5 Day Lesson Plans

Extended Lesson Planning Format for Teacher Education Candidates
Ithaca College School of Humanities and Sciences
Name Leanna Hall
Lesson Title or Topic DAY 1: Authors and Intros
Grade Level 11th Grade
Course Name or Content Area ELA
Central Focus of the Learning Segment/Unit

Describe the central focus for the content/skill you will teach in this learning segment/unit. The central focus should
address the important understandings and core concepts/skills you want student to develop in this series of
lessons.
The students will begin to conduct ethical self-analyses to create culturally competent citizens
who are aware of themselves and can actively exercise their consciousness to help others.
Context
1. Explain the larger context in which this lesson fits. Explain how this lesson builds upon lessons before it and
how this lesson fits into the overall learning segment/unit.
2. State the long-range learning goals and/or standards to which this lesson contributes. The long-range
goals/standards should deal with mastery of knowledge/skills that students will be able to transfer to real-life
situations.
3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and
community assets of your students and how this lesson builds upon those assets.
1. This is Day 1 of Week 1. There are 5 days in a week and 5 weeks in the unit. This
lesson will build of students’ prior knowledge of Native Americans. This will most likely
be ridden with biases, assumptions, and stereotypes but is nevertheless a starting
point to reach our ethical central focus.
2. The long range learning goals for the unit are as follows: a mastery of theme,
characterization, evidence-based analysis, literary devices, and the acquisition of
cultural competence.
3. This lesson is developed for 15 students of both genders. They are from a rural area
and most are from a lower SES. The a 3 students with IEP, ELL student, and several
struggling readers. This lesson is designed with ALL students in mind.
Prior Knowledge
What knowledge, skills, and concepts must students How will you know if your students have prior knowledge,
already know to be successful with this lesson? etc.? How/when will you teach/re-teach if necessary?
How to watch and analyze a multimedia Have a discussion following the movie to see if
clip in order to gain academically-relevant they internalized the key points. If they didn’t
knowledge get it I will ask guided questions to help them
recall information
How to write and structure an extended Complete a student-led outline as a class on

response (topic sentence, 3 body points the whiteboard. I will provide hints as needed.
with supporting sentences, and a clinching
sentence)
State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
CCRW-Texts and Purposes: 1) Write informative/explanatory texts to examine and convey

complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
CCRW-Texts and Purposes: 1a) Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to create a unified
whole;
CCRW-Production and Distribution of Writing: 4) Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose, and audience.
Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items
that are immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the
types of assessments you will use to determine whether the objectives have been met. List the types of formative
assessments you will use to monitor student learning of your specific learning objectives for this lesson. What
assessments will determine proficiency, excellence, or failure to meet the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from
you related to your assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a
project, or a quiz or a test you will give later, etc. Informal assessments could include structured observation,
thumbs up/thumbs down, think-pair-share, whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal What evidence, by the end of the
(Learning outcomes to be achieved assessments will you use during this learning segment/unit, will show that
by the end of this lesson) lesson to monitor whether your students understand and have met
students are developing the your learning objectives?
Every objective should have an understanding/skills required to meet
assessment. the learning objective you have
identified? If you are using
Note: Use as many rows as you observation as a form of
have learning objectives. You must assessment, write the questions you
have at least one objective, but will use as a guide for your
there is no maximum number. observations of students during the
lesson.
Distinguish fact from Think-Pair-Share: What are

fiction in relation to Native three things you learned or
American culture and were reminded of during
lifestyle the interview?
Conduct a self-analysis of Confidential Free-Write This assignment will link to

personal perspectives on Journal Response on the the summative assessment
the subject question: “What is a Native in that it will prep students
American?” for the tenant of cultural
competence.
If, as a result of the assessments above, students have not met your learning
objectives for this lesson, what strategy/ies will you use to teach/re-teach?
If the students do not pick up the key points from the video I will use guided questions
like (What does Alexie think about his decision to move off the rez? What did Alexie
share about his family life/childhood?) to jog their memory. If necessary we will view
certain clips off the interview again.
Academic Language Demands
Language function Recall, examine, self-analyze, explain, identify

Choose a higher order language verb distinguish
(e.g. analyze, evaluate, explain,
interpret, describe, predict, argue, or
prove) that students must know how to
do in order to succeed in this lesson.
See your edTPA handbook for content
specific language function suggestions.
Vocabulary Indigenous, stereotypes, biases
What skill vocabulary (e.g., Venn
diagram, graphic organizer, thesis
statement, symbols) and content
vocabulary (e.g., imperialism, mitosis,
isosceles) do students need to know in
order to succeed in this lesson?
Discourse Journal Entry, Free-Write

Discourse is a distinctive
communication structure and/or style
specific to your discipline (e.g. lab
reports, literary analysis essays,
document-based arguments, proofs,
critiques, etc.) In what discipline
specific ways do students need to
communicate in order to succeed in
this lesson?
Language supports
How will you help students understand the verbal and written language requirements to succeed in this lesson?
(These should also be included in your step-by-step procedures below.) How will you help them use Academic
Language during this lesson? (Include how you will use students’ prior knowledge and your teaching in this lesson
to facilitate and deepen student learning.)
Students will recall information viewed in the video clip and will identify key points. This
activity objective will be given to students before we watch the clips so that they can
adequately prepare themselves while watching for the Think-Pair-Share activity to follow. By
giving them the discussion question “What are three things you learned or were reminded
of during the interview?” ahead of the viewing it will also help them to either take notes or
pay attention as they know they are watching with a purpose. In the explanation of instructions
and expectations for the free write I will prepare students to examine, self-analyze, and
explain, first of all by emphasizing the fact that it is confidential so that they can feel free to
full examine their stereotypes and biases. Secondly, I will emphasize that their response will
be used in the end of week graded assignment so they properly examine themselves I will
also be walking around and looking at computer screens and papers to make sure words are
being written. They will get participation points for staying on task the whole time.
Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in this lesson, attending to both what you will be doing and what the
students will be doing.
Time Step-by-Step Procedures

Opening (Launch)
How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content?
(Motivation for lessons should be interesting, age-level appropriate, brief, and directly related to the learning
objectives of the lesson.)
5 1.Welcome to Class PowerPoint which will outline the objectives, agenda, and the
purpose for the day’s lesson. This will be seen visually on the screen and heard
verbally.
Procedures
List the next steps of your lesson. Provide a detailed description of what teacher and students will be doing. Your
planned formative assessments and language supports from above should show up in this section as part of your
lesson procedures. Add rows below as needed.
Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish your
objectives for the lesson. The following procedural terms are too vague: introduce, discuss, review. How will you
introduce something new? How will you organize discussion? How will you conduct a review? Include specific
questions you will use.
2 2.Transition Instructions: Students will be instructed that they will be watching a 15

minute interview with Sherman Alexie. They will be told that they need to pay close
attention because there will be a Think-Pair-Share activity to follow. They will copy
down the discussion question “What are three things you learned or were
reminded of during the interview?” They will be encouraged to jot down notes as
needed. This will be shown visually on the screen and heard verbally.
15 3.Video Clip: I will show Minute 2:36- 17:30 of the following video interview with
Sherman Alexie. The video speaks to topics like his book’s notoriety, his life on the
rez, his move off the res and how that affected his writing
https://www.youtube.com/watch?v=Io9vRHYMiFM
5 4.Think-Pair-Share: Students will individually reflect and compile any notes they
have made for 1 minute. They will then turn to a neighbor and share their thoughts
as well as listen to those of their neighbor for 2 minutes. In the last 3 minutes of the
activity I will take verbal and written responses (via index cards). These responses
will be documented on the board for kinetic learners to copy down and commit to
memory.
2 5. Transition Instructions: Student will be asked to get a chromebook from the

charging station. They will open up a Google Word Doc. They will be instructed
that they will be answering the following question: “What is a Native American?”
And that like Alexie said in the video, they might be prone to certain biases,
stereotypes, and opinions. It will be a confidential assignment so they can write
openly and honestly. I will walk around to monitor to make sure words are being
written students should be writing for the whole 11 minutes. They will receive a
participation mark for their efforts and their thoughts will be used in a graded
writing assignment on Friday. These instructions will be shown visually on the
screen and heard verbally.
Closure
How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you
prepare them for what’s ahead?
11 X. Journal Free-Write: students will type on their chromebooks, or write if they

prefer, for the whole time. They will answer the question ““What is a Native
American?” I will monitor for participation grades but not read. Students will write
for the entire 11 minutes.
Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by making this
lesson accessible for every student in the class? Make sure to address each of the 3 major principles of Universal
Design (i.e. providing multiple means of (1) representation, (2) action and expression, (3) engagement).
1) Multiple Representation of Information: Visual/Auditory Video, Visual PowerPoint,

Auditory Verbal Teacher Speech
2) Opportunity for action and expression: Think-Pair-Share, Discussion Contributions,
Confidential Journal Write
3) Engagement: Discussion Contribution can be verbal or written and passed in via Index
Card, Journal Write can be typed or handwritten (talk-to-text can be used if necessary
but student will need to be situated elsewhere do to the confidentiality of the journal
write)
Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will you do to
intentionally support students’ learning specific to this lesson?
IEP/ 504 Plans Supports, Accommodations, Modifications,

Pertinent IEP Goals
IEP: ASSIGNMENT Support with writing the journal section,

ANXIETY STUDENT grades are refocusing prompts during the video clip; extra
often impacted by incomplete work time for the writing assignment; sit close to
because student lacks confidence in front to stay focused
abilities
IEP: STUDENT WITH Periodic check-ins with a teacher for

ADD student struggles in the clarification, sentence starters forthe
areas of focus and organization
IEP: STUDENT WITH Modified texts, audio books, supporting notes,
LEARNING DISABILITY that causes occasional check-ins, content material read to
them to experience severe academic student extra time on writing assignments
delays in reading and inferencing skills
Specific Language Needs Supports, Accommodations, Modifications

Examples: English Language Learners, regional
varieties of English
English Language Learner who has tested Extra time and clarification when needed.
out of support but still struggles with reading
and writing formal academic texts.
Other Learning Needs Supports, Accommodations, Modifications

Examples: Struggling readers, students with gaps in
academic knowledge, students working above grade
level, etc.
Struggling Readers Limited take-home reading assignments;

check for understanding; oral instructions and
clarifications of expectations
Instructional Resources/Materials
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or
anything else that requires advance preparation. Written materials should be attached to this plan.
PowerPoint
Index Cards
YouTube Video https://www.youtube.com/watch?v=Io9vRHYMiFM
Whiteboard & Markers
Theoretical Principles/ Research-Based Practices

Describe clearly how the theory/research supports your selection of learning activities for this lesson.
The Think-Pair-Share Strategy was developed by Frank Lyman and his associates in 1981
Lyman, F. (1981). The Responsive Classroom Discussion: The Inclusion of All Students.Mainstreaming
Digest. University of Maryland, College Park, MD.
References
Include here any professional resources from which one or more parts of this lesson plan have been
borrowed/adapted. (If a mentor teacher shared plans, please credit him or her.)
The idea for Index Card Discussion Contributions came from my fellow colleague Crystal
Theesfeld
Name Leanna Hall
Lesson Title or Topic DAY 2: Heads up, Graphic Content!

lessons.
The students will learn how to analyze thematic overtones and then present an argument of a
theme in relation to characterization and apply that understanding to an aspect of today’s
society.
Context
situations.
lesson will build of students’ prior knowledge of historical fiction novels. While the
graphic novel genre is a different genre completely this unique story is in fact based on
a memoir of Alexie’s life. This will act as a foundation for later lessons that involve
characterization.
Prior Knowledge
That historical fiction has elements of fact In the launch activity, I will ask if they notice any
wrapped up in a fictional story. similarities between Alexie’s genre and the
genre’s they have studied thus far. If no one
makes the connection I will make a T-Chart of
similarities between historical fiction and
Alexie’s memoir/graphic novel

CCRR-Craft and Structure 4) Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
CCRR -Craft and Structure 5) Analyze how an author’s choices concerning how to structure
specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.

lesson.
Comprehend the reading Homework: Choose one This links to the summative
and writing style of graphic character sketch and assessment in that it acts as
novels discuss how this impacts an introduction to
the story  characterization and its
importance
Compose a graphic Description of the graphic

characterization of their via the illustrator’s
own neighbor.
If the description and homework activity reveal that the concept of characterization
have not been met I will use the following days’ launch activities to five concept
attainment instruction where I will show them examples and nonexamples of
characterization and how to characterize.
Language function Discuss, create, characterize, analyze

Choose a higher order language verb
Vocabulary Characterization, Graphic
Discourse Graphic novel

this lesson?
Language supports
During the How To Mini Lesson I will ensure that students are equipped to analyze and
characterize characters by adapting the direct instruction method. I will start by giving them a
clear definition of what the vocabulary is and will use the novel for both context and examples.
I will them guide them through the reading and analysis of an example in the novel before
allowing them to create their own characterization.

Opening (Launch)
3 1.Launch Activity: Students will formulate an answer to the following question:

“How does Alexie’s book relate to any of the genres you have read thus far?” in
their notebooks or on their chromebooks
Procedures
5 2. Welcome to Class PowerPoint which will outline the objectives, agenda, and the
verbally.
10 3. How To Lesson on Reading a Graphic Novel. This will start by a brief caveat
that Alexie’s book is multi-modal in its genre (linking back to the launch activity).
The lesson will then teach students about characterization what it is and why is it
important to reading a graphic novel. Then examples from the novel will be used to
show students how to read the pictures and their captions and then most
importantly how to analyze them. Routine Thumbs-Up formative assessment
checks will be given throughout the lesson to make sure all students are engaged.
This presentation will be seen visually on the screen and heard verbally.
2 Transition instructions: Students will be told that they will now create a graphic of
their own. This graphic could be of themselves or someone they admire (to prevent
teasing) They will be encouraged to get creative but if they feel more comfortable
using technology they can.
15 Graphic Component Creation: Students will work creatively to characterize a

character of their choice. The can use any artsy materials or their chromebooks.
Teacher will rotate to monitor progress. Teacher will also give time updates since
this is an in class assignment.
Closure
5 X. Student’s will give a brief description of their neighbor’s character to help give
feedback on the graphic’s ability to characterize the subject appropriately.
Inclusiveness
Universal Design
1) Multiple Representation of Information: Visual PowerPoint, Auditory Verbal Teacher
Speech
2) Opportunity for action and expression: Thumbs Up for Understanding which includes
nonverbal students, Creation of the Graphic either by hand or with technology
3) Engagement: Periodic formative Thumbs Up checks throughout the Direct Instruction
to keep students focused, Choice in the character they choose to artistically express


Pertinent IEP Goals
IEP: ASSIGNMENT Possible reteaching material in small group

ANXIETY STUDENT grades are settings; refocusing prompts; sit close to
often impacted by incomplete work instructor to stay focused
because student lacks confidence in
abilities
IEP: STUDENT WITH Periodic check-ins with a teacher to ensure

ADD student struggles in the clarification (will be done for all students so as
areas of focus and organization not to ostracize)
IEP: STUDENT WITH Supporting notes for the How To Lesson,

LEARNING DISABILITY that causes occasional check-ins for understanding of the
them to experience severe academic content


level, etc.

routine check for understanding; oral
instructions and clarifications of expectations
PowerPoint (x2)
Artsy Materials
Alexie’s novel

Direct Instruction for How To Mini Lesson is supported by Albert Bandura’s Social Cognitive
Theory (1997) which states that learning happens by observing the behavior of others and by
modeling the desired behavior for students
Concept Attainment for Reteaching Purposes is supported by Jerome Bruner (1956) who
noted that knowledge is structured through learning through examples and comparing and
contrasting them to nonexamples.
References
The idea to have students create their own graphic was given to me by a fellow colleague Zoe
Sheehan
Name Leanna Hall
Lesson Title or Topic DAY 3: Literally a Literary Lesson

lessons.
The students will to learn how to analyze thematic overtones and then present an argument of
a theme in relation to characterization and apply that understanding to a aspect of today’s
society.
Context
situations.
lesson will build on students’ prior knowledge of literary devices by adding ones that
they are less familiar with. Students will be introduced to ten literary devices that occur
throughout the book via direct instruction. This will act as a foundation for later lessons
that involve annotation and for extended responses.
Prior Knowledge
What a literary device is/does The launch activity will pose a two-fold
question: What is a literary device? If the
student knows they will then answer a follow-
up: What are some examples that I know? If the
student does not know they will answer the
following substitute: How will I find the answer
to the first question? (Then follow your advice,
go back answer the first question)

CCRR-Key Ideas and Details: 1) Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
CCRR- Craft and Structure: 4) Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful.

lesson.
Define, describe, and Discussion to test for Link to summative

explain ten literary devices concept attainment via assessment in that it
examples non examples of promotes acquisition to the
each literary device we just ten literary devices prevalent
learned in the text
Provide examples of these Review Game using the

devices in the text word bank cards the
students created after the
mini lesson
If concept attainment approach shows that the direct instruction dissemination of

knowledge failed, I will result to cooperative learning where there will be 5 groups.
Each group will tackle two literary devices and then will prepare definitions, examples
and tactics that they will they use to teach their classmates.
Language function Define, exemplify, discuss, describe, explain

Vocabulary Literary Devices like characterization, allusion, tone,
What skill vocabulary (e.g., Venn symbolism, allegory, imagery, stream of
diagram, graphic organizer, thesis consciousness, amplification, anecdote, authorial
intrusion
Discourse Cue card/word bank formation

this lesson?
Language supports
During the Mini Lesson I will ensure that students are equipped to define, exemplify, discuss,
describe, and explain the literary devices by adapting the direct instruction method. I will start
by giving them a clear definition of what the vocabulary is and will use the novel for both
context and examples. During the lesson the will be creating Word Bank cards. I will then
guide them through the a concept attainment lesson to further familiarize them with the
devices. Lastly the various review games will reinforce the devices in a way that correlates to
the student’s respective learning style.

Opening (Launch)
3 1. Launch Activity: Students will complete a written response to the following

prompt: What is a literary device? If the student knows they will then
answer a follow-up: What are some examples that I know? If the student
does not know they will answer the following substitute: How will I find the
answer to the first question? (Then follow your advice, go back answer the
first question)
Procedures
2 2. Welcome to Class PowerPoint which will outline the objectives, agenda, and the
verbally.
13 3. Mini Lesson on Literary Devices: The following devices will be defined,

exemplified and discussed characterization, allusion, tone, symbolism, allegory,
imagery, stream of consciousness, amplification, anecdote, authorial intrusion.
Periodic Thumbs-Up formative assessment checks will be given throughout the
lesson to make sure all students are engaged. At each assessment check and
purposeful pause student will be reminded to put the pertinent information (bolded
on the screen) on the respective Word Bank Card. This presentation will be seen
visually on the screen, heard verbally and participated in kinetically.
7 4. Concept Attainment Activity: Examples and nonexamples will be given for each
of the 10 devices. Students will be tasked with determining which statement is an
example and which is an example. To facilitate this process each student will
receive 2 color cards (most likely red and green to accommodate color blind
students one color will be labeled A and the other B, however, none of my students
are color blind).
Closure
15 X. Review Game: Students will break into groups according to the game they
would like to play. The review game will test their knowledge of the 10 Devices.
Games are designed to meet the different learning styles.
Inclusiveness
Universal Design

Speech, Concept Attainment Visual Examples, Various Review Games
nonverbal students, Raising of Color Cards for Concept attainment.
to keep students focused, Concept Attainment Raising of Color Cards (makes it game
like), Review Game (inspires competition)


Pertinent IEP Goals
IEP: ASSIGNMENT Organization, planning and coping strategies

ANXIETY STUDENT grades are reteaching material in small group settings if
often impacted by incomplete work necessary; refocusing prompts; sit close to
because student lacks confidence in instructor to stay focused
abilities

ADD student struggles in the clarification, help organizing and completing
areas of focus and organization word bank assignment
IEP: STUDENT WITH Supporting notes for PowerPoint, occasional

LEARNING DISABILITY that causes check-ins
them to experience severe academic


level, etc.

PowerPoint (x2)
Index Cards
Color Cards
Game Materials (writing utensils, paper, timers, instruction booklets)

Direct Instruction for Mini Lesson is supported by Albert Bandura’s Social Cognitive Theory
(1997) which states that learning happens by observing the behavior of others and by
Concept Attainment for formative assessment is supported by Jerome Bruner (1956) who
noted that knowledge is structured through learning through examples and comparing and
contrasting them to nonexamples.
Cooperative Learning for Reteaching Purposes is supported by Robert Slavin (1980) who
found it successful in teaching lower-tier cognitive domains when the activity is structured and
well-defined.
References
The following review games were adapted from actual board and party games:
“Act It Out” is inspired by the Hasbro “Guesstures” Game as well as “Rock, Paper, Scissors”
“Draw It Out” is inspired by the Mattel “Pictionary” Game
“Spit It Out” is inspired by the Hasbro “Taboo” Game
Name Leanna Hall
Lesson Title or Topic DAY 4: Annotating Alexie

lessons.
The students will to learn how to analyze thematic overtones and then present an argument of
a theme in relation to characterization and apply that understanding to a aspect of today’s
society.
Context
situations.
lesson will build on students’ recent prior knowledge of the ten literary devices taught
the day before. This will act as both a reinforcement of the previous day’s lesson as
well as a foundation for later lessons that involve formulating extended responses.
Prior Knowledge
Be able to distinguish between the ten The launch activity will ask students to give an
literary devices learned yesterday example of one of the literary devices and a
brief description of what it is. Instead of
student’s choosing the “easiest” device they will
complete the activity based on the device
assigned to their birthday month.

CCRR-Craft and Structure: 4) Determine the meaning of words and phrases as they are used
in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text
CCRR-Integration of Knowledge and Ideas: 9) Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical
features.
CCRW-Text Types and Purposes: 1) Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.

lesson.
Annotate the text for the During the guided practice I

literary devices learned will verbally give guidance
yesterday towards the correct and
incorrect answers. After the
independent practice we
will have a discussion to
review their annotations
Produce an extended Feedback on the response This is a link to the

response on one literary summative assessment in
device in relation to the that students analyzes the
text text to pull literary examples
to support responses
If after the review discussion I can tell that the students are not understanding the
annotation process I will remodel the expectations this time breaking it down into a
step-by step process. I will then have the students copy down the steps to refer to
later.
There’s also a video option that might be one of the following
-on annotation https://www.youtube.com/watch?v=muZcJXlfCWs
-on literary devices in pop culture https://www.youtube.com/watch?v=U_pxfifB6Co
Language function Annotate, produce, describe

Vocabulary Annotation, literary devices previously mentioned

Discourse Close reading

this lesson?
Language supports
During the Annotation Activity I will ensure that students are equipped to annotate, produce,
describe by scaffolding their guided practice. For the first few pages I will scaffold the
annotation towards them independently annotating the text. First I will give them the example
and the device, next I will give them the example and have them speak/index card the device,
lastly I will pause after a paragraph and tell them that there was a device in the paragraph
previously read and they will find it and name it. The note-taking process which is inspired by
your typical Cornell notes setup will also help students to not only hear the vocab but to see it
and kinetically write into memory.

Opening (Launch)
1. Launch Activity: Students will give an example of one of the literary devices and
a brief description of what it is. Instead of student’s choosing the “easiest” device
they will complete the activity based on the device assigned to their birthday
month.
Procedures
2. Guided Practice with Annotation: Each student will receive an annotating

legend. We will go over the legend and students will be given the necessary artsy
materials (highlighters, pencil crayons, crayons). They will also be told to set up
their notes in a t-chart or two column fashion for note-taking. The class will read
Chapter 4 together. For the first few pages I will scaffold the annotation towards
them independently annotating the text. First I will give them the example and the
device, next I will give them the example and have them speak/index card the
device, lastly I will pause after a paragraph and tell them that there was a device in
the paragraph previously read and they will find it and name it.
3. Self-Guided with Annotation: As the Chapter continues to be read the students

will take over the responsibility of notating as many devices as they can. This is not
for a grade but rather for a practice. A typical discussion (with oral or index card
contributions) will follow.
Closure
X. Closure: Students will write/type an extended response that cites at least three
specific examples of literary devices discovered during the lesson.
Inclusiveness
Universal Design

Speech, Concept Attainment Visual Examples, Various Review Games
nonverbal students, Raising of Color Cards for Concept attainment.
to keep students focused, Concept Attainment Raising of Color Cards (makes it game
like), Review Game (inspires competition)


Pertinent IEP Goals

ANXIETY STUDENT grades are in a small group setting; reteaching material in
often impacted by incomplete work small group settings; support with writing;
because student lacks confidence in refocusing prompts; extra time for writing
abilities assignments; sit close to instructor to stay
focused

areas of focus and organization assignments, graphic organizers to help with
extended writing assignments.
IEP: STUDENT WITH Modified texts, audio books, supporting notes,
LEARNING DISABILITY that causes occasional check-ins, content material read to
them to experience severe academic student extra time on writing assignments


level, etc.

PowerPoint
Post-Its
Annotation Legend
Chromebooks or Journal

Direct Instruction for Mini Lesson is supported by Albert Bandura’s Social Cognitive Theory
(1997) which states that learning happens by observing the behavior of others and by
Direct Instruction for Mini Lesson is also supported by Lev Vygotsky (1978) who posited that
instruction that is scaffolded for students allows them to accomplish high expectations an d
challenging tasks according to the Zone of Proximal Development Theory.
References
N/A
Name Leanna Hall
Lesson Title or Topic DAY 5: Let’s Make It Official

lessons.
The students will conduct ethical self-analyses to create culturally competent citizens who are
aware of themselves and can actively exercise their consciousness to help others.
Context
situations.
lesson will build on students’ prior knowledge of their personal biases as well as the
information they acquired throughout the week on Native American culture. This will
act as a foundation for later lessons that involve longer formal writing pieces.
Prior Knowledge
Write a formal response to literature. The extended responses written throughout the
week will let me know if they are ready to write
a formal piece at the end of the week. Before
they write I will ensure that I address recurring
issues. During the writing I will walk around to
monitor and provide assistance.

CCRW- Text Types and Purposes: 1) Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content
a. Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).

lesson.
Evaluate information on Index Card Q&A

the ethics of the unit
Generate a written Routine checks, This will link to the end of

contract that address their Completion of assignment unit assessment in
positionality and their actualizing the control of
ethical goals for the unit personal biases thus opening
doors for cultural education
If the formative assessments do not show mastery of the ethical seriousness of the
unit. I will use the following class to reteach the importance of the topics we will be
discussing. This time I will try a more multi-media approach using the following video:
https://www.youtube.com/watch?v=bWNTeSAkfnY
Students will analyze the video and formulate responses to it that tie in their own
opinions and stances on the subject.
Language function Evaluate, generate,

Vocabulary Ethics, contract
Discourse Contract writing

this lesson?
Language supports
During the writing activity I will ensure that students are equipped to evaluate and generate
ideas by giving them multiple forms of instructions/expectations. I will give them a written
version of the instructions on the screen, I will verbally say the instructions, and I will model
my expectations. To further aid the process I will post sentence starter to help students
formulate responses.

Opening (Launch)
5 1. Quick Write: In your journals answer the following question: “What themes has
Sherman Alexie talked about in the novel so far?”
Procedures
10 2.Ethics Mini Lesson: A talk on the truth of the treatment of Native Americans will
be taught via PowerPoint. To keep students engaged periodic questions or tasks
will be spread throughout the presentation. For example a task could be: draw a
picture of what you just learnt while the questions could be recall based or more
abstract like if you were in his/her shoes what would you do?
20 3.Writing Contract: Students will be tasked with referring to their confidential free
write at the beginning of the week. They will use that to first discuss how their
perspectives have changed or been reinforced by our lessons. They will they
formulate a contract section on how they plan on continuing to expand their
thinking on these ethical topics. The students will complete this and sign it. After I
read through and give feedback I will also sign it. During the writing process their
will be time-oriented benchmark goals to keep students on task. If extra time is
required (not due to an IEP) the students will receive a pass to study hall. If extra
time is required (due to an IEP) the students will receive a pass to study hall and til
the next class period to complete the assignment.
Closure
5 X. Exit Ticket: Write one thing you have learned this week and one question you
still have.
Inclusiveness
Universal Design

Speech, Graphic Organizers for the Writing assignment
2) Opportunity for action and expression: Discussion and Writing
3) Engagement: Periodic questions throughout the Ethics Mini Lesson, Benchmark Goals
during the writing assignment

Pertinent IEP Goals

ANXIETY STUDENT grades are in a small group setting; support with writing;
often impacted by incomplete work refocusing prompts; extra time for writing
because student lacks confidence in assignments; sit close to instructor to stay
abilities focused

areas of focus and organization assignments, graphic organizers to help with
extended writing assignments.
IEP: STUDENT WITH Supporting notes, occasional check-ins, extra

LEARNING DISABILITY that causes time on writing assignments
them to experience severe academic


level, etc.

PowerPoint x2
Chromebooks
Journals
Graphic Organizers (for those who need it)

South, J. (2004). Ethics in the classroom. The Quill; Indianapolis, 92(6), 10–13.
Why have a lesson on Ethics? This idea is supported by Jeff South (2004) where one of his
tips on how to best teach ethics include: “At the start of the semester, have students write
answers to questions about their values”.
References
N/A
Unit/ Learning Segment Planner with edTPA - ENGLISH
Central Focus: the students will to learn how to analyze thematic overtones and then present
an argument of a theme in relation to characterization and apply that understanding to a aspect
of today’s society. As sort of an undercurrent focus, I will foster an opportunity for students to
conduct ethical self-analyses to create culturally competent citizens who are aware of
themselves and can actively exercise their consciousness to help others.
Standards Addressed by unit:
CCR-11/12 Conventions of Standard English: 1 “Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.”
CCR-11/12 Conventions of Standard English: 2 “Demonstrate command of the conventions of
standard English capitalization,punctuation, and spelling when writing.”
CCR-11/12 Vocabulary Acquisition and Use: 5 “Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings [...] a. Interpret figures of speech
(e.g., hyperbole, paradox) in context and analyze their role in the text.”
Summative Assessment:The end-of-unit summative assessment will be comprised of a writing
and a speaking section. This summative assessment will test for the five tenets of the unit:
theme, characterization, evidence-based analysis, literary devices, and cultural competence.
Day 1 Day 2 Day 3 Day 4 Day 5
Learning Objectives SWBAT -Distinguish - -Define, -Annotate -Evaluate

fact from Comprehe describe, the text for informatio
fiction in nd the and the literary n on the
relation to reading explain devices ethics of
Native and ten literary learned the unit
Americans writing devices yesterday -Generate
-Conduct a style of -Provide -Produce a written
self-analysis graphic examples an contract
of personal novels of these extended that
perspective -Compose devices in response address
s on the a graphic the text on one their
subject characteriz literary positionali
ation of device in ty and
their own relation to their
the text ethical
goals for
the unit
Assessment In-class Homework In-class In-class In-class

Record of student’s demonstrated journal entry Choose Review Extended Completio
achievement of learning one Game of Response n of
objectives. Can be homework. character the 10 on one writing
sketch and devices device contract
discuss
how this
impacts
the story 
Link to Summative Link to Introductio Acquisitio Analyzing Actualizin

Assessment tenant of n to n to the the text to g the
cultural characteriz ten literary pull control of
competence ation and devices literary personal
its prevalent examples biases
importanc in the text to support thus
e responses opening
doors for
cultural
education
Common Core (CCSE) Daily

Standard(s)
Language Function Language Recall, Discuss, Define, Annotate, Evaluate,

functions are the verb you want examine, create, exemplify, produce, generate,
students to do as a result of the self- characteriz discuss, describe
lesson. Handbook lists these: analyze,expl e, analyze describe,
analyze, interpret, explain, argue, ain, identify explain
describe, justify, evaluate,
distinguish
synthesize. If you don’t like these,
try a Bloom’s verb list from the
internet:http://www.cme.hsc.usf.e
du/latestdocs/06-
BloomsTaxonomy.pdf
Vocabulary Metaphor; simile; Indigenous, Characteri Literary Annotation Ethics,

parallel; Romantic. Think also of stereotypes, zation, Devices , literary contract
discipline specific vocab words biases Graphic like devices
that are homonyms that might characteri previously
confuse students: e.g. meter, zation, mentioned
accent, symbol, foil, etc.
allusion,
tone,
symbolis
m,
allegory,
imagery,
stream of
conscious
ness,
amplificati
on,
anecdote,
authorial
intrusion
Syntax Organizing structures of Paragraph, Captions Words, legend/key Paragraph

the discipline. Sentence, bullet points definitions s
paragraph; outline; bibliography , examples
Discourse mechanics; usage; Journal Graphic Cue Close Contract

grammar; writing process; genres; Entry novel card/word reading writing
textual forms Free-Write bank
formation
Activity 1 Watch Video How To: PowerPoi Guided Ethics

Interview w/ Mini nt on the Practice Mini
Author Lesson 10 devices on Lesson
Annotation
Informal assessment: Checks Share one Journal Discussio Verbal Index

for understanding thing you Question n recognitio Card Q&A
learned (examples n and
non movement
examples) around to
monitor
Activity 2 The Truth on Graphic Word Self- Writing

Native Creation Bank guided Contract
Americans Entries annotation
Informal assessment: Checks Confidential Descriptio Review Review Routine

for understanding Free-Write n of the Game Discussion checks,
Journal graphic Completio
Response n of
assignme
nt
Readings/Homework CHP 1 CHP 2 CHP 3 CHP 4 CHP 5-6

Homework
Choose
one
character
sketch and
discuss
how this
impacts
the story
Materials Copy of the Copy of Copy of Copy of Copy of

novel the novel the novel the novel the novel
Artsy Discussio Post-Its Index
Supplies n Cards Index Cards
Chromebo Cards Chromebo
oks oks
Graphic
Organizer
(optional)
Integrated technology -teacher -teacher -teacher -students -students

-students using using PowerPoin using using using
-teacher using Youtube for t PowerPoi chromebo chromebo
video -students nt oks to type oks to
-teacher using Presentati extended type
uses chromebo on response contract
PowerPoint oks for
Presentation graphic
activity

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Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Leanna Hall

Lesson Title or Topic DAY 1: Authors and Intros

Grade Level 11th Grade

Course Name or Content Area ELA

Central Focus of the Learning Segment/Unit

How to write and structure an extended Complete a student-led outline as a class on

State/National/Common Core Standards

CCRW-Texts and Purposes: 1) Write informative/explanatory texts to examine and convey

Objectives and Assessments

Distinguish fact from Think-Pair-Share: What are

Conduct a self-analysis of Confidential Free-Write This assignment will link to

Academic Language Demands

Language function Recall, examine, self-analyze, explain, identify

Discourse Journal Entry, Free-Write

Lesson Procedures: Instructional Strategies/ Learning Tasks

Time Step-by-Step Procedures

2 2.Transition Instructions: Students will be instructed that they will be watching a 15

2 5. Transition Instructions: Student will be asked to get a chromebook from the

11 X. Journal Free-Write: students will type on their chromebooks, or write if they

1) Multiple Representation of Information: Visual/Auditory Video, Visual PowerPoint,

Students with Specific Learning Needs (to be completed below)

IEP/ 504 Plans Supports, Accommodations, Modifications,

IEP: ASSIGNMENT Support with writing the journal section,

IEP: STUDENT WITH Periodic check-ins with a teacher for

Specific Language Needs Supports, Accommodations, Modifications

Other Learning Needs Supports, Accommodations, Modifications

Struggling Readers Limited take-home reading assignments;

Theoretical Principles/ Research-Based Practices

Name Leanna Hall

Lesson Title or Topic DAY 2: Heads up, Graphic Content!

Grade Level 11th Grade

Course Name or Content Area ELA

Central Focus of the Learning Segment/Unit

State/National/Common Core Standards

Objectives and Assessments

Compose a graphic Description of the graphic

Academic Language Demands

Language function Discuss, create, characterize, analyze

Discourse Graphic novel

Lesson Procedures: Instructional Strategies/ Learning Tasks

Time Step-by-Step Procedures

3 1.Launch Activity: Students will formulate an answer to the following question:

15 Graphic Component Creation: Students will work creatively to characterize a

Students with Specific Learning Needs (to be completed below)

IEP/ 504 Plans Supports, Accommodations, Modifications,

IEP: ASSIGNMENT Possible reteaching material in small group

IEP: STUDENT WITH Periodic check-ins with a teacher to ensure

IEP: STUDENT WITH Supporting notes for the How To Lesson,

Specific Language Needs Supports, Accommodations, Modifications

Other Learning Needs Supports, Accommodations, Modifications

Struggling Readers Limited take-home reading assignments;

Theoretical Principles/ Research-Based Practices

Name Leanna Hall

Lesson Title or Topic DAY 3: Literally a Literary Lesson

Grade Level 11th Grade

Course Name or Content Area ELA

Central Focus of the Learning Segment/Unit

State/National/Common Core Standards

Objectives and Assessments

Define, describe, and Discussion to test for Link to summative

Provide examples of these Review Game using the