

1. Read the first two chapters as a class, checking for

understanding throughout. As we read, students will consider
what vivid vocabulary Walls uses.
2. After we finish the passage, summarize what happened in the
passage, link it to the starter, and link it to our next activity.
a. In the passage, the family moves across the country
(hence the question in the warm-up). The beginning of the
passage describes the new place theyve moved to, using
a lot of vivid vocabulary, which well be manipulating in the
next activity.
3. Introduce Found Poetry
a. Explain that we will be creating found poems based on
selected passages from the book. Show what found poems
look like, using models of found poems from various stages
in the process (ex: cutting out the words, moving them
around on the page, introducing some of your own words,
pasting the words down to the page, illustrating the space
around the words, etc.)
b. Explain the relevance of this activity (were doing this to
explore Walls language, paying particular attention to her
word choice and how it creates an image. You might use
the broad theme of moving and change (from our starter)
to inform your found poem, or you might use a different
topic).
4. Hand out assessment criteria and go over it, move back to seats.
a. Each student will have a small handout with the
assessment criteria, and it will be on the board.
5. Begin work on found poems
a. Students will choose printed-out passages to cut up
b. At around the halfway point, have a few students share
their process so far are they cutting out words that they
like and then figuring out how they fit together? Are they
figuring out what they want their poem to be about and
then choosing words around that central topic? Are they
using mostly cut-out words, mostly their own words, or a
mix in their poems?

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Closing (10 minutes)
The closing includes the concluding activity and a recapitulation of the
lesson's objectives and student learning.
1. Have students share a part or all of their poems with the person
sitting next to them. Have 2-3 students share what they liked
about their partners work.
2. Well continue working on these next class

Assessment
Describe how you will determine which pupils have met the lesson
goals/objectives. What evidence will you examine while the lesson is in
progress to establish which pupils are learning? In other words, describe
formative and summative assessment tools.
During class, I will circulate to check for understanding and determine where
students are at in creating their poems. Additionally, students sharing their
thoughts and writing will act as a formative assessment. I dont anticipate
that students will finish their poems this class, so the closing will assess their
progress towards the final goal of creating a found poem.
When students finish their poems next class, they will hang up their poems
around the classroom and will circulate the classroom with post-it notes to
say what specifically they like about their peers poems. How do they show
not tell? How do they use vivid vocabulary? Do they have a great title or
illustrations? Does the poem tell a story or have a cohesive topic?

Extensions
Within the lesson: Extensions are creative activities designed to extend
student learning but are not part of the original lesson. These are activities
that pupils can complete in activity centers, the library, or at home.
Creating found poems from other materials (like magazines,
newspapers, etc.)

Beyond the lesson: Explain what you plan for the next lesson; explain the
focus of the new learning that will take place.
Next lesson students are likely finishing their poems, but next week well be
using some of the descriptive language and vivid vocabulary from our found
poems and from other parts of the book to use in our memoirs.

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