Standards-Aligned Lesson Plan Template

Subject(s): English Language Arts Grade: 8th

Teacher(s): Amanda Newcomb & Eunice Hooker School: Costa Mesa Middle School Date:
April 18, 2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS. ELA. RI. 8.2 Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CCSS. ELA. SL. 8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly.
CCSS. ELA. SL. 8.1a Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

N/A

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.P1.A.8.1.Br Exchanging information/ideas Contribute to class, group, and partner discussions by following turn-taking
rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building
on responses, and providing useful feedback.
ELD.P1.B.8.6a.Br 6. Reading/viewing closely a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/
contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia,
with light support.

4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?)
Students will be able to distinguish the central idea and relevant information of an TRANSLATION
informational text and discuss it with their peers. Within their own groups, I will learn how to summarize an
students will decide which information will be most effective to educate their informational text and present
peers on their assigned text. my ideas to the class.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
Being able to distinguish the central idea of a text will enhance the students
reading and analytical abilities. Presenting to a group will make them better This will help to make me a
speakers and help their communication skills. better reader and speaker.

6. Essential Questions (TPE1.5):

What elements of informative are necessary for understanding the central idea? Why is it important to have
questions when reading informative texts?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - 29
b. English Learners/Standard English Learners 2/27
c. Students with Special Needs 0
d. Academic language abilities, content knowledge and skills in content area - 3rd 12th grade

reading levels
e. Linguistic background English, Spanish
f. Cultural background (home/family) Caucasian, African-American, Hispanic
g. Health considerations (if any) One student has asthma, but that does not pertain to this particular

lesson.
h. Physical development factors that may influence instruction in this academic content area

There are no physical development factors that will impede this lesson, as of yet.
i. Social development factors that may influence instruction in this academic content area

Students are talkative and some have difficulty sitting still.

j. Emotional development factors that may influence instruction in this academic content area
 None are known at this time.
k. Interests/Aspirations (relevant to this academic area) This lesson provides a social component that
will increase their engagement. Some of the students are involved in extracurricular activities such as
journalism and yearbook and reading and analyzing informative texts may help them to develop essential
skills.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):

The ELLs may have difficulty with academic language as used in the informative texts, as well as identifying the
elements in reference to the central theme. They also might have difficulty speaking with partners and when sharing
with the whole class.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

The use of strategic pairing can help the ELLs; by pairing ELLs with at least one other bilingual student, the affective
filter will be lowered and they will have the option of speaking in their native language within the group, so they can
organize their thoughts. That student will be given a role that reflects their strength in the group. I will provide
sentence stems for both the discussion and the writing portions. I will also provide another version of the text for the
students with lower reading levels, which has fewer words on the page but has the same content.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Communication: The students will be talking with the members of their group about the article they read,
analyzing it, and coming to a consensus about the main idea.
Collaboration: The students are talking with each other and working as a whole group, with each student
having a role for the groups success.
 Critical thinking: The students are identifying elements of the article and analyzing it to determine the main
idea of the text.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
After discussing and presenting to the class, the students will record at least three questions they have
about the text on the attached worksheet, along with answers they found in the text. They will identify the
main idea of the text and then write a paragraph responding to the article, including one citation.
b. Summative (if applicable):

c. (Attach rubric here, if applicable):

d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
 Part V - INSTRUCTIONAL PROCEDURE
14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
An article from the Internet copies for each student
Paper and pencil
16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
After writing the agenda on the board, I will split the class in half and then count the students off by 9
(1,2,3,4,5,6,7,8,9), dividing them into groups of 3-4 students. After they have gotten together with their groups, we
will give the students an article about medical residents in New York and the laws concerning the maximum amount
of hours that they can legally work in a shift. Then, I will give the students role cards telling them each what they are
responsible for in the group. The roles are: 1. Summarize the main idea(s) of the article; 2. Write anything that stood
out to them or that they learned; 3. Write any questions they had or anything they were confused about. Once the
students receive their roles and they have their articles, they will begin to read silently or quietly as a group. (20
minutes)

BODY:
While they are reading, the students should be annotating per their role. The summary person should be highlighting
main ideas; The question person should be underlining anything that confused them; The aha person should
annotate anything that stood out to them. When everyone is finished reading, they will take turns and share what
they found in the article, in number order. As the students are working, I will be walking around the room, making
sure that the students are reading and using academic language. I will be monitoring to make sure that they are
fulfilling their specific role and discussing the task at hand. They should be not only sharing their ideas, but
responding to their group members ideas. After the ten minutes of group discussion I will ask for volunteers to
review the main themes of the article and ask if any students have any questions, additional thoughts, or answers to
their peers questions. I will then ask the students to raise their hand if they agree with the proposed increase on
medical residents daily shifts and why. I will then call on students randomly to explain their stance and reasoning
behind it, then inviting anyone with a counterargument to also speak. After this discussion, the students will
complete the worksheet attached to the article, outlining the main ideas of the article and a reflection about the
implications of increasing medical residents daily shifts. (65 minutes)
CLOSE:
I will ask the students what elements they paid attention to as they were reading and how that helped them to
understand the article. I will ask them if they thought working in a group and hearing the other groups perspectives
on the same article helped them to see others points of view or help them to see their article in a new way. I will ask
them to think about why this is important when evaluating arguments. (5 minutes)

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs
After annotating their articles and discussing the article in groups, students were expected to fill out a
worksheet and record three questions they had and the answers they found in the article. They also had to
identify the main idea and write a reflection about whether they agree, including at least one citation.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

I would say that 70% of the class met the objective.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

Those who did not either failed to write enough questions, annotate their article, or include a citation in
their reflection.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

After splitting the students into groups and giving each student a role card, I modeled annotation for them on
the first paragraph of the article.

4. What would you change about the lesson and why (according to your data analysis)?

If I were to teach this lesson again, Im not sure that I would make this one a cooperative lesson. I thought it
was beneficial for the students to read the article together and discuss it, but Im not sure that the cooperative
 aspect was necessary for this lesson. I am interested in trying other cooperative lessons, though. I also could
have done more modeling, especially regarding group discussion.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.