, 700.5

 

This is the final evaluation of the lesson planning projects.  Recall that you will use the same two lesson plans you have previously submitted in 700.3 and 700.4.  Please do not submit those plans in this project until you have successfully completed 700.4 and reached the course complete page.

This project, 700.5 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 700.4, 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.

700.5 (this project) evaluates your knowledge and skills in the following areas:

• Questioning strategies and feedback
• Accommodations and modifications
• Assessing learning
• The overall plan

For 700.5, you will submit two complete lesson plans for feedback and final evaluation. 

You may download the

rubric here

Download rubric here

to understand the expectations of the project. Read the rubric carefully as information has been added to the details of the “Assessment” section to include the scoring of the overall plan. The following

exemplar lesson plan

Download exemplar lesson plan

may also be useful for you.

You must score at least 24 out of 30 points on each lesson plan to be successful. You may submit each plan until you reach the passing score, or until you have reached four re-submissions. When you have received passing scores on all lesson plans, please return to the home page of this course and select the “Course Complete” link to conclude the course. 

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

Criteria Ratings

QUESTIONING 10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:

*Detailed evidence of
planning for effective
questioning

*Specific goals for
questioning identified
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)

*Explicitly requires students
to go beyond “recall of facts”
to engage in higher order
thinking (Bloom’s
Taxonomy), and creativity.

PROFICIENT:
*Appropriate evidence of
planning for effective
questioning.

* Goals for questioning
identified and apparent
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)

*Encourages students to go
beyond “recall of facts” to
engage

DEVELOPING:
*Some evidence of planning
for effective questioning.

* Goals for questioning are
appropriate but may not be
apparent (determination of
prior knowledge, feedback,
assessment, prompts for
problem solving, etc.)

*Some opportunity for
students to go beyond
“recall of facts” to engage in
lesson content.

NOVICE:
*Little or no evidence
of planning for
effective questioning.

*Goals for questioning
are uncertain
(determination of prior
knowledge, feedback,
assessment, prompts
for problem solving,
etc.)

*Limited opportunity
for students to go
beyond “recall of facts”
to engage in lesson
content

Criteria Ratings

ASSESSMENTS
and THE
OVERALL PLAN

10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*Assessment provides
detailed information about
student learning.

*Explicitly matches
objective(s), learning
activity and outcomes.

*Detailed information about
the type of assessment,
formal: (constructed
response/selected
response/etc.) or informal:
(observation, discussion,
journal writing, etc.).

*Assessment is adapted for
diverse student needs and
offers valid information
about student learning.

The overall plan flows
smoothly from beginning to
end; all aspects of the plan
are aligned in rigor;
explicitly detailed
information is developed to
address all learner needs.

PROFICIENT:
*Assessment provides
meaningful information
about student learning.

*Matches objective(s),
learning activity and
outcomes

*Adequate information
about the type of
assessment, formal:
(constructed
response/selected
response/etc.) or informal:
(observation, discussion,
journal writing, etc.).

*Assessment includes some
adaptations for diverse
student needs

The overall plan is well-
developed, flows smoothly
from beginning to end;
most aspects of the plan are
aligned in rigor, detailed
information is developed to
address most learner needs.

DEVELOPING:
*Assessment provides
adequate information
about student learning.

*Is consistent with
objective(s), learning
activity and outcomes.

*Adequate information
about the type of
assessment, formal:
(constructed
response/selected
response/etc.) or informal:
(observation, discussion,
journal writing, etc.).

The overall plan is
adequately developed,
flows somewhat smoothly
from beginning to end;
most aspects of the plan
are adequately aligned in
rigor, information is
developed to address
some learner needs.

NOVICE:
*Assessment provides
minimal information
about student learning.

*Is loosely connected to
the objective(s) and
learning activity and
outcomes

*Minimal information
about the type of
assessment, formal:
(constructed
response/selected
response/etc.) or
informal: (observation,
discussion, journal
writing, etc.).

The overall plan is poorly
developed, is dis-jointed
with little flow from
beginning to end; few
aspects of the plan are
adequately aligned in
rigor, little to no
information is developed
to address learner needs.

ACCOMMODATIONS
MODIFICATIONS

10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*All accommodation needs
have been specifically
identified.

*Accommodations (learning
aids, graphic organizers,
oral administration, etc.)
and/or modifications
(alternate material, activity
or grade level content) are
detailed and explicitly
designed for the needs of
the student population
(ELL, Sped, GT, etc.)

*Area for accommodation
or modification (content,
process, product, learning
environment) has been
specifically identified.

*Accommodations and
Modifications explicitly
match skill deficits.

Technology is efficiently
utilized for accommodation
and modification where
appropriate.

*Accommodation and/or
modification allows for
student learning of the
content at the highest level
appropriate for each
individual

PROFICIENT:
*Student needs are
adequately identified.

*Accommodations (learning
aids, graphic organizers,
oral administration, etc.)
and/or modifications
(alternate material, activity
or grade level content) are
detailed and appropriately
designed for the needs of
the student population
(ELL, Sped, GT, etc.).

*Area for accommodation
or modification (content,
process, product, learning
environment) is apparent.

*Accommodations/Modifica
tions mostly align with skill
deficits.

*Where appropriate,
technology may be used for
accommodation/
modification.

*When possible,
accommodation and/or
modification allows for
student learning of the
content at a level
comparable to peers.

DEVELOPING:
*Student needs are loosely
identified.

*Accommodations (learning
aids, graphic organizers, oral
administration, etc.) and/or
modifications (alternate
material, activity or grade
level content) are listed and
adequately based on the
needs of the student
population (ELL, Sped, GT,
etc.)

*Area for accommodation or
modification (content,
process, product, learning
environment) is identified,
but may not be specific.

*Accommodations/modificati
ons loosely match skill
deficits.

*Some evidence of technology
use for accommodation/
modification may be
apparent.

NOVICE:
*Little or no evidence of
accommodations

*Accommodations
(learning aids, graphic
organizers, oral
administration, etc.), or
modifications (alternate
material, activity or grade
level content) as
appropriate based on
specific student needs
(ELL, Sped, GT, etc.)