Amber Pinson

EDUC 5025
December 2, 2015
Professor Hornthal
Integrated ELD Lesson Plan
Preparation
Grade Level, Content Area, and Lesson Topic: 9th grade, English, Lifes choices
and person decision making; academic lesson topic: character trait

Source of text: Who Moved My Cheese? by Spencer Johnson, M.D.

English Learners: The ELLs in the class will be at the emerging and bridging level,
with overall CELDT levels of 3 and 4. There will be 7 ELLs in the classroom along with
13 other native English speakers. The ELL students L1 is Spanish.

Academic Content Standards:

CCSS.9-10.RL.10.3- Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other characters,
and advance the plot of develop the theme.

Academic Learning Goals: Students will be able to (SWBAT):

Define character trait
Use character traits to identify characters in the story
I expect students to learn what a character trait is, use the graphic organizer to keep
track of the characters throughout the stories, and use the phrase character trait in a
journal entry. I want students to continue to use the words character trait throughout
the lesson.

ELD Standards:
ELD.P1.9.1.Ex: Exchanging information/ideas: Contribute to class, group, and
partner discussions, sustaining conversations on a variety of age and grade-appropriate
academic topics by following turn-talk rules, asking and answering relevant, on-topic
questions, affirming others, providing additional relevant information, and
paraphrasing key ideas.
ELD.P1.9.1.Br: Exchanging information/ideas: Contribute to class, group, and
partner discussions, sustaining conversations on a variety of age and grade appropriate
academic topics by following turn-talking rules, asking and answering relevant, on-topic
questions, affirming others, and providing coherent and well-articulated comments and
additional information.
ELD Goals: For the Expanding group, SWBAT to define the phrase character trait, find
character traits throughout the story, and share the traits they found with their small
groups. For the Bridging group, in addition to what is stated above, they will find
evidence that supports those traits and share with the group why they picked the
evidence and the traits. Both groups are expected to write a journal entry about one
character and a character trait; however, the Bridging group is expected to expand on
their trait more than the Expanding group.

Structure:
Do now and Opening (15 Minutes): What is a time where you experienced change?
How did you get through it? Opening will then introduce the book followed with a
pair-share.

Whole group: 10 minutes- Group reading of The Gathering

Group work: 25 minutes: small group work with graphic organizers

Exit ticket: 10 minutes: journal entry

Building Background
Building Background:
Teacher: Hello class! Today we are going to continue to read a book called Who Moved
My Cheese? by Spencer Johnson, M.D. He wrote this book in 2002 for people who got
through changes in their lives. Everyone goes through change at some point in their
lives. His hope is that this book will help his readers, meaning us, learn how to benefit
from change. Since change is something we cant avoid, the author also hopes that we
will not fear it, but instead, make change work for us so we can become the person we
want to be.
Raise your hand if youve experienced change that has impacted you in some way, from
middle school to high school, getting a new sibling or a pet, etc. These changes reveal
traits about ourselves and help shape who we are. A character trait is a persons
behaviors and attitudes that make up a persons personality.
For your do-now, you thought of words that describe yourself, your own character traits.
I want you to do a Write-Pair-Share; you already wrote down the change you have
experienced and overcame or adapted to. I would like you to speak to your partner about
your change, and then I will give you a chance to share with the class.
*Students do a pair-share. When students share out, I will take notes of traits that they
are describing in their change experiences. We will then add to the list as we read*
Teacher: Wow, Im honored to have so many students in my class with such interesting
personalities and character traits. Today we are going to read The Gathering together
since we read the epigraph yesterday.
After we read The Gathering together, you will read the first part of the story in your
small groups of four, pages 6-11. As a group, I want one person to be responsible for one
character, to find their character traits throughout the story. We will use this paper and
add to it as we read. At the end of the reading, you will all share your character traits and
then work individually on your journal entries.

Comprehensible Input
Differentiation:
In regards to listening and speaking, the students will do a catch me reading, when
reading the gathering in the reading. Students will read along with me; I can then
check for pronunciation and stop the reading to show students important vocabulary
based on their critical vocabulary sheet.
In regards to reading and writing, students will read in their small groups and then write
character traits for their character. As an individual assignment, they will write a journal
entry on one character, the character trait of that character, and how they relate to the
character.

Graphic Organizers
The graphic organizer will be the character organizer for the traits. Students will be
responsible for one character and then will share as a jigsaw exercise for the character
traits. Expanding will have spaces for each character and their traits. Bridging will have
an area for evidence of those traits in the text.
In terms of the journal, the students will have the journal entry with just the prompt. At
the bottom of the worksheet, there will be sentence stems for the Expanding group if
they need help elaborating on their ideas.

Technology: I will use a document camera for Whole Group reading of The
Gathering. Most of the lesson will be the reading and the graphic organizers. The
students will use these handouts throughout the lesson on the reading and they will be
necessary to finish the lesson.
Interaction
Interaction: Write-Pair-Share; small group reading and discussion.

Assessment
Assessment: I will assess the students by the 4 subtopics: listening, speaking, reading,
and writing.
Listening: Students will listen and react to the teacher mini lessons in ways which
indicate comprehension of the material. They will listen and respond to each other in
oral discussion of the text by the pair-share strategy.

Speaking: Students will engage in meaningful discussion of the daily reading

assignment.

Reading: Students will read the text for comprehension with a partner.

Writing: Students will complete the character trait summary and journal entries using
the phrase and relating the trait to themselves.
The exit ticket will be the journal entry using character traits of one character. It is an
individual assignment; however, it will be checked off as an exit ticket and turned in to
check their understanding of the phrase character trait and story comprehension.