Now we continue our lesson planning projects. Recall that you will use the same two lesson plans that you submitted in 700.3. Please do not submit those plans in this project until you have successfully completed 700.3 and reached the “Course Complete” page.
This project, 700.4 continues with those same two plans, this time evaluating different parts of the lesson plan. Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the feedback from your submissions in 700.3, and the knowledge gained in the preceding coursework revise and submit your plans for initial evaluation in this project.
As before, this project is much more detailed than lesson plans typically used in the classroom. The projects are designed to evaluate your skills in a comprehensive way; thus you are asked to provide much more detail than traditional plans so that your instructor is able to evaluate your skills in these areas. Please allow 3 – 5 days for scoring.
700.4 (this project) evaluates your knowledge and skills in the following areas:
- Instructional strategies
- The inclusion of effective literacy strategies
- The inclusion of effective student use of technology
- The extent to which you have differentiated each lesson
For 700.4, you will submit two complete lesson plans for evaluation and feedback. You will use the same format and plans as submitted in 700.3 after revising to meet the criteria being evaluated in 700.4.
CRITERIA RATINGS
STRATEGIES
FOR
INSTRUCTION
EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts
Explicit and detailed
opportunities for authentic
engagement through an
anticipatory set, student
collaboration, and/or writing
activities.
Meaningful opportunities
for authentic engagement
through an anticipatory set,
student collaboration,
and/or writing activities.
Adequate opportunities for
authentic engagement using an
anticipatory set, student
collaboration, and/or writing
activities.
Limited opportunities for
authentic engagement
through an anticipatory set,
student collaboration, and/or
writing activities.
Small group instruction fully
supports learning objectives,
activities and outcomes.
Specific evidence of
planning for small group
instruction (content for
different groups, mini-
lesson objectives, etc.)
where applicable.
Adequate evidence of planning
for small group instruction
(content for different groups,
mini-lesson objectives, etc.)
where applicable.
Instructional examples,
teacher modeling, or other
input is not aligned with
objective or lesson activities.
Instructional examples,
teacher modeling, or other
input is detailed and explicitly
supports the objective and
lesson activities.
Instructional examples,
teacher modeling, or other
input is specifically aligned
with objective and lesson
activities.
Instructional examples, teacher
modeling, or other input is
adequately aligned, but may
lack detail or be loosely
supportive of the objective and
lesson activities.
Explicit evidence of
consideration of teacher’s role
throughout the lesson
(facilitator, direct instruction,
specialist, etc.).
Teacher’s role (facilitator,
direct-instruction,
specialist, etc.) is
considered and apparent
throughout the lesson.
Multiple strategies for
learning lesson content are
available to students.
Meaningful opportunities for
student collaboration,
problem solving and creativity
in lesson activities or outcome
and products. May include
nontraditional activities, or
assessments.
Specific opportunities for
student collaboration,
problem solving and
creativity in lesson
activities or outcome
products.
Some opportunities for student
collaboration, problem solving
and creativity in lesson
activities or outcome products.
Minimal opportunity for
student collaboration.
CRITERIA RATINGS
DIFFERENTIATION EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts
Differentiation explicitly
targets the various learning
and environmental needs of
all students in the classroom.
Differentiation adequately
targets the various learning
and environmental needs of all
students in the classroom.
Differentiation addresses the
various learning and
environmental needs of all
students in the classroom.
Differentiation minimally
addresses learning and
environmental needs of some
students in the classroom.
Explicit evidence or attempt
to offer lesson content,
questioning, activities, or
outcomes at varying levels of
Bloom’s Taxonomy
Meaningful evidence or
attempt to offer lesson
content, questioning, activities,
or outcomes at varying levels
of Bloom’s Taxonomy based
on specifically identified needs
and levels of students.
Adequate evidence or attempt to
offer lesson content, activities, or
outcomes at varying levels of
Bloom’s Taxonomy based on
generally identified needs and
levels of students.
Minimal evidence or attempt
to offer lesson content,
questioning, activities, or
outcomes at varying levels of
Bloom’s Taxonomy based on
needs and levels of students.
Alternate activities and
student products, to support
different Bloom’s levels, may
be indicated.
Some alternate activities,
products or assessment to
support varying levels of
Bloom’s Taxonomy are
offered.
Alternate activities, products or
assessment offered to support
some higher levels of Bloom’s
Taxonomy are offered.
Lesson may offer 1 or 2
alternatives for students of
different levels, but minimal
attempt for individualization
is made.
Student learning style is
specifically considered in
differentiated content.
Differentiation accounts for
differences in learning styles
of students.
Differentiation may indirectly
account for differences in
learning styles of students, but
specific evidence may not be
present.
Flexible grouping is
efficiently utilized, where
appropriate
Flexible grouping is offered,
where appropriate
Learning is individualized to
the maximum extent
possible.
Some individualization of
learning is evident.
CRITERIA RATINGS
LITERACY
STRATEGIES
EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts
*Elementary only: Balanced
Literacy components (oral
language development, reading
to learn, opportunity for
written response- T-chart,
journaling, think-talk-write,
etc.) are detailed and enhance
the lesson content along with
literacy development, where
appropriate.
*Elementary only: Balanced
Literacy components (oral
language development, reading to
learn, opportunity for written
response- T-chart, journaling, think-
talk-write, etc.) are present in all
appropriate areas.
*Elementary only: Some
Balanced Literacy
components (oral language
development, reading to
learn, opportunity for written
response- T-chart, journaling,
think-talk-write, etc.) are
present where appropriate.
*Elementary only: Balanced
Literacy components (oral
language development, reading to
learn, opportunity for written
response- T-chart, journaling,
think-talk-write, etc.) are minimal
or may not be present.
*EVERYONE: Detailed
information about required
vocabulary for lesson, detailed
and specific indication of direct
or indirect vocabulary
instruction.
*EVERYONE: Specific information
about required vocabulary for
lesson, adequate indication of direct
or indirect vocabulary instruction.
*EVERYONE: Adequate
information about required
vocabulary for lesson, some
indication of direct or indirect
vocabulary instruction.
*EVERYONE: Limited information
about required vocabulary for
lesson, little or no indication of
direct or indirect vocabulary
instruction.
*Detailed and specific supports
(graphics, animations,
examples, etc.) for academic
language included.
*Meaningful supports (graphics,
animations, examples, etc.) for
academic language included.
*Some supports (graphics,
animations, examples, etc.)
for academic language
included.
*Minimal supports (graphics,
animations, examples, etc.) for
academic language included.
*Materials presented are
specifically intended for
reading level of the students,
with consideration given to
students below level.
*Materials presented are
specifically intended for reading
level of the students.
*Materials presented are
appropriate for reading level
of the students.
*Materials presented may not be
appropriate for reading level of the
students.
*Writing requirements (if
present) are explicitly matched
to the level of the students and
enhance the learning and
engagement of the lesson
content.
*Writing requirements (if present)
are meaningful and well matched to
the level of the students.
*Writing requirements (if
present) are appropriately
matched to the level of the
students.
*Writing requirements (if present)
are not well matched to the level of
the students.
CRITERIA RATINGS
USE OF
TECHNOLOGY
EXPERT: 10 pts PROFICIENT: 9 pts DEVELOPING: 8 pts NOVICE: 6 pts
*Explicit evidence of
integration of technology
with pedagogy and content
(TPACK) and alignment with
ISTE standards.
*Appropriate evidence of
integration of technology
with pedagogy and content
(TPACK).
*Some attempt of
alignment with ISTE
standards and/or TPACK
integration.
*Vague alignment with ISTE
standards, or standards do
not match lesson objective.
*Technology is efficiently
used for learning in a
manner that is inconceivable
without the technology.
*Technology enhances and
supports mastery of the
objectives.
*Student use of technology
is present, but connection
to lesson content is weak.
*Minimally supports the
lesson content.
*Supports student
collaboration, creativity,
critical thinking, problem
solving, and digital
citizenship.
*Some indication of support
of student collaboration,
creativity, critical thinking,
problem solving, and digital
citizenship.
*Student use of technology
may not necessarily
enhance learning of
content, but it is not a
distraction.
*Use of technology may be
disorganized or feel
disconnected to student
learning.
*Lesson includes meaningful
components of blended
learning with online
assignments, instruction,
opportunities for
collaboration, or product
creation.
*Teacher models digital
fluency, innovation or
citizenship preparing for
student use.
*Teacher’s use of
technology is an attempt to
model digital fluency,
innovation or citizenship.
*No student use of
technology present in
lesson.
*Provides immediate
feedback to students about
learning.
**Technology is used to
assess learning when
appropriate. May provide
some feedback to students
about learning.
*Used to deliver content,
but there may be minimal
student interaction with
technology.
*Technology is used to
address diverse student
needs.
*Technology is available to
address diverse student
needs.
TEACHERSOF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and external responses of the characters, including their
motivations and conflicts; and
(C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the development of the plot through the internal and external responses of
the characters, including their motivations and conflicts, and analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited by selecting from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students must identify the four aspects of characterization and how
they pertain to the character. Students will submit the interview and present to the class for evaluation.
MATERIALS and SETTING Small groups (3 – 4) determined by the teacher
Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper sack, objects for the bag
Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee books
KEY VOCABULARY and
ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external responses, character, characterization,
point of view
FOCUS ACTIVITY Students will create a character chart from two poems (“The Peanut Butter King” and “Sarah
Cynthia Sylvia Stout Would Not Take the Garbage Out.” to review ‘static’ and ‘dynamic’
characterizations.
CONNECTION TO PRIOR
LEARNING
Students will review the four different characterization concepts we have learned in the last
two weeks.
OBJECTIVE STATEMENT Students, today we will continue our study of characterization, plot development and point
of view. You will complete a project of your choice for the final assessment of your
understanding of characterization and the role of plot and point of view in characterization.
PURPOSE OF LEARNING This is important for us to know so we can understand how writers utilize characters to
impact story lines, and in real life, helps us recognize how other people impact our lives.
INSTRUCTIONAL STEPS
Include:
Step by step instructions
Key points
Directions to give
1. Review: I will review the different characterization concepts with the students prior to
starting them on the activity. These concepts include antagonist and protagonist,
dynamic vs. static, round vs. flat, and the difference in implied and explicit character
traits.
2. Focus Activity: Students will complete the poetry activity to help them distinguish
between static and dynamic characters.
3. Activity: Students will be completing three different learning stations that solidify some
of the concepts of point of view and characterization. I will explain the station
requirements for each station before releasing them to work.
**While students are working on this, I will be pulling some students for a tier one re-teach
of the concepts before they complete an activity.
Station 1: Students will “become” a character from their group independent reading
assignment (each group has been reading one of the following books: Thirsty, Burger
Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of notebook paper,
students will write down 10 adjectives that describe themselves as the character
from the book. Students will then list ten more adjectives for two other characters in
the book from the point of view of the character they have become.
Station 2: Students will be completing the “Tweet Sheet” activity. Students have to
write tweets for different characters to point of view on the different conflicts in the
short story. Students may choose any of the following short stories: “Luck,” “Old
Man on the Bridge,” and “The Other Wife.” Students will annotate these stories on
the iPads using Scrible. They can read independently to practice their
comprehension, and then share their findings and notes as a group. After groups
finish discussing, they will work on their “Tweet Sheets.”
Station 3: Students will write paragraphs from their personal point of view about a
particular object. They will then write a second paragraph from the point of view of
that particular object. These objects will be in a paper sack so that they cannot see
what they are grabbing. Tomorrow, students will take turns reading the paragraph
from the point of view of their object.
4. Station Completion: Following completion of the stations activity, I will ask the Post-
Questions to clarify any misconceptions and prepare students for their project choices.
This assignment will be due in two days.
5. Assessment: Handout project choices for students. Students will be completing a project
of their choice for the final assessment of their understanding of characterization and
the role of plot and point of view in characterization. Each project listed is differentiated
to fit different learning styles. Here is a link to this assignment:
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT-
Ash5eJw4/view?usp=sharing
6. Closure: To review, we will list three types of point of view and some of the
characteristics of each type. Students will also be sharing what they remember about the
different characterization concepts before we leave class. They will not have to write it
down for an exit ticket today. I will take notes on who seems sure of their responses and
who else might need Tier1/Tier 2 instruction.
7. Connect to Future Learning: Students will be using the concepts covered in this lesson as
we begin our novel study of A Wrinkle in Time.
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT-Ash5eJw4/view?usp=sharing
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT-Ash5eJw4/view?usp=sharing
QUESTIONS FOR
UNDERSTANDING
Identify levels of Blooms
Pre-Questions:
• What are some of the key differences between direct and indirect characterization?
Analyze
• What are some ways to determine whether a trait is an implied or explicit
characteristic? Evaluate, Create
• What are some of the different details that make up the characteristics of a
character? Remember
Post Questions:
• What are you the things that you are most comfortable with discussing about
characterization and its relationship to other literary elements moving forward?
Evaluate
• What are some things that you think that we should practice more before we begin
our study? Create
MODIFICATIONS/
ACCOMMODATIONS
Modifications: IEP and ELL students will have their sentence stem lists for the writing
portions of the stations. IEP students will also work on their paragraphs with the teacher
during study hall tutorials.
Accommodations: IEP/504 Students will be able to type the written portion of these
assignments.
RETEACH/EXTENSION Reteach:
Students who are struggling with the Point of view and characterization concepts will be
pulled during this lesson for tier one instruction. We will begin by having students list
different adjectives to describe each of the members of the group. After listing the different
adjectives, we will discuss whether these are implied traits or explicit traits. Since most will
be explicit, I will be giving them some examples of implied traits by helping them find ways
to assume certain traits (ex: they can assume that I am also a coach because I generally come
to class in wind pants or they can assume that a class mate is on the basketball team because
they wear tennis shoes every day).
The final aspect of this lesson will be for students to read the short story “Old Man on the
Bridge.” We will read together and take our notes on Scrible using the iPad. We will discuss
the different characters in the story and label them as flat/round and tell whether they are
static or dynamic characters. After we finish this, students will complete a “Tweet Sheet” for
one of the characters in the book.
Extension:
Students who are ready to move on will be completing the creative writing characterization
activity. This assignment is NOT for a grade, but it can be used to replace a student’s two
lowest grades. Here is a link to that assignment:
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=shari
ng
CLOSURE
Review
Connect to future learning
Review: We will list out the three types of Point of View and some of the characteristics of
each type. Students will also be sharing what they remember about the different
characterization concepts before we leave class. They will not have to write it down for an
exit ticket today. I will take notes on who seems sure of their responses and who else might
need tier 1/tier 2 instruction.
Connection to Future Learning: Students will be using the concepts covered in this lesson as
we begin our novel study of A Wrinkle in Time.
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=sharing
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=sharing
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