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Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION 1

21st Century Instructional Plan: Student Population

Arthur Rafus

EDU 645

January 19, 2015

Dr. Amy Gray


21st Century Instructional Plan: Student Population

Common Core Aligned Lesson Plan Template

Subject(s): ___ELA_Grade: 7thTeacher(s): _Mr. Rafus_______School: ____H.E.S._________

LESSON ELEMENT STUDENT-FRIENDLY TRANSLATION ( # 2,3,4 only)

1. Common Core Learning Standard(s) Addressed:

CCSS.ELA-Literacy.W.7.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

2. Learning Target(s)/Lesson Objective: (What will students know & be able to do as a result of this lesson?)

Students will be able to write coherent narrative pieces that have a distinct conflict, plot and resolution. Students will also improve on their use of descriptions in their writing.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

Becoming a better writer is a skill that is required even if you are not a writer. Honing your writing skills will serve you well through school, as well as in your everyday lives. The use of detailed and accurate description is a skill used in many professions, not just authors and journalists.

Student Prompt (Critical Question): Can you think of any occupations that require the use of detailed and


accurate descriptions? 4. Formative Assessment Criteria for

Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

At the end of the lesson, students should understand, and be able to identify and define, the basic elements that make up a story (Characters, Setting, Plot, Conflict Resolution)(DOK 1 &2). Students will also be able to practice writing with these elements in mind. Students will also have a better understanding about how to use descriptions to enhance their writing (DOK 3 & 4).

I will assess my students by evaluating their participation in the activities and also by reviewing the story they will write for homework that is built upon the lesson's activities. When I grade their stories I will be looking for the clear presence of the five elements as well as an enhanced use of descriptions.

5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

Pre-assessment (15 minutes) - Four photos will be displayed on the smart-board depicting different people, places or things. Students will be prompted to pick one of the four and write a short paragraph in their journals about the picture using detailed descriptions. Students will then be offered to share what they have written with the class.

Modeling (I do/we do) (10 minutes) - Teacher reads a sample of writing that displays rich use of descriptions. Students are prompted to write at least


three examples they hear of good descriptions in their journals.

Independent Work (We do/You do)(20 minutes)- Students will receive the definitions of the five elements of a story via lecture and worksheet and will also work through an example of how a popular movie of their choice is broken down into the five elements of a story. Students will then choose a movie listed on the worksheet and complete the worksheet, breaking down their chosen movie into the five elemental categories.

Students will draw slips of paper from a hat, jar or other receptacle. These slips will randomly assign the students four of the five elements of a story. Students will have to develop their own characters to fit within these assigned parameters. Students are prompted to use the rest of class working in teams or with a partner to brainstorm ideas for their stories. Students are encouraged to record all suggestions given by classmates for possible consideration (You do it together).

Students will use their slips and feedback suggestions from the brainstorming session to write a rough draft of a story for homework(You do it alone).

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Worksheet: The five elements in the movies.

Images for writing prompts


Google Translate Read aloud writing example Journals Writing prompt slips and

receptacle to hold them Penfriend (Audio playback

device to aid in independent reading)

7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

Students who cannot write for themselves will have a teacher or aid scribe for them or may be allowed to be assessed orally. ELL students will be given a copy of what is read that contains versions in both English as well as their first language. ELL students will be given the option, based on their fluency, to have their responses translated to English using Google Translate. ELL students will be encouraged to share orally (in English) after translation. Class time will be dedicated to them to encourage the practice of writing and sharing with their classmates in English.

8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.)

Students with disabilities will be assessed based on their true capabilities. These capabilities can be determined by past work, an IEP, or recommendations from the school's SPED team. These students will be continually pushed to improve their work but will be assessed


only on what they are capable of and how much effort they show towards improvement.

The use of a “Penfriend,” an audio device that uses stickers to play recorded content, may be applied to help illiterate students feel more independent on assessments that involve worksheets and handouts as references to performance.

Students with ADHD or other similar learning disabilities will be seated next to classmates who will be less likely to distract or respond to the student(s) distractions. Student(s) may be seated next to a student who is willing, and capable of, helping them stay on task. Students with attention limits will be helped to stay on task by teacher cues such as a private signal, and by an extra effort from the teacher to make sure the student stays involved with whatever is going on. The activities in this lesson are short and engaging and should be easier for students with attention disorders to follow.

Part Two: Description

My plan starts with a check for previous knowledge and ability level. I know that by

starting the activity with a pre-assessment, I will be able to gauge which students have strengths

in writing descriptively. I will also be able to tell by observation and by student sharing,

whether or not students need extra time and guidance to grasp the concepts I am teaching.

By having students use their journals to record each assessment I am able to

systematically see their progress, from the first picture prompt to the rough draft of the story


they will complete for homework; I will be able to easily tell if they made any progress over the

course of the lesson, as the journal will read like a learning road map.

I included some peer-review/collaboration into my activities to promote 21st Century

skills (Communication and Collaboration) and to promote students in using their knowledge to

critique student work (DOK 4), and to get used to having their work critiqued; an essential part

of becoming an effective writer.

I based my decisions for accommodations and modifications on the notion that all ELA

lessons could and should be beneficial to students of all learning abilities. My goal was to not

let reading or language form a barrier to the lesson. Even though some students may be

impaired in reading and writing, there is plenty to learn about language in most ELA lessons.

What is taught in this lesson easily applies to language on or off the page, proving itself valuable

even to students who may never read or write or who are still learning to speak English. “With

the implementation of the new CCSS, all students, including those with learning disabilities, will

have increased expectations in English Language Arts (ELA) and content area literacy” (Straub,

2013).

The use of translators, although tedious for both student and teacher, can help break

down the language barrier standing in the way of the student's assessment and the ability for the

student to receive ample information to complete the assignment as well as the student's ability

to share and interact with their peers.


The use of teachers/aids to assist in tasks related to reading and writing also ensures

students receive ample information to complete tasks and assignments and are offered the ability

to participate in those tasks by having someone who can write for them. To promote

independence and raise student confidence, students who have difficulties writing are also given

the option of being assessed via audio response. Handouts and copies of reference material will

also be enhanced with an option for the student to listen to what is on them by using the

Penfriend.

Making sure the students with special needs feel included and have a fair shot at learning

is essential to reinforcing positive attitudes towards learning from these students. It is key that

we give students the ability to perform and not necessarily lower the expectations of their

performance, at least not openly in front of them. “The influence of teacher attitudes is

powerful. For example, negative attitudes and low expectations by teachers can result in reduced

opportunities for students to learn. This, in turn, may impair students’ self-beliefs causing them

to reduce their expectations and leading to a deficit cycle. However, positive attitudes can

enhance opportunities for students to learn, which may improve their performances, self-

expectations and self esteem”(Woodcock, 2013).

This lesson sets students up to work independently on their own at some point. The next

step in the process after this lesson would be to remove the prompts and leads of the writing

assignment and allow the students to use what they have learned about story structure and

description to create an original piece of work that displays their comprehension of the concepts

covered.


Not all students will be assessed the same, as I mentioned in the lesson plan. Some

students will already have enough prior knowledge and skill to succeed before I even begin the

lesson. Those students, of whom probably developed their writing skills by being dedicated

readers, will be given advanced feedback, while other students may be graded solely on their

understanding of the concepts taught in the lesson. A student should receive a satisfactory grade

if they master the basic concepts and are able to apply them. Feedback, and time to act upon that

feedback will be given to all students, regardless of skill level or quality of work.

Students with disabilities will be assessed based on their true capabilities. These

capabilities can be determined by past work, an IEP, or recommendations from the school's

SPED team. These students will be continually pushed to improve their work but will be

assessed only on what they are capable of and how much effort they show towards improvement.

References

Woodcock, S. (2013). Trainee Teachers' Attitudes towards Students with Specific

Learning Disabilities. Australian Journal Of Teacher Education, 38(8),

Straub, C., & Alias, A. (2013). Next Generation Writing at the Secondary Level for Students

With Learning Disabilities. Teaching Exceptional Children, 46(1), 16-24.
