SINGLE

SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Crystal Sanchez 890861149 English
Grade
Class Title Lesson Title Unit Title Total Minutes
Levels
th
ELD Support Culture and Poetry Structure Identity 7 55 minutes
CLASS DESCRIPTION (including specific special needs and language proficiencies)
Because this is an ELD Support class, all the students are English Leaners. While the majority of the class is at the Intermediate level, according to
their CELDT scores, there are 7 students that are Early Advanced and 1 student that is Early Intermediate. Also, students in this ELD Support class
take this course in replacement of an elective, so they additionally take their regular Core English class immersed with native English Speakers as
well. Essentially, students take both ELD Support and Core English classes on a regular, daily basis; the overall curricular structure of the ELD
Support class is based on Pearson’s ELD Companion and the units that will be taught in Core English. There is only one student with special needs
who has mild autism. The classroom is set up so that students are facing the front of the classroom, which has a SmartBoard screen, white-
boards, a projector, a Document Camera, and the teacher’s desk. Additionally, the back corner of the classroom has a library with books that are
labeled by SRI Lexile scores, a bookshelf for students to place their textbooks in, and a cart full of ChromeBooks for students to use on an
individual and daily basis. While one of the walls on the side of the classroom is covered in student work, such as “All About Me” assignments, the
other wall is composed of a Word Wall that showcases unit vocabulary and definitions, as well as posters that have to do with literary and writing
strategies, such as a Summary Outline, a Consonant Digraph chart, and a Close-Reading Strategies poster.
STANDARDS, OBJECTIVES, & ACCOMODATIONS
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
CONTENT OBJECTIVE LITERACY OBJECTIVE
Technical Subjects, NGSS, and Content Standards
CCSS.ELA-LITERACY. RL.7.5
Students will be able to identify
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy,
several features and elements of Students will be able to
sonnet) contributes to its meaning.
poetry as they analyze the demonstrate an understanding of

structure and content of two reading and writing poetry by re-
CCSS.ELA-LITERACY. W.7.4
poems. They will also be able to creating a poem of their own in
Produce clear and coherent writing in which the development,
compare and contrast the use of the style of a poet they have
organization, and style are appropriate to task, purpose, and audience.
figurative language and imagery studied.
(Grade-speci c expectations for writing types are de ned in standards
within the context of poetry.
1–3 above.)
LANGUAGE DEVELOPMENT INTEGRATED LANGUAGE
English Language Development Standards (ELD)
OBJECTIVE INSTRUCTION
ELD Gr.7: P1. A.1 Ex.
Students will be able to share their
Contribute to class, group, and partner discussions by following turn- By means of a graphic organizer,
ideas and express their funds of
taking rules, asking relevant questions, affirming others, adding students will be able to create
knowledge with their peers as they
relevant information, and paraphrasing key ideas. connections with the text. They
participate in class discussions.
will be able to organize their ideas
They will also be able to
ELD Gr.7: P1. B.6a Ex. as they compare and contrast two
collaborate and explain ideas as
Explain ideas, phenomena, processes, and text relationships (e.g., different texts and relate to the
they work in groups and
compare/ contrast, cause/effect, problem/solution) based on close content through multimedia
contribute input to the academic
reading of a variety of grade-level texts and viewing of multimedia, means.
discussion.
with moderate support.
TIER II TIER III
Culture Annotation
VOCABULARY Identity Close-Reading
Diversity Synthesize
Society Analyze
Students are provided with options for perception and options for
comprehension, since students are offered alternatives for auditory and
visual information and are asked to supply background knowledge of
UNIVERSAL DESIGN FOR LEARNING the overall topic. The introductory video provides students with visual
https://www.cde.ca.gov/ci/cr/ri/mtssdiffinstr.asp and auditory means of understanding the concept of poetry and cultural
identity. The class discussion focusing on social identity allows students
to tap into their funds of knowledge and share about their experience
of being part of a culture.
Students will interact with technology as they watch a YouTube video
and respond to a prompt through a forum discussion format made
TECHONOLOGY- ISTE STANDARDS available through Google Classroom. In addition, students have daily
https://www.iste.org/standards/for-students access and knowledge of using ChromeBooks within the classroom. The
summative assessment of the lesson also requires students to master
technology in order to type out their poems and submit them through
 the Google Classroom platform.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations
This student is seated in the front of the classroom so that the teacher
may go ahead and address any questions and clarify instruction if
One of our students has mild autism, and he needs to have a clear and
necessary. Additionally, the student is seated in a group of four, and is
unobstructed view of the front of the classroom at all times. He also
so surrounded by other active and focused students so that they may
needs help focusing on the task at hand since he tends to fidget and
help direct and guide his attention to his tasks. Audio versions of the
become distracted easier.
text and headphones are also made available for him so that he has
better access and understanding of the content.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
For Entry Level assessment, students will
watch a Spoken Word video and be
The teacher will gather
presented with a prompt in order to write
feedback through Pair-
a response as a Quick-Write. Students will This informs teaching since the
For students to tap Share and class discussion.
organize their thoughts and responses to teacher will be able to assess
into their funds of During the time for Pair-
the following questions: What particular students’ prior knowledge and
knowledge and Share, the teacher will walk
strengths and characteristics do you understanding of culture and
EL demonstrate among students, and
notice about your own culture? How do identity. She will also be able to
connections and through the class
you believe this forms and shapes your shape the rest of the lesson to
relevance to the discussion she will be able
identity? How do you believe society support students’ understanding
lesson’s topic. to hear the ideas and
views you? After students type out their of the content.
experiences students have
responses through Google Classroom in a
gone through.
forum discussion format, students will be
able to view each other’s input.
The feedback will shape
instruction since the teacher will
Progress Monitoring Assessment will take
be able to adjust instruction and
place as students read two different
Feedback will be gathered provide additional modeling or
poems by Pat Mora, “Two Worlds” and
as the teacher walks guided practice if necessary. For
“Immigrants,” and annotate the texts
around students working in example, if she sees that students
through close-reading strategies. After
groups. By walking around, are having trouble annotating
reading the two poems, students will
To analyze and the teacher will be able to their poems, she will provide
work in groups of four to annotate the
critically study the clarify any questions or further modeling and guided
texts and fill out their Compare, Contrast,
structure of poetry, directions, and also see practice as she reviews the close-
and Connect Venn Diagram graphic
PM and to draw how much progress reading strategies that are on a
organizer. The graphic organizer is meant
personal students are making in poster, hanging on a classroom
to have them compare and contrast the
connections to the their learning. She will be wall. Furthermore, she may also
poetic elements in the two poems, and to
texts. able to view the students’ provided guided practice for
also have them draw text-to-self
work in progress and assess students to fill out the first part of
connections as they fill out the part where
how much guidance and the Venn Diagram. In this
they include how they relate to the
direction students may manner, students are able to
cultural aspect of the poems. They will
further need. receive immediate feedback and
engage in academic discussion as they fill
guidance in order to ensure that
out their graphic organizers
they are understanding the
content material.
Summative Assessment for the lesson will
be given to students as they re-create a
Cultural Poem of their in the writing style
The teacher will gather
of Pat Mora. They will access their own
To demonstrate an feedback as she assigns the
funds of knowledge and share their Teaching is informed as the
understanding of students’ poems as
cultural experiences through the creative teacher reviews the students’
poetic structure and homework. Students will
writing and structure of poetry. Students submissions, which will then
content material, submit the poems through
will be instructed to mimic Pat Mora’s influence how the teacher
S and to create an Google Classroom that
poetry style as they provide their own decides to begin the following
authentic piece of same night, so the teacher
connections to the topic of Identity. They lesson. The teacher will also be
literature by using may provide commented
will begin the assessment towards the able to see how much review and
the proper literary feedback and check for
end of the lesson, and complete the rest clarification students need.
conventions. understanding of the day’s
of it for homework; they will also submit
lesson.
the poem through Google Classroom that
same night so that the teacher may
provide quick feedback.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
For the first 2 minutes of the lesson, the teacher will instruct
students to take out their binders so that they may copy down
the agenda while she explains the day’s lesson and learning
objectives. Then she will ask students to pass out class folders,
and grab a ChromeBook from the tech cart in the back of the
classroom.
Once students have done all three tasks and are seated in their Students will take out their binders and notebooks to copy down
seats once again, the teacher will explain the nature of the Quick- the day’s agenda. In an orderly fashion, they will collect their
Write activity and encourage students to practice their listening class folders and take out ChromeBooks as they wait for further
and writing skills as they watch and respond to the following instructions.
YouTube video: Student Performs Powerful Poem About Identity. Once the teacher provides them directions, the students will log
After the video, the teacher will project the Quick-Write onto their student accounts on Google Classroom and open up
questions through Google Slides, and then ask students to log the discussion forum in order to complete their Quick-Write.
10 min. onto their Google Classroom account in order to participate in the They will practice their listening and writing skills as they watch
discussion forum. The Quick-Write questions are the following: the projected YouTube video and answer the Quick-Write
What particular strengths and characteristics do you notice about questions.
your own culture? How do you believe this forms and shapes After this, they will engage in academic discussions with their
your identity? How do you believe society views you? assigned partners as they share their responses. Once Pair-
After students have submitted their Quick-Write response, the Share is over, students will interact with one another and
teacher will have students share their responses with their provide prior knowledge to the lesson as they participate in a
partners, letting them know that she will randomly be calling classroom discussion.
upon students later to engage in a class discussion.
In the last 2 minutes of the lesson’s introduction, the teacher will
call on about 3-5 students to share their Quick-Write responses
with the rest of the class. The teacher will close the lesson intro
by explaining the new unit’s Essential Question: How can culture,
society, and heritage define and shape your identity?
Lesson Body
Time Teacher Does Student Does
For the next part of the lesson, the teacher will hand out printed
copies of Pat Mora’s “Two Worlds” and “Immigrants,” along with
the printed graphic organizer, Compare, Contrast, and Connect. Students will follow along with the teacher as she models the
The teacher will use the Document Camera and project the text, example of annotating a poem; they will take notes on their
spending the next 7 minutes modeling the annotation activity for copies of the text and highlight, underline, circle, and box certain
students as they read “Two Worlds” together and apply close- sections according to the close-reading strategies posted on a
reading strategies to annotate the text; the teacher will provide classroom wall. Students will then engage in guided practice as
further information in regards to poetry structure and point out they volunteer and provide insight to the graphic organizer. As
several examples with the text. students fill out the first section of Compare, Contrast, and
In the next 3 minutes of the lesson, the teacher will provide Connect, they are paying close attention to how the teacher
25 min. guided practice as the students contribute to the class discussion analyzes the poem’s structure and content.
while they fill out the first section of the graphic organizer. Then, students will work in their assigned groups of 3-4
For the last 15 minutes of the lesson body, the teacher will members in order to annotate the next poem, “Immigrants,”
instruct students to work in their already assigned groups in order and to complete the rest of the graphic organizer. Students
to complete their annotations and close-reading for the next collaborate and share ideas during this part of the lesson.
poem, “Immigrants.” The teacher will walk around as students After students are done comparing and contrasting the two
finish their graphic organizers together and answer any questions poems, they will quietly and independently work on the final
and make any necessary clarifications for students. The teacher section of the graphic organizer, which is Text-to-Self
will remind students that they are to complete the last section of Connections.
the graphic organizer, the Text-to-Self Connections, individually
and quietly.
Lesson Closure
Time Teacher Does Student Does
In the first 7 minutes of the lesson closure, the teacher will review For the last part of the lesson, students will review their
the two poems with the entire class and focus on poetry structure annotations and notes on Compare, Contrast, and Connect as
as students volunteer and are called upon to provide their input they follow along with the teacher’s review and class discussion.
to the class discussion. Depending on the feedback gathered, the Students will be able to voice their own ideas and
teacher will use this time to offer more modeling and guided interpretations of the poems, and connect them to the overall
review practice for the graphic organizer, if necessary. topic of cultural identity.
20 min. Then the teacher will use the next 3 minutes to project the Students will then actively listen to the teacher’s directions for
homework assignment onto the screen and explain the directions the lesson’s homework and open up their ChromeBooks to
and expectations of the Cultural Poem. She will answer any Google Docs to begin their Cultural Poem. Students will review
questions may have, and then have students open up Google their responses to the Quick-Write and their notes on the
Docs to begin typing their poems. graphic organizer in order to brainstorm, and they will also pay
The last 10 minutes of the lesson will be used for the teacher to close attention to Pat Mora’s poetic structure in order to mimic
guide students in their homework activity and get them started her writing style. Students will submit this assignment as
 with their planning and writing. She will also remind students homework through Google Classrom by 11:55pm that same
that the activity is due that same night on Google Classroom by night.
11:55pm, as the dismissal bell rings.
Instructional Materials, Equipment, and Multimedia
For this lesson, students will need individual and independent access to ChromeBooks within the classroom. The teacher will need to use a
Document Camera, a projector, and her own computer. In addition, students will need printed copies of the poems by Pat Mora, “Two Worlds”
and “Immigrants,” and printed versions of the Compare, Contrast, and Connect Venn Diagrams. A poster with close-reading and annotation
strategies will also need to be color-coded and visibly placed somewhere in the classroom for students to reference. Lastly, the teacher will need
slides to present the Quick-Write prompt and the Cultural Poem directions to access the following YouTube link:
https://www.youtube.com/watch?v=OBkqJw8zr_I
Quick-Write Prompt

1. What particular strengths and characteristics do you notice about your own
culture?
2. How do you believe this forms and shapes your identity? Why?
3. How do you believe society views you? Why?
Name:_________________________
Date:_____________
Period:____________
Compare, Contrast, and Connect
Directions: With your group members, read and annotate Pat Mora’s “Immigrants” and “Two
Worlds.” Compare and contrast the two poems with your group members according to the
sections below in the Venn Diagram; be sure to discuss the poems’ connections to cultural
identity and poetic structure. Then, individually work on the third section of the Venn Diagram
quietly as you think about your own culture and how you connected to the two poems.

"Immigrants"

Text-to-Self Connections "Two Worlds"

 For your homework, look back to your Compare,
Contrast, and Connect notes and your Quick-Write
response. Then reflect upon the poetic structure we
annotated with Pat Mora’s poems. With your cultural
identity in mind, choose from “Immigrants” or “Two
Worlds,” and create a personal poem of your own.

Cultural Poem
Your audience are your peers and those of the same
cultural background as you. Your purpose is to use
imagery and creative language in order to impact and
appeal to your audience’s pathos. Your poem should
be 14-22 lines long, and it may incorporate a foreign
language as well. Your Cultural Poem needs to be
submitted by tonight at 11:55pm through Google
Classroom.