Running head: Assignment 2 1

Assignment 2 Lesson Plan

Denise Ward, Kitrina Ross, Stanley Ford

Johns Hopkins School of Education

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Urban Teachers Lesson Planning Template

DFW
Grade Level 7th grade Subject: ELA Date:
Materials:

Lesson Component What will you do? / What will students do?
Common Core Standard (C.1) TEKS:
What common core standard(s) 7.10 C Use different organizational patterns as guides for summarizing and forming an overview of
does this lesson address? different kinds of expository texts.
How do you know the students
need this lesson?
Unpack the standard(s) by
identifying the strategy(ies) or
skill(s)
Lesson Objective (C.1, A.3) SWBAT identify and define 1 of the 5 text structures, and will use it to create a short passage.
Objectives must be
specific-(clearly defined
learning)
measureable- (assess student
achievement)
aligned (with the CCSS)
rigorous (written with verbs
for expectations of high rigor)
posted shared aloud with
students
Assessment (B.1, B.2,C.1, C.2) Students will read a nonfiction piece, and use evidence to identify the text structure. Next, students will create a short
How will students demonstrate passage using this same text structure. The topic will be: write a passage explaining the importance of getting to know
their mastery of the objective? people before forming an opinion about them.
What evidence will you collect to
assess understanding?
Are assessments differentiated for
diverse learners?
How will the data inform
tomorrows lesson?

Connect and Engage (A.2, B.1, C.1)
How will you gather background
knowledge and make connections
to previous learning?
How will you hook the students?
3
DO NOW:
Students will practice identifying text structures by playing Kahoot online. (There will be 10 multiple choice
questions.) Technology
HOOK:
Students will read a passage without a clear text structure. They will then complete a QuickWrite. (Supports
for ELLs: students who are not comfortable with writing in English, they will be allowed to write in their first
language, and work with a partner to translate to English.)
Quick write: Jot down your thoughts about the following questions
What is wrong with the passage?
How can it be revised to be more appropriate?
Student Expectations during this portion:
Silently tracking when I speak
Turning and talking on task in response to the prompted questions
Tracking other student speakers to show respect
Tracking the text as I read aloud
Mentally preparing their answers to the modeled thinking questions
Actively listening to thoughts shared by teacher or peers
Connection to Learning:
Playing the Kahoot gives me a chance to pre-assess student knowledge about the different types of text structures.
The instructor will be able to determine the level of thoroughness needed to get scholars to understanding during
the lesson.

Teacher Modeling (A.1, A.2, B.1, B.2,
C.1, C.3, D.1, D.2, D.3)
A brief teacher directed lesson
aligned to the objective.
Model thinking using think
alouds.
Engage students using turn
and talk or other student
response checks to monitor
understanding.
Utilize organizational tools
(anchor charts, process
charts, graphic organizers)
when appropriate.
4
TEXT STRUCTURES: IDENTIFICATION AND COMPOSITION
Set Expectations for Think Aloud /Shared Reading
Students will take notes on the one type of text structure.
Instructor will provide students signal words, graphic organizer, and examples for the text structure.
Instructor will model how to use signal words and phrases to identify a text structure. (1st two paragraphs
only)
Next, Instructor will model how to use a text structure to create a new passage.
Mods/Accs:
Accommodations could be that the SpED students might receive a graphic organizer that is partially
already filled out and students only need to fill in the key term or a portion of the example versus
having to fill out the entire organizer on their own. The reduced amount of writing this would allow
the students to do more listening to what I or their classmate says during the model than writing
verbatim.
Supports for ELLs:
There will a word/content wall for the new vocabulary words ( The different text structures): The
space will create a safe environment for ELL students to ask questions about unfamiliar vocabulary
and as a result build their confidence in speaking and practicing their oral communication in the
classroom.
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Guided/Collaborative Practice (A.2, PAIR PRACTICE: IDENTIFYING TEXT STRUCTURE

B.1, B.2, C.1, C.2, C.3, D.1, D.2, D.3)
Identify guided practice needed Students will work in pairs to continue reading the model text, and identify signal words/phrases to prove the text
before releasing students to structure. (Supports for ELLs: scholars will be able to work together in order to practice their language skills in a low-
practice on their own
stakes environment since they will be strategically paired according to their stages of second language development.)
Consider
Cooperative groupings
Conceptual difficulties that Student Expectations:
might arise and how will you Students will track the second section as I read
address them Students will volunteer their answers to guide us through the close reading
How students can initiate
discussion
How tasks are differentiated Connections to Learning:
How the tasks advance Students have an opportunity to practice with peers.
students understanding and
learning
Ways to check for
Mods/Accs:
understanding or need for Students with receive special education services may been benefit from being paired with a strong
further support reader (or the instructor) who can help navigate through the texts.

Support for ELLs:

There would be a vocabulary word bank at the bottom of the passage for ELLs to reference tough
vocabulary. This so that gaps in vocabulary will not be a reasons that students could not comprehend
the passage to be able to determine the text structure.

Independent Practice (A.1, A.2, A.3,
B.1, C.1, C.2, C.3)
What opportunities will students
have to use the new
skills/concepts in a meaningful
way?
How will students demonstrate
their mastery of the objective?
6
INDEPENDENT PLICKERS PRACTICE: IDENTIFYING TEXT STRUCTURE
Students will read 6 short passages, and determine whether the text structure is correct. (Data will be collected on
plickers) Technology
INDIVIDUAL CONFERENCES:
For Kevin, my advanced writer, I will have the conference to focus on use of language conventions.
We will work on making more complex sentences (use of language conventions.)
I will define compound vs complex sentences.
I will provide examples for each.
I will show the scholar specific paragraphs that could use more complex sentences.
I will send the scholar off to work on this skill and check back next class period.
For Edwin, my basic writer, I will have the conference to focus on use development of ideas.
We will work on developing ideas.
I will define what it means to truly develop an idea versus listing random thoughts
I will provide an example for both cases.
I will also will provide a planning strategy to help organize and think through ideas.
I will identify the paragraphs where the scholar needs to work on this skill.
I will send the scholar off to work on the skill and check back next class period.
Connection to Learning:
Final reminders and criteria for success.
Final CFU before independent practice
Release:
Give explicit instructions using MVPT.
Circulate room
Academic positive narration to reinforce good habits
Final countdown and thanks
Supports for English Language Learners:
All instructions (MVPT) will be written on the board.
After MVPT, there will be frequent CFUs about the explicit instructions.

Closure (A.3, B.1, D.1, D.2, D.3)
Assessment of student learning
including student reflection on
what was learned which may
include one or more of the
following:
Connections to previous
learning
A review of the objective and
if it what achieved
An exit slip or other means of
informal assessment
Student sharing and peer
feedback
Celebration of learning
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Culturally Diverse Aspect
The texts that the students read will be those that have elements and topics reflective of the interests and
backgrounds of the students in the classroom.
This will increase student engagement in the reading of the texts through increased relatability and relevancy
Mods/Accs:
Scholars that need extra time for this portion of the assignment can be given extra time to work through their
answers before they begin the exit ticket.
EXIT TICKET: Students will read a nonfiction piece, and use evidence to identify the text structure. Next, students will
create a short passage using this same text structure. The topic will be: write a passage explaining the importance of
getting to know people before forming an opinion about them.
Mods/Accs:
Scholars who receive extra time according to their IEPs can take their writing home to finish as
homework if they are not able to complete it within the time allotted in class.
Support for ELLs
English Language Learners will be able to ask their language buddies (ELLs with a higher proficiency
level in English) for help with phrasing.
Also, ELLs scholars will be able to have the option of having multiple choices on the application
Quizizz to identify text structures. (Technology)
There will also be a model text that students can reference when writing their own.
RATIONALE FOR INSTRUCTIONAL PLAN: This instructional plan is designed to help move my scholars to the next level
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of writing. As a class (5 students), the students all struggle with organization /progression because 4 out of 5 scholars
failed to fully address the prompt. Some scholars attempted to address the prompt, but lacked a clear controlling idea
which led to ideas not being connected. Also, I observed scholars were writing without a clear text structure which
caused the writing piece to not flow as smoothly. To remedy these issues, I decided to focus my whole class
instructional lesson on organization/progression. I will teach my scholars about 1 text structure, and challenge them to
implement it in their writing at the end of the lesson.