Name: Michael Robles

Subject(s): Reading Intervention Grade: 7th-8th

Teacher(s): Michael Robles Mentor Teacher: Evonne Marvin

School: Costa Mesa Middle School Lesson Time Allotment: 10:25-11:55 Date: 3/16/23

Section 1 – Goals, Standards, and Assessments

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5

1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)

CCSS ELA RL 7.3 - Analyze how particular elements of a story/drama interact (e.g. how
setting shapes the characters or plot).

CCSS ELA RL 8.2 - Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.

2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students
have mastered in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample
sentence frames: “By the end of this lesson, my students will have mastered the ability to…” or “By the
end of this lesson, my students will be able to explain…”)

Students will be able to analyze how different elements of a novel excerpt interact and
why they are important for the development of the novel’s themes (characters, plot,
theme).

Students will be able to determine a theme of a novel excerpt and analyze its
development over the course of the text, as well as how it interacts with different
elements of the text (characters, plot).

3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific
objectives identified above have been successfully met?

A. Formative Assessment: (TPE 1.8, 2.5, 5.1, 5.5)

Questioning – In this lesson, we will be reading an excerpt from the novel The Last Last Day
of Summer as a class and answering questions based on the literary elements of the text in
small groups. Before we read the text, we will preview the questions they must answer in
small groups so they know what to look for in the text. As we read the text, I will be asking
them questions based on the Close Reading Questions to assess how well they are following
along, and if they are able to connect the ideas in the text to find the answers to the
questions. When we answer the questions in small groups, I will be asking them why they
chose particular answers to the questions, and what words or evidence the author uses made
them choose that particular answer. This will employ higher order thinking as they answer the
questions to determine how well they are connecting the concept of theme to the literary
elements we see throughout the text.

Class Game – The class will separate into table groups, wherein each table will act as a
team. The teams will compete in a quiz based on the reading of the novel, both on the plot
and theme analysis. The questions on theme analysis will be a form of informal assessment
wherein I am assessing how well they can identify a theme in a passage from the text and use
details to support and explain their answer. There will be one speaker for each team that I
choose, and only the speaker can answer, which means (and I will emphasize this in the
directions of the game) the tables will have to collaborate and work together to find the
answers. This game will allow me to informally assess the steps students take to identify and
analyze the theme based on word choice, context, and details the text gives them. The
theme-centered questions will be spread out throughout the game, and will be separated
between questions that focus on the plot of the story. This allows me to assess if the students
are engaging with one another and the reading. The questions focused on the plot will be
worth one point each, but the questions where they must identify and analyze the theme of a
portion of text will be worth 2 points, with an additional point if they can identify details that
support their answer. The team with the most points by the end gets to leave 2 minutes early.

4. ELD Standard Addressed: Identify one standard from the ELD Standards that you will
implement during this lesson to support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4)

5. ELD Standard Learning Goal: Students will be able to read a literary text closely and
determine meanings of words both implicitly and explicitly through text.

6. Strategy for supporting ELs in achieving this goal: In order to help my English Learners
accomplish this goal, I will provide students with sentence frames in our Close Reading questions. We
will also be reading the text together as a class, wherein I will read a portion of text, and volunteers will
read portions of text. Based on who volunteers, I will modify the amount of text they are required to
read. If my English Learner is below basic, the amount they are expected to read will be shorter, and if
they are basic or above, they will be expected to read more.

These strategies will help students to understand the text as they read. By discussing the text verbally,
they are using their oral and listening skills to comprehend the text more and transferring that to guided
written understanding afterwards.

These assessments of students are based on their Lexile scores in the Read180 program and their
ELPAC scores.
 Section 4: Instructional Procedure
TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7

4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a
description of what will be taught (including links to any Google Docs, Powerpoints, Youtube videos,
etc.), how the students will be engaging the lessons, and examples of directions, explanations, and
questions that the teacher candidate will use to scaffold the progress of learning. If it helps, you can
write it out like a script of what you basically expect to say.

Open –
Anticipatory Set: This should be a short, attention-grabbing, engaging opener that recruits the interest
of your students, provokes curiosity, and makes them want to learn more. WITH THIS SHORTENED
VERSION, MAKE SURE YOUR ANTICIPATORY SET IS RICHLY ENGAGING.

In the beginning of class, I will display the Do-Now question of “How can characters’ actions tell
us what kind of people they are?” Before I have students answer the question, I will have them
work as tables to pick a favorite fictional character among them, and determine what they do in
the movie, show, game, etc. that they are in. I will give the example of iron man, stating that iron
man is very wealthy, but builds mecha suits and teams up with superheroes to save/protect the
world. I will give them two minutes to do so. As they talk with their groups, I will walk around,
observing their discussions to see how they are doing.

After two minutes, I will ask each table to volunteer their character, and explain who they are,
where they’re from, and what they do in their life. When each table volunteers a character, I will
ask the table how the actions they listed tell us what kind of person they are (i.e. iron man uses
his wealth to protect the world, so it shows us that he is a caring and heroic person). Once we
discuss these characters, I will explain that what they did is they analyzed characters’ actions to
infer the kind of people they are, and used evidence from their respective media to do so.

I will then explain that this is what we will be focusing on today, as in our 2 nd day of reading of
The Last Last Day of Summer, we will be analyzing the main characters and seeing how they
react to the situations at hand, and reviewing their reactions to the events in the previous
reading.

Body –
Options: You can use a simple “I do, we do, you do” approach to this section. You may also use the
Seven Step Lesson Plan approach, which includes these stages: Teach/Model, Check for
Understanding, Guided Practice, Independent Practice (TPE 1.8) Make sure that your descriptions are
thorough enough that your professor can imagine the progress of each stage of the lesson and discern
whether there has been appropriate scaffolding. WITH THIS SHORTENED VERSION, MAKE SURE
THIS SECTION IS VERY THOROUGH IN DESCRIBING HOW THIS LESSON WILL UNFOLD.

In the lesson, we will begin by previewing 2 vocabulary words we will see in the text (as per the
Reading Intervention Read180 program requirement). The first 2 words on the 1 st page of reading are
“visible” and “recover”. Each word has an example sentence students must fill in; those sentences
respectively being “what might you do to make yourself more visible at night?” and “what can you do to
help yourself recover from a cold?” I will have volunteers read each word, definition, and part of speech
(they will also be asked whether that part of speech is describing something (adjective), an action
(verb), or an object (noun). Students will then fill in their own answers for the example sentences. I will
then have volunteers preview the 3 Close Reading questions, wherein they will read them out loud and
I will explain them. The questions are:
 What do Otto, Sheed, and Mr. Flux do with the camera? – this question is less challenging to
assure students are following with the reading and are able to comprehend the plot as the story
progresses
 Why is Mr. Flux unable to take a picture of the boys? Cite text evidence in your response. – this
question will have students analyze the plot, wherein they must explain why certain events are
occurring
 Reread paragraph 51. Is the stranger a threat to Otto and Sheed? Explain your answer with
text evidence. – this question has students analyze the character of the new stranger that has
appeared in the story. They must infer whether the stranger is a threat to the protagonists
based on his actions (thus addressing what we previewed in the Do-Now)

Once we preview the questions, I will begin the reading with the first few paragraphs. We will take turns
reading the story, bouncing between me and volunteer students to read. Students who volunteer to
read will be given a raffle ticket, which they can turn in for a raffle at the end of the week (winners get a
piece of candy). As we read, I will point out specific parts of the text that we can use for the questions,
such as when characters Otto, Sheed and Mr. Flux take pictures, I will point out that we may be able to
refer back to this portion of the text when we answer our questions. The same will go for the next two
questions.

The next 2 vocabulary words are “occupy” and “intend”. The example sentences students will fill in are
“How many students occupy your classroom?” and “What do you intend to do after school today?”

Once we finish the reading, I will ask the class what will predict will happen in the next part of the story,
what they think the camera may have done when they took pictures, and who the stranger that was
introduced in today’s reading may be. When I ask the class these questions, I will ask what evidence or
what parts of the text they are pulling to make those inferences. This discussion will help them to use
evidence to support any inferences and predictions they make of the text verbally, which they will also
practice in written form as well today and in future lessons. I will also make this clear to them when they
do this.

Once we finish this part, we will move on to answering our Close Reading questions as a class. While
we usually answer these questions in small groups, since the informal assessment game we will play
afterwards will be focused on table groups. For the 1st Close Reading question, I will refer back to that
part of the text and ask the class what Otto and Sheed take a picture of, then what Mr. Flux takes a
picture of. The answers I am expecting are “the town of Fry” for Otto and Sheed and “Otto and Sheed”
for Mr. Flux. As they answer these questions both verbally and on their laptops, I will check their
answers on Schoology, giving in-the-moment feedback to their answers. In the 2 nd question, I will ask
why Mr. Flux is unable to take a picture of the boys based on the events that occur. When students
answer, I will ask what quote supports their answer. I expect students to answer around the lines of
“Mr. Flux is unable to take a picture because a stranger fell out of the sky and knocked the camera out
of his hands,” with quotes from paragraph 49. For the 3 rd question, I will review what the students
discussed in the Do-Now quesstion, in how they inferred characters’ personalities with their actions. I
will then ask “So, what can we infer about the stranger based on his actions and dialogue. Is he a threat
to Otto and Sheed?” If students say yes or no, I will ask what quotes from the stranger explain that
answer. Students are expected to refer to the portion of the text that conveys how the stranger told the
boys to take the camera and run, and to not take anymore pictures. This explains how the stranger is
not a threat to the boys based on his actions and quotes.

If students struggle with these questions, I will guide them to the parts of the text that they can use to
explain their answers, asking them guiding questions such as “Well, did the stranger attack the boys, or
just Mr. Flux? What happened right when Mr. Flux was about to take a picture of the boys? What did
Otto and Sheed do with the camera after Mr. Flux gave it to them?” These questions will help them to
answer the questions and use evidence to support their responses. This also allows me to check their
understanding both in verbal form and written form.

Once we finish the questions, students will submit, and we will move on to a game based on the story
we are reading. I will display the instructions for the game on the board while explaining them out loud.

In this game:
 Students will play as teams in table groups, and will come up with a team name.
o By playing in a team, students must collaborate with one another and work together to
come up with the correct answers
 I will nominated 1 speaker for each team, wherein only the speaker can give an answer to the
questions out loud
o The speakers will be those who are less talkative in class. By nominating these
speakers, students are encouraged and expected to work together as a team
o In each table, there is at least 1 less talkative student and 1 more talkative student (as I
designed the table groups this way beforehand). There is also at least 1 Below Basic
student and 1 Proficient student in each table, so by having them collaborate, they are
encouraged and expected to work with their team to answer the questions.
 Each team speaker must raise their hand to answer the question
 The team with the most points at the end will get to leave 2 minutes early

The questions in the game are a mix of simple recall and displays of reading comprehension and theme
analysis in order to assess not just how students are comprehending the text as we read the story, but
also how well the students are able to identify and analyze a theme. So, there are 3 questions that ask
about specific parts of the plot, setting, and characters (i.e. who the protagonists are, what town the
story takes place in, what gift Mr. Flux gave the boys).

There are also 3 questions based on theme analysis and identification, wherein they are given a portion
of the text and 4 possible themes. Tables are given 1 minute to read the text. At 10 seconds, I will count
down. Once the time is up, table speakers can raise their hands to answer. When they answer which
theme is in the text, they must explain why they chose that answer. If they answer correctly, they get 2
points. The rest of the tables can then answer the second part of the question, wherein they must list 2
details in the text that support that theme.

There is one bonus question where they are given a portion of the text and must answer what
inferences they can make about the stranger from today’s reading and list 2 details to support their
answer. This question is worth 3 points.

By mixing up the difficulty of the questions, students are given chances to prove their understanding of
not just the plot and progression of the story, but also critical thinking in theme identification and
analysis. By collaborating with their tables, they are encouraged to work together to correctly identify,
analyze, and support the themes we have been exploring throughout the text.

Close –

Confirming the learning: How will you review the learning with your students at the end of the lesson
and help them self-assess whether they achieved the learning goals you set for them?

Next Steps: How will next steps be communicated to the students about continuing to learn this topic
after the lesson?

Once the game is over, I will explain to the class how they were able to collaborate with each other to
correctly identify and analyze a theme in a text. The confirming of their learning will have been done in
the game and when we complete the Close Reading questions. I will ask students to first rate their
team on a scale of 1-5 in how well they think they were able to find the answers. I will ask each table
why they gave themselves a certain number and how they can improve (if 1-3), or what helped them
get to the level they are (4-5). I will then ask students to rate themselves on a scale of 1-5, asking the
same questions.

Once we finish, I will explain that while they worked collaboratively today on identifying theme and
analyzing it with details in the text, they will be working on the same skill next class individually, wherein
they will conduct a self-assessment on themselves to see what they need to work on and what the
do/understand well in this unit so far.

Graduate Education Lesson Plan Rubric

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Yet! g Proficient tal

11.9 and 12-13.9 14-15.9 16-17.9 18-20

 below

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s

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formative assessment assessment and formative assessment and
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assessment Does not yet most students. assessment for every student.
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students. meaningful ideas for Provides student self-
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ELD Excellent Ineffective Adequate Good Excellent

Lack of EL identification identification of identification of identification
Standard
standard of weak or EL standard EL standard of strong EL
and/or inappropriate with with clear and standard with
learning EL standard. satisfactory appropriate EL meaningful and
goal. learning goal. learning goal. rich EL
learning goal.

85d.9 and 86-99 98-111 112-125 126-140

below

Section 4: Failed to Developed Developed Developed Developed

create minimally adequately strong, realistic, extremely
meaningful thought-out realistic, and and well strong,
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structured create a, well- create a potential to
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classroom structured thriving, well- create a
classroom structured thriving, well-
where students classroom structured
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understand the understand the where students
boundaries boundaries and understand the
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 Point Fin
al
Chart:
Sco
180-200 A re:
160-179 B
140-159 C
120-139 D
119 and
below:
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