Annotated Lesson Plan 1

Running head: ANNOTATED LESSON PLAN

Annotated Lesson Plan

Kayla Franklin
National University

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Abstract
The following lesson plan has students evaluating literary techniques in Bridge to Terabithia. The
lesson plan is in the appropriate form and includes standards from Common Core, CELA, and
ELD. It includes goals, objectives, outcomes, rationale, and information on students
characteristics. There are multiple presentation methods, instructional strategies and
learning activities. It also introduces management styles, technology, different assessment
techniques and materials. There are viable accommodations for ELL students utilizing the 1/3
Plus model especially for Liang from Taiwan. The annotation following clarifies planning
decisions and rationale for the lesson plan including how it meets the needs of all students
especially Liang and other ELL students.

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Annotated Lesson Plan
Date: January 20, 2016
Grade: 7th
Subject: English Literature
Topic: Bridge to Terabithia- Students will evaluate the point of view and setting.
Approximate time: 80 minutes
Student Profile: The classroom is 27 students with 8 ELL students. My student profile is Liang is
a 13-year-old 8th grader from Taiwan. He has been here for 3 years and is placing in the early
advanced and intermediate levels for English Language Learners (ELL).
Goals: Students will be able to identify the point of view and have supporting evidence. Students
will evaluate the language and phrases used the first chapter to determine the setting for the
story.
Objectives: Students will be able to determine the setting from the descriptive words that are
used. They will have a clear understanding of the connection between imagery and descriptive
phrases. They will know the different points of view and how to determine which is being used.
Learning Outcomes: Students should be able to identify the key terms that develop the point of
view in Bridge to Terabithia. They will make a connection between the descriptive words used
and how the setting is established.
Standards:

CELA Standard: Analyze how a particular sentence, chapter, scene, or stanza fits into the
overall structure of a text and contributes to the development of the theme, setting, or
plot. (Common Core State Standards Initiative, 2016)

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CELA Standard: Explain how an author develops the point of view of the narrator or
speaker in a text. (Common Core State Standards Initiative, 2016)

ELD Standard: Evaluating how well writers and speakers use language to support ideas
and opinions with details or reasons depending on modality, text type, purpose, audience,
topic, and content area. (California State Board of Education , 2012)

Accommodations: Vocabulary list provided early and the audio of chapter 1 provided in
Spanish. Students will work in collaborative groups designed to assist with their language
development. For Liangsomeaccommodationareincludinghimingroupswithstudentsho
speakEnglishatanadvancedlevel.Thevocabularylistwouldstillbeprovidedearlysohecould
reviewpriortothelesson.Liangwillbenefitfrombeingassessedonhisinvolvementwiththe
groupsarehisabilitytocontribute.Theinstructorwillalsospotcheckhisunderstandingwhile
observingtheclass.
Incorporation of 1/3 Plus Model
Top 1/3: Students will write a chapter of their own that includes the setting and point of view.
They will focus on descriptive words and staying with one point of view.
Middle 1/3: Students will be asked to draw the setting they imagine from the first chapter.
Bottom 1/3: Students will be provided with a work sheet that provides clues for determining the
point of view and key words that the students can locate in the story. This will be their guide to
verifying the story is from the first person perspective.
Materials:

Copies of the first chapter of Bridge to Terabithia

Audio version of Bridge to Terabithia

Chart of descriptive words

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Highlighter

Journal

Technology: CD player, laptops, Smart Board

Procedures: Students are expected to work respectfully in their groups and with their peers. They
will review point of view and descriptive words. The groups will be based off their table
assignments and have been create based on their personalities and their language abilities. For
students who enjoy helping others they are paired with the bottom 1/3 and some ELL students.
Anticipatory Set: Students will have a basic understanding of point of view and they will have
information on settings.
Instruction:
1. Student will be presented with 10 vocabulary words relating to Bridge to Terabithia and
point of view. We will say the words aloud and spell them together. They will copy the
words down to define for homework. Students will briefly use the word in an example
sentence. (5 minutes)
a. Rationale: The vocabulary words will create a base for all students. Vocabulary
words are a valuable portion of any lesson and an effective tool for ELL students.
2. Students will be given their copies of the first 5 pages of Bridge to Terabithia. Students
will be asked to follow along with the audio version. Once the audio has ended they will
work in groups of fours to highlight all descriptive words (15 minutes). Some examples
are; red mud, droopy eyes, deep crusty ruts. They will complete their chart that organizes
the descriptive words of the house, the field, and the family.
a. Rationale: The collaborative grouping will allow students to interact with each
other and be actively involved in their own education. It is also a chance for ELL

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students to work with other students on their level or higher and get assistance
from students how enjoy helping others.
3. Once they have completed the highlighting we will write a portion of them on the Smart
Board. Students will be asked to identify the setting based on the words on the board.
They will be making connections to images in their head and what the descriptions relate
to for them. Once the setting has accurately been established we will move to the point of
view. (5 minutes)
a. Rationale: The classroom discussion helps to cement the connection between
description words and their ability to create an image. Students need to
understand how important the image is that the author is trying to convey. This
helps ELL students make connections to environments they know and things they
are familiar with as with bridging in SDAIE.
4. Students will go back into their group and circle words that helped determine the point of
view. Students will determine how the author conveyed a first Person point of view using
certain phrases. (10 minutes)
a. Rationale: Again collaborative grouping is utilized and students can determine the
literary techniques used to ensure first person point of view used. They can get
additional assistance if they do not know ho to determine the point of view.
5. Now that students have completed the first chapter they will write a predictive paragraph
for the rest of the book. They know the setting and point of view. Students will share their
prediction with their group of four and the group will vote on which was the most
creative or accurate. Then they will share the top pick with the rest of the class. (15
minutes)

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a. Rationale: Students will use the information regarding the setting and the point of
view to predict what comes next in the book. This will allow them to be creative
and contextualization on their own experiences.
Student Activity: The students will work on their predictive paragraphs and share among the
groups.
Homework: Students will define the vocabulary words that were assigned at the beginning of
class. They will also draw a picture that reflects the word. Students will be asked to create a list
of descriptive words about a room in their home. They should have a least 15 words that describe
the room and tomorrow they will trade lists with another to see if the room they were in could be
determined from the descriptive words they used. (15 min. max.)
Closure: There will be a classroom discussion on the next portion of the plot and what if
anything they have inferred from the first chapter. (5 minutes)
Assessment: Students will all turn in their paragraphs and charts for the descriptive words.
Students will be assessed as the instructor is assisting during group work as well as when they
participate in class discussions.

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Annotation
This lesson plan includes many strategies to assist all learners comprehend different
literary techniques including the usage of descriptive phrases and point of view. Collaborative
grouping, bridging, audio tools, schema building, as well as a variety of management tools were
used within the lesson. Students were evaluated through out the group projects and the materials
the submitted.
The vocabulary in the beginning of the lesson is beneficial for all students and helps to
create an equal starting point. Vocabulary is an under appreciated tool for instruction. Studies
have shown that reading comprehension and vocabulary knowledge are strongly correlated, and
researchers found that word knowledge in primary school can predict how well students will be
able to comprehend text they read in high school (Johnson & Johnson, 2003). Vocabulary is one
of the building blocks of the lesson and allows all students to have some prior knowledge before
continuing with the lesson. For Liang the vocabulary is necessary because he will have a chance
to review the information prior to the lesson and with family. Remembering that this is a
standard classroom with ELL students the modifications were subtle and enhanced everyones
learning experience. There are a variety of learning and instructional strategies, presentation
methods, technology applications, classroom management, assessment techniques, and materials
used within this lesson to help ELL students as well as standard leaners.
The book being read out loud while the students followed along allows ELL students to
hear the words out loud and see the words on the page. Listening is an active skill. When
listening to lectures, radio, films, television news, or participating in face-to-face or telephone
conversations, we are active (SecondLanguageMethodologyPowerPoint,slide5).They can
hear the inflection in the voice and receive context clues from the readers. All students benefit

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from hearing the story aloud. When you give your student assignments in the classroom, see
that those assignments are meaningfully related to the students background and potential
application in real life (Serdyukov & Ryan, The 5-Minute Lesson Plan , 2013).
Students would work in collaborative groups for multiple assignments as an
instructional strategy and learning activity. They were preselected groups that would most
benefit students. The ELL students would have a chance to be taught by others in their group and
participate on a smaller level. Because social strategies are, as the name states, social, they often
feel less like practice and occasionally even like fun (Serdyukov & Hill, Methodology For
Second Language Development, 2008). The activity of highlighting the descriptive phrases is
one of the main objectives of the lesson and the students do it together.
The SDAIE methods of bridging and contextualization were used to help all students but
especially ELL students build on what they already know and their experiences. The Schema
Building strategy to help the students determine what descriptive phrases belongs to each part of
the text. Schema building is great for connecting multiple facts or isolated concepts to a
universal principal or body of knowledge.(SDAIEPowerPoint,slide16).Thegoalsand
objectivesapplytothestudentsbackgroundwhenusingtheSDAIE instructional strategies. By
working as a class to create an image of the setting it helps students visualize the story and relate
to it more.
The 1/3 Plus model is a great guide for ensuring modifications are available for every
level of learners. The top 1/3 were asked to write a chapter of their own with focus on the
descriptive words they would use. This ensured their time was spent being productive and using
the lesson to create their own setting. For the middle 1/3 to draw the setting would help them
maintain a clear image of the setting and how that would be important for the entire story. Liang

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would most likely fall into this category since he had moderate grades and an early advanced
English proficiency. The bottom 1/3
The assessment portion is completed while the students are in their groups. The
instructors classroom management ensures that the teacher is present and checking for
understanding throughout the lessons. Performance assessment has received attention in
contemporary educational practice because of its close association with outcome based education
and standards based education. (Serdyukov & Hill, Methodology For Second Language
Development, 2008). This allows the assessment to be completed through out the lesson and
when the students have full class discussions it is a good way to tell if all students have a similar
level of understanding. This lesson contains no formal assessment, as it is the beginning of a full
lesson on Bridge to Terabithia.
By utilizing so many of these instruction tools and strategies all students benefit.
Ensuring that vocabulary is a starting point helps the ELL students have time to establish an
understanding. For the audio portion students will actively listen and be asked to follow along.
From there the collaborative grouping allows all students to work together and ELL students to
get assistance from other. The class discussion allows the instructor to assess the learning of the
entire class and ensure they are in agreement on the imagery provided on the setting of the story.
The chart helps ELL students organize the descriptive words and see it in a chart. The point of
view lesson help to meet the objective of the lesson and ensure all students understand how to
identify point of view. When students are asked to write their predictive paragraph it ties the
entire lesson together using what they know so far and where the story will go.

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References
California State Board of Education. (2012). Retrieved 2016, from California English Language
Development Standards:
http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Common Core State Standards Initiative. (2016). Common Core Standards Initiative. Retrieved
2016, from English Language Arts Standards : http://www.corestandards.org/ELALiteracy/RL/6/
Johnson, C., & Johnson, D. (2003). Why Teach Vocabulary. Engage NY .
National University. (2016). SDAIE PowerPoint. Retrieved from
https://nu.blackboard.com/webapps/blackboard/content/listContent.jsp?
course_id=_22477_1&content_id=_1432434_1&mode=reset
National University. (2016). Second Language Methodology PowerPoint. Retrieved from
https://nu.blackboard.com/webapps/blackboard/content/listContent.jsp?
course_id=_22477_1&content_id=_1432436_1&mode=reset
Serdyukov, P., & Hill, R. (2008). Methodology For Second Language Development. Boston,
MA: Allyn & Bacon.
Serdyukov, P., & Ryan, M. (2013). The 5-Minute Lesson Plan . Boston, MA: Pearson Learning
Solutions.