ED 440/540: Materials and Methods of Teaching English Language Arts

Lesson Plan Template

Educator’s name: Date:

Bailey Burleson November 30, 2022

Lesson plan title: Class/School/Grade:

Behind the Name 11th grade

Planning
National and/or State standard(s): [P1]
Alabama 2021 ELA Course of Study Standards:
Standard 13: Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each
source, and share information orally.
Standard 15: Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and
credibility.
Standard 24: Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.
- a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
Standard 26: Locate and acquire audible information to answer a question, solve a problem, or defend a position, utilizing active
listening to assess its usefulness, relevance, and credibility.
Standard 27: Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent
products demonstrating command of language that is suitable for the target audience and purpose.
Standard 30: Synthesize research using responsible and ethical practices to create and orally present clear, coherent products
demonstrating command of language that is suitable for the target audience and purpose.

NCTE Standards:
Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create and communicate knowledge.
Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).

Cross-curricular connections (when applicable): [P1]

The lesson does have a connection to history since it relates to name meanings and origins. In many cultures, names held
special meanings that revealed information about the people with those names. For example, the biblical character of Jacob’s
name meant “heel-grabber,” and the meaning revealed something about his personality. Some names, especially those based off
locations, can provide information about the names’ country and culture of origin.
The students will also be evaluating digital sources for their research, and they will have to use technology responsibly, which
relates to components of digital literacy and computer science.

Justification of the standard(s): [P1]

The English Teacher’s Survival Guide claims, "Instead of teaching students how to get their hands on resources, we need to
teach them how to synthesize and use all that they have available to them" (Brandvik & McKnight, 2011). This concept relates to
ELA Standards 14, 24, and 27 because, in this lesson, I am not telling my students what specific resources to use or how to find
them. They have to evaluate different resources to determine what is important. I also included a speaking aspect into this lesson
because it is one standard that usually gets overlooked, but it is an important skill for students to have as they enter the
workforce. When it comes to teaching public speaking and speeches, Jim Burke says, "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, 2013). This quote
relates to ELA Standards 13 and 26. Standard 26 relates to the students having to conduct an interview, which helps to prepare
them for situations they might face in professional settings, as Burke suggests. The students will also have to be able to practice
developing speaking skills at the conclusion of this lesson in order for them to become more comfortable with this process.

References

Brandvik, M.L., & McKnight, K.S. (2011). The English teacher's survival guide: Ready-to-use techniques and materials for grades

7-12 (2nd ed.). John Wiley & Sons, Inc. 

Burke, J. (2013). The English teacher's companion: A completely new guide to classroom, curriculum, and the
profession (4th ed.). Heinemann. 
Daily lesson objective(s): [P2]
The student will be able to (SWBAT):

1) By the end of the lesson, the student will be able to evaluate the credibility of online sources in order to create a works cited
page.

2) By the end of the lesson, the student will be able to integrate research findings in order to write a 2-3 page paper with research
components.

3) By the end of the lesson, the student will be able to determine the most relevant information from their papers in order to
formulate a brief oral presentation about their findings.

Essential questions(s): [P2, I2]

1. Why are names important?
2. What do they tell us about ourselves, our families, and our past?

Instructional supports for whole group needs (strategies, learning experiences, resources, and materials): [P4]

Strategies: Active Learning: Experiential Learning (interviewing process especially)

Learning Experiences: peer review, writing process, integration of research elements in papers

Resources: Internet, library printed resources, online databases, Microsoft Word, Google Docs (online copies of handouts),
translating apps

Materials: computers, MLA citation cheat sheets, Microsoft Word, Behind the Name Writing Assignment Overview Sheet

Instructional supports for individual learner needs (include IEPs, IELPs, IFSPs, 504 plans, appropriate assistive
technology, and other individual learner needs): [P4]

Translation apps might be needed in order for ELL students to fully participate in the assignment, especially is an interpreter is
unavailable. The same can be said for any deaf students as well. Microsoft Word does include a translating setting that students
can use as well for both their writing and their peer reviews. For students with IEPs, I might need to include a virtual checklist
through Google Docs to help them with their papers’ organization. While this could benefit all students, it could especially help
those who have difficulty focusing on and organizing tasks, such as students with ADHD.

Technology (used by learners to design, innovate, solve problems, and/or express creative thought): [P7]
The students will be using the Internet and other online sources to conduct their research for the assignment. Most will use
websites as their sources, but they are more than welcome to use resources from databases as well if they so choose. They will
also be using Microsoft Word to write their essays. Assignment guidelines and additional links will be located online for students
to use if they need them. Students will also be given the option to record their required interviews, so they will be pulling
information from sources that they themselves have helped create. They will have to decide how they want to use this information
in their papers. The students will have to evaluate how the information they gather and find relates to them, their names, and their
family’s stories.

Instruction
Introduction: [I1]
· Set a purpose
· State goals/ objectives
· Use a “hook”
· Organize orientation
around essential
question/learning
focus
· Activate and connect
to prior knowledge [I2]
Hook: What is the meaning of a name? Or in other words, what purpose does a name serve?
(Conduct a brief class discussion about the opening question and have two or three students
answer.)
Introductory Narrative: Names give a person their identity. Throughout history, and even in
many cultures today, someone’s name was significant because it revealed something about
their personality, purpose, or homeland. In literature, many authors carefully select character
names for the same reason—to tell their readers additional information about the character.
 Transition to Body: Over the past week, we have been preparing to write our first paper of the
school year, and since we will encounter meaningful character names later on in the semester,
now will be a great time to practice conducting research and writing about your findings. So for
your first writing assignment, you will be looking up the meanings behind your names and
analyzing how they relate to you as an individual.

Body of the lesson: Lesson Overview:

· Demonstrate In this activity, students will be researching their first, middle, and last names. They will need to
understanding of content focus on finding the meaning and origin of their names in their research. They also need to
knowledge [I3] include an “interesting fact” from their research, which could include a famous namesake,
· Demonstrate application variations of the name, or anything else they find interesting. As part of their research, students
of content [I4] will also interview either their parents or a relative about why they selected the students’
· Use evidence of prior names. They might also be able to get family history when asking about their surnames.
knowledge and Students will record their answers either on paper or with a device, but the questions and
background [P5] recorded answers will have to be turned in. We will go over the basics of interviews in class
· Engage learners in and develop the questions as a class. The suggested questions will be put on the board for
critical thinking, everyone to see and use. This way, students might gain additional follow-up questions that
creativity, and they might not would have thought about on their own. I understand that some students will not
problem-solving [I4] be able to interview family members, so as an alternative, they can interview someone with the
· Relate to authentic local same name as part of their interviews, and if they don’t know anyone, I would work with them
and/or global issues [I4] to either find someone, or we will work together to come up with another alternative. After
· Sequence learning completing their 2 page papers, the students will select the most important details from their
experiences [P6] papers and give a brief report on their findings. The report will be very informal and untimed.
· Integrate available The main goal is to get them used to the idea of presenting research to the class.
technology [P7]
Procedures:

Day 1:
 1. I will pass out the assignment overview worksheet and go over the assignment’s
parameters with the class.
2. I will remind students of MLA formatting, especially citations. We will have covered this
information during the week before the assignment in order for the students to be more
prepared. The students will be given a cheat sheet for the most common citation types.
I will demonstrate in-text citations and works cited citations for a book, a website, a
journal article (just in case), and an interview. This is mainly for review purposes from
the previous lesson, but some students may have difficulty with this concept and need
additional practice.
3. After going over citations and the works cited page, I will discuss the required interview
for the assignment in more detail (interviewing process and expectations).
4. The students will suggest potential interview questions, which I will put on the board. I
will also offer some follow-up questions if the students are struggling with formulating
questions.
5. The students will copy the questions into their notebooks. They can also copy them
onto an electronic device in order to have a back-up copy.
6. At the end of the first class day, I will remind students that they will have until the due
date (4 school days away) to conduct and record their interviews. They can also
conduct interviews through phone call or email if distance is an issue. However, I will
stress that I will work with anyone who needs either an extension or an alternative
interview assignment.

Day 2:
1. The students will start conducting their research. If the school supplies laptops, we can
stay in the room to do this part of the lesson. If not, we will more than likely go to the
library or reserve the computer lab. The students will have to locate and use at least 5
sources in their papers, one of which will be the interview.
2. As students conduct their research, I will be walking around the room and checking in
with students to ask if they have any questions. We will have covered search terms and
research before conducting this paper, but some students might still have some
questions about what websites to use. They might also need additional help with citing
 their sources and putting them onto a works cited page.
3. When there is about 10 minutes of class left, I will check-in with the whole class to see
where they are with their research. Some students might have completed their research
and are ready to start writing their papers, but others still might be struggling to find at
least four different sources.
4. If several students are ready to start writing, I will briefly remind them of MLA formatting
(header, page numbers, etc.). I will also remind them of what information they should
include in each body paragraph. If no one is ready to start writing, I will wait to give
them this information until the beginning of class on the following day.
5. I will remind students that they need to conduct their interviews in order to incorporate
them into their papers.

Day 3:
1. The third day will start with me reminding students of their agenda.
2. Some students will continue researching while some will start writing their papers.
3. During this time, I will walk around the room to ask if students need any help with either
their research or their writing.
4. When there are about 5 minutes left, I will remind students that they really need to have
their interviews conducted by the following day in order to have time to incorporate it
into their papers.

Day 4:
1. I will remind students of assignment deadlines and their goals for the day, which is to
finish their rough drafts in order to start conducting peer reviews the following day.
2. Almost all of the students should be finished with their research. If there are any still
struggling with the research or the interview, I will work with them one-on-one during
this time to help get them caught up. Most students will have moved on to writing their
papers.
3. The students will have most of the class to write their papers.
4. When there is five minutes left in class, I will check-in with the whole class to access
where everyone is in the writing process. Some students will be finished, or nearly
 finished, with their rough drafts. However, others might just be about two paragraphs in.

Day 5:
1. At the beginning of class, I will go over the peer-reviewing process. We should have
already touched on this subject during our build up to the first writing assignment;
however, some students might need a reminder.
2. All students will have to have at least one student (two would be better but time might
not allow) proofread their paper, and I will also read it as well. The goal is for students
to get used to the idea of giving each other feedback and helping each other improve.
This opportunity also allows students to fix some of their mistakes before submitting
their final papers.
3. Some students will continue writing their papers while others will move onto peer-
reviewing each other’s work. They will have the rest of class to do this.

Day 6:
1. I will start class by explaining the mini oral presentations the students will have to
complete the following day. These presentations will not be strictly graded since the
main goal is to get students used to the idea of speaking in front of their peers. The
students will get full points for the assignment, which will be recorded as a daily grade,
for doing the presentation and remaining on topic (meaning they actually discuss their
findings).
2. The rest of class will be dedicated to students peer-reviewing each other and revising
their essays. They will have the rest of class to complete these tasks, and I will be
available for assistance. I will also be reviewing students’ papers during the peer review
process.
3. At the end of class, I will remind students that they have to turn in both their papers and
their recorded interviews at the beginning of class the following day.

Day 7:
1. Students will turn their final papers and recorded interviews in at the beginning of class.
2. The students will then takes turns giving their mini oral presentations. This will probably

Implementation Details: Computers/Laptops, Paper, Internet, Microsoft Word
Justification of learning
experiences, research-based
strategies, and evidence of
learners’ prior knowledge and
background: [P4, P5, P6]
take up the rest of class. If the class is exceedingly large, some might have to present
at the beginning of class on the next school day.
● When I assign this project, my students should be high school juniors in their third or
fourth week of the school year. I expect students from both honors classes and general
education classes to complete this assignment, and I expect some students to have
IEPs. Students will need to be able to conduct research and gather information from
different sources, and they will also need to know how to make works cited pages and
in-text citations. Since this will more than likely be their first formal research project of
the year, many students might need instruction for this, and I will explain the research
and citation process after the lesson’s introduction on the first day of the project.
Students will also need to know the basics of writing an essay, so I will also briefly go
over the format for this essay on the first day. Each main body paragraph will focus on a
different name. Depending on the amount of information they find, they might have to
start another paragraph to discuss their interview findings for each name as well.
Additionally, students need to know how to conduct interviews. However, I do not
expect them to know this, so we will go over it at after introducing the assignment.
● This lesson design should be effective for this group of students because the writing
assignment is stretched out over several days in order to provide students with the time
to gather materials and ask for help. Since I do not expect my students to be experts
with MLA formatting, writing, and interviewing, I designed the lesson so that students
can give each other feedback on their work during peer review processes, and they can
also receive feedback from me before submitting their final assignment. This approach
would hopefully help all students correct errors in the papers, especially any ELL
students that I might have in class.
● I designed this lesson with the writing process in mind. I wanted students to have time
to engage with the process of researching and writing on a more relaxed pace. Jim
Burke discusses the writing process in his book The English Teacher’s Companion, and
 he explains how depending on the teacher, the steps in the process can vary. However,
the main stages would include the gathering or generating of ideas, designing and
drafting the text, and reviewing and revising before turning the paper in and reflecting
(Burke, 2013). Burke writes, “The more time we can allow students to work through the
back-and-forth, two-steps-forward-three-steps-back process of composition, the more
they (and their text) will improve and the more we will have an authentic context within
which to teach all the skills and knowledge student writers need if they are to become
fluent, effective writers” (Burke, 2013). I especially kept this concept in mind since this
assignment would be my students’ first major writing assignment of the year. By
teaching them the process during this lesson and giving them several days to engage in
the process, the students could develop multiple drafts with revisions while still having
time to receive feedback from me and their peers.

Lesson closure: [I5] The lesson closure will be students giving their presentations, where they will reflect on what
· Summarize key points of they learned about their names. After the students present, I will remind students of the
the lesson [P2, P3] implications names can have, which they should think about when reading about fictional
· Connect to essential characters in the future.
questions/ learning focus
[P2]
· Challenge learners to
continue exploring
content
Assessment
Assessment: [A1]
· Includes formal 1. “Behind the Name” Essay: The essay allows me to assess students’ understanding and
and/or informal application of MLA formatting, citations, and research practices. I also get to evaluate their
assessment language usage and grammar skills. While I will mainly be grading on content, I like being able to
· Align with see where my students are with these skills—especially since this assignment will be toward the
standards and beginning of the school year. I also get to assess how students gathered information, especially
objectives [P2] the interview results, and incorporating it into their papers.
· Offer learners
multiple ways Rubric: Behind the Name Essay Rubric
of demonstrating
knowledge and 2. “Behind the Name” Mini Presentation: The brief oral presentation gives me the opportunity to
skills [P4] observe how comfortable my students are with public speaking. While I will be grading mostly on
· Includes modified effort, I will also be assessing how students organized the information and how they interact with
assessments for their classmates (eye contact, clear voice, etc.). Since most students will only put their
learners with presentation together in the few minutes before they present, the opportunity also allows me to
specific needs as evaluate how they perform under pressure, and their improvisation skills will be especially
appropriate [P4] highlighted. This assessment is mostly just to get them used to the idea of public speaking.
 Modifications for Students with Special Needs:
For the mini presentation, there might be some students who are unable to speak in front of the class. If
this is the case, they can either present the information to me after class if they are able, or they can
create the mini presentation’s outline and turn it in to me. This modification would help those who either
have extreme anxiety over public speaking or who cannot speak, and we could then come up with a plan
for future speaking assignments as well.

For ELL students, they can type their essays in their native language using Word or another similar
program if they cannot write well in English. I can then translate the text when I grade, and having
students write in the language they are most comfortable would help me to better assess their developed
writing skills. However, I might ask for ELL students to write down some of their ideas in English in their
journals as well to give me a sense of where they are with English and to give them the opportunity to
practice. The written ideas would not go for a grade. When it comes to the speaking assessment, ELL
students would need to meet with me beforehand to develop a plan. Some might be very comfortable
speaking in English, so they could give the presentation without assistance. Others, however, might not
be able to do so. If a translator is not available, the student may write the outline of their presentation
and turn it in, or they can perform their mini presentations to me after class. They can use a translate
app if needed.

Justification of There are many aspects of writing that we as teachers must consider when developing a writing
objective-instruction- assignment, and as a result, it can be easy to overload our students with information too quickly. In their
assessment book The English Teacher's Survival Guide, Brandvik and McKnight suggest that teachers should not try
alignment: [P3, A1] to introduce all aspects of writing at once and instead "introduce and focus on one element at a time"
(Brandvik & McKnight, 2011). While this lesson plan contains many elements, its primary focus is
incorporating research into students' writing. Grammar, language use, and structure still play important
roles, but this assignment presents students with the opportunity to further practice those skills while
obtaining a new one. In his essay “The ‘Research Paper’ in the Writing Course” Richard L. Larson claims
that “by saying that we teach the ‘research paper’—we mislead students about the activities of both
research and writing” (Larson, 2000). He also explains how research comes in many different forms,
such as interviews, and I tried to keep these concepts in mind while designing the assignment’s
parameters and instruction (Larson, 2000). I want my students to recognize the different ways research
can look that they might not think about—such as conducting an interview.

References

Brandvik, M.L., & McKnight, K.S. (2011). The English teacher's survival guide: Ready-to-use techniques

and materials for grades 7-12 (2nd ed.). John Wiley & Sons, Inc. 

Larson, R.L. (2000). “The ‘research paper’ in the writing course: A non-form of writing.” In Corbett,
E.P.J.,

Myers, N., & Tate, G. (Eds.), The Writing Teacher’s Sourcebook (pp. 216-221). Oxford University
Press.