DAY SIX - COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Jozy Jones

Content Area: Lesson Topic: Length (timing) of Lesson:

9th Grade ELA Shakespearean Sonnets 50 Minutes

INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA.9.30
ELA.9.24

Learning Objective(s):

SWBAT identify personal strengths and weaknesses in their writing.

SWBAT brainstorm ideas for a writing assignment.
SWBAT discuss ideas and plans for writing with a peer.

Formative Assessment:

Bell Ringer – Journal

Brainstorming Post-It Note Activity
Peer Discussion

PREPARATION
Materials/Resources:

Journal
Assignment Sheet and Rubric
Clean Sheet of Paper
Pen/Pencil
Post-It Notes

INSTRUCTIONAL PROCEDURES
 *Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time Complete Bell Ringer in journal – “What was a struggle Does anyone have any questions
Introduction you had in completing the group sonnet? A strength?” about the assignment?

Introduce and discuss the individual sonnet creation Do we all understand the rubric for N/a
writing assignment. We will go over the assignment this assignment?
8- guidelines and the rubric for the sonnet creation writing
8:15a assignment. What are some things we’ve done in
class that have helped prepare us to
write our own sonnets?

Core Instruction Time Brainstorming activity from Donald Murray article. Now that we’ve taken a look at If a student is not
Give students 8 minutes to create a list of Murray’s article and done some mobile/physically able to walk
words/phrases/etc. that they might explore for potential brainstorming of our own, I want us around the room, have a
writing themes in their sonnet. to create a “Top 3” list of ideas to “speed dating” forum set-up
potentially explore in our writing for discussing their ideas in
8:15- Ask that students come up with 3 ideas for this assignment. which the student not
8:40a assignment. physically able remains in the
Students will then write down their ideas on a Post-It What are some of the ideas you have seated row and the row that
note and stick the list of ideas on their forehead. for your sonnet? switches seats include only
How did you come up with this idea? students physically capable.
After this, students will walk around the room and view With a partner, I want you to explain
other student’s Post-It notes and select one student to what this idea might look like if you If students were not able to
become partners with that has at least one idea similar to chose it for your sonnet topic. come up with 3 ideas on their
theirs or an idea that they find interesting. Students will own, have students share a
then begin discussing what their ideas for each of the couple out-loud as a class first
possible choices on their lists are in hopes of trying to that might help those who
 figure out what might be their best route. were not able to come up with
3.

Closure Time Ask students to return to their own desk/seat to reflect If the partner discussion didn’t fully
on the three ideas they just shared with their partner. help you figure out what topic you
want to focus on, will you take these
Have students try to decide for which idea they will last 10 minutes of class to reflect on
8:40- choose to focus on for their sonnet. the three ideas you shared and see if
8:50 maybe one stands out more than the N/a
others now?

Does anyone want to run their idea

past me? Or want help with figuring
out how to decide between some of
your ideas?
Contingency Time If students do not have the time to decide what idea they N/a N/a
want to focus on for their sonnet, make sure that
students know to come back to class tomorrow with their
N/a topic narrowed down to begin outlining/drafting.

DAY SEVEN - COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Jozy Jones

Content Area: Lesson Topic: Length (timing) of Lesson:

9th Grade ELA Shakespearean Sonnets 50 Minutes

INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA.9.40
ELA.9.22
Learning Objective(s):

SWBAT outline and draft their own sonnet.

Formative Assessment:

Bell Ringer - Journal

Shape Notes

PREPARATION
Materials/Resources:

Journal
Pen/Pencil
Shape Notes Worksheet

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time Have a copy of the Shape Notes worksheet on each What are some descriptive words you Only call on students that raise
Introduction student’s desk before they arrive in class. might use in your sonnet? their hand to avoid putting
8- some students on the spot.
8:20a Bell Ringer – “What is the topic of your sonnet?” What’s an example of figurative
language that could possibly be used Inform students that you will
Go over the Shape Notes worksheet as a class to discuss in your sonnet? be calling on ahead of time to
what is asked of you. In the square, write 4 descriptive give them the opportunity to
words in each corner that you plan on using to help Can someone give me an example of have a prepared response for
create your theme. In the triangle, write 3 examples of a couplet? the class.
figurative language you want to use. In the rectangle, What are some overall theme ideas
write the couplet idea/ideas you have for the conclusion that might be used in some of your
 of your sonnet. In the circle, write down the overall sonnets?
theme that you want to create in your sonnet.
*Create class examples for each as we go over the
worksheet*

Core Instruction Time Have students work on their Shape Notes sheet Does anyone need help with any of If students must go to a
individually. the shapes? resource room, allow them the
chance to go there during this
8:20- time of class.
8:45
Closure Time Once students have filled out their SN sheet, show it to Will everyone please make sure that N/a
me. they show me their completed
8:45- sheet? This completion will be used
8:50 as a participation grade for today and
will be submitted with our zero
drafts.
Contingency Time If students do not seem to perform well on their own on N/a N/a
this worksheet, allow them to work in pairs.
N/a

DAY EIGHT - COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Jozy Jones
Content Area: Lesson Topic: Length (timing) of Lesson:
9th Grade ELA Shakespearean Sonnet 50 Minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.9.25
ELA.9.23
ELA.9.7

Learning Objective(s):

SWBAT make generalizations about possible themes in other student work based off of descriptive words used in peer sonnets.
SWBAT share their work with a classmate.
SWBAT use technology devices for class participation.

Formative Assessment:

Zero Draft Completed

Large Class Discussion

PREPARATION
Materials/Resources:

Zero Draft
Word Web via SmartBoard technology
Phone or Laptop

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time Bell Ringer – “Use the first 10 minutes of class to review What are some of the descriptive N/a
Introduction 8- the sonnet you have created. Once you are satisfied with words you used in your sonnet that
8:15a this zero draft, write down some of the descriptive words you particularly liked?
that you used and liked in your sonnet.”
Core Instruction Time At 15 after, we will create (as a class) a list of the What are some of the descriptive By doing this anonymously, no
descriptive words that the students selected from their words you liked from your own one will know what words
8:15- own sonnets where students will text/submit a word sonnet? students shared on the board
 8:30a from a phone or laptop to create a Word Web on the which might ease some anxiety
SmartBoard. In doing this we will be able to see what Will you anonymously share 1-3 of about group sharing.
words we’ve used as a class for further discussion of those words by texting them to
some of the themes that we have created. *WEBSITE/NUMBER* to create a
class Word Web?

What are some of the themes you

would expect to see based off of
some of the words on the screen?

How do the words you choose for

your sonnets help you create a
theme and tone?
Closure Time Share your zero drafts with a partner. Has everyone shared with at least If some students are not
one partner? prepared for sharing, offer this
With time allowing, share with a second partner. time as additional timeframe
8:30- for working on completing their
8:50 There will be no feedback structured for this day, sharing zero draft.
will specifically be for listening.

Contingency Time If it is noticed that several students are not prepared with N/a N/a
a zero draft, begin this day with an additional 15 minutes
to work toward completing their zero draft.
N/a

DAY NINE - COEPD LESSON PLAN TEMPLATE

Teacher Candidate:
Jozy Jones
Content Area: Lesson Topic: Length (timing) of Lesson:
9th Grade ELA Shakespearean Sonnet 50 Minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.9.24
ELA.9.30

Learning Objective(s):

SWBAT participate in group workshopping for revision.

SWBAT provide feedback to peers in a group setting.

Formative Assessment:

Bell Ringer – Journal

Group Workshop

PREPARATION
Materials/Resources:

Journal
Pen/Pencil
3 Copies of Zero Draft Printed for Group
Workshop Structured Feedback Sheet (complete one for each group member)

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time Bell Ringer – “What does it mean to revise something? Does everyone have all of their items Allow time to print out drafts if
Introduction ready for workshop? students did not come to class
Give students 5 minutes to get workshop items ready prepared.
8- before getting into their groups.
8:10/
 15a
Core Instruction Time Ask that students all give their printed zero draft copies Does everyone have enough N/a
members of their group to follow along as students read workshop sheets for their group
their sonnets. members?

Give appropriate number of workshop worksheets to all Does anyone have any questions
group members to fill out a sheet for each workshopped about this workshop?
peer.

Author reads his/her work to the group as group

members answer the following questions:
8:10/ 1.) Does your group member follow sonnet format? ex:
15- 14 lines, couplet at the end, etc. If no, how do you
8:45 suggest they fix that?
2.) What is your group member saying in their sonnet?
(theme/message) Provide an example of how you know.
3.) How does your group member create their theme?
(figurative language) Point to specific examples from their
sonnet.
4.) ONE QUESTION ASKED BY THE AUTHOR THAT THEY
WANT ANSWERED BY THEIR GROUP MEMBERS.

Closure Time Ask that students provide their workshop worksheets to Did everyone get all of their feedback N/a
their author so they have their feedback from each group sheets?
member.
8:45- Ask that students take home the workshop sheets filled Does anyone have any questions?
8:50 out for them and look over the suggestions and feedback
provided to them.
Contingency Time If students do not finish one of the student’s workshops, N/a N/a
have them take it home to finish the feedback and bring
N/a back the workshop sheet to the student the next day.
 DAY TEN - COEPD LESSON PLAN TEMPLATE
Teacher Candidate:
Jozy Jones
Content Area: Lesson Topic: Length (timing) of Lesson:
9th Grade ELA Shakespearean Sonnet 50 Minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA.9.23
ELA.9.24
ELA.9.29

Learning Objective(s):

SWBAT use feedback from peers to revise a zero draft.

Formative Assessment:

Bell Ringer – Journal

In Class Reflection/Revision

PREPARATION
Materials/Resources:

Journal
Pen/Pencil
Zero Draft
Workshop Worksheets Filled Out by Peers
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time Bell Ringer – “How did you feel while reading your sonnet Bell Ringer Questions N/a
Introduction to your classmates? What did you think about the
8- workshop?”
8:10a

Core Instruction Time Use class time this day to use peer feedback to create and How are you going to incorporate the N/a
adjust to submit their revised version of the sonnet. I will feedback received into your sonnet?
8:10- be available to help students and offer feedback on this
8:40a day as well.

Closure Time Make myself available for any questions students may N/a N/a
have, if students finish their revisions early – have them
8:40- get with a partner to discuss changes they made in their
8:50a revisions.
Contingency Time N/a N/a N/a
N/a