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Teacher Education Program

Secondary Learning Segment Lesson Plan Template

Name: ____ Melissa Lundberg Date of implementation: Week 4 (1/29 – 2/2)

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and ELD
standard. (TPE 3)

LT2: Determine the meaning of words and phrases as they are used in the text; analyze the impact on
meaning. (RL10.4; RI10.4)

LT5: Write narratives to develop real experiences using effective techniques and well-chosen details.

LT7: Develop and strengthen writing as needed by planning, revising, editing, and rewriting. (W10.5)

LT9: Develop working on reading and writing over extended periods of time. (W10.10)

LT12: Use proper language conventions. (L10.1-2)

Cross-Disciplinary Connection (TPE 3,4): Incorporating Visual and Performance (TPE 1,3):
History Students will create a front cover of their memoir.
Ethnic Studies

Lesson Objective: What do you want students to know and be able to do? (TPE 3)

After introducing the new unit topic students will be able to make (one or more) connections between race, gender, ethnicity,
class, status, language, etc. and how this affects their interactions with and reactions to their surroundings.

Day 1: Students will recall literary devices practiced last week and analyze their own selected texts for those
Day 2: Students will begin developing their own narratives after reading over and analyzing the teacher example.
Day 3: Students will collaboratively evaluate and contribute to the development of the parallel texts of their
classmates in a peer review activity.

Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? What have you learned about students’
abilities that has informed the direction of your lesson (based on assessments, learning experiences, IEPs)? How mighty you gain insight into students’
readiness for the lesson? (TPE 1,3,4,5)

Creating space for students to identify and develop the ideas of their identity.
Students will need to be able to build upon experiential knowledge.
Students should be able to identify the main themes from reading a short story/condensed text.

Backward Planning: Evidence (digital, performance, etc.) demonstrating student progress toward learning objective(s) (TPE 5)

Summative Assessment(s): Driving task for the lesson segment (TPE 4,5)
Students are creating narrative parallels that mirror the text they selected from The Crazy Iris. Their narratives
should demonstrate understanding and include analysis of literary devices.

Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the
lesson? (TPE 1,2,3,4,5)

Exit slips
Whip arounds
Walk around/engage with students
Think-pair share
Finger check-ins
Word bank

Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 5)

Students are working in groups for the semester and as they continue with individual work they will be asked to peer edit a
classmates and then implement those edits or suggestions as needed before the final draft is due.
Connections Engaging All Learners
• Connections to Students’ Lives (TPE 1,2) & Culturally • Accommodations, Modifications, and other Strategies to Support
Responsive Practices (TPE 2,4): Wide Range of Learners (UDL, MTSS, etc. – TPE 1,2,4):
Students are able to relate to the text through
anyway they see a connection. The texts selected are • Range of Communication Strategies & Activity Modes (TPE 3,4):
talking about loss, remembering, and • Teacher will provide written and verbal explanations of
• Connections to Real Life Contexts (TPE 1,2): • Students will work individually and in groups to emphasize
Students are knowledgeable on the literary social learning.
devices. They use them daily, we are just naming and
distinguishing the terms. • Technology use promoting equitable access (TPE 1,3,4)
• Students will use iPads or Chromebooks to research and
• Promoting Multiple Perspectives (TPE 2): write their projects.
Students are to read a narrative written by a
Japanese author reflecting on the Atomic bomb. They
are being asked to bring in their own perspectives either
created or lived.

Language Development
Academic Language: What content-specific vocabulary, skill-specific vocabulary will be explicitly taught? (TPE 3)
Unit-Specific General Academic
Literary Devices Diction Narrative
Tone Syntax Narrative Parallel

Other text structures, organizational, stylistic, or language/grammatical features that will be explicitly taught: (TPE 1,3,4)
•Literary devices: imagery, tone, diction, and syntax.

Approaches to Support English Language Learners & Standard English Learners in Reading, Writing, Listening, and
Speaking (TPE 1,3):

According to ELD Standards 10.1.A.1 and 10.1.B.8, we ultimately want our students to contribute to class, group,
and partner discussions, sustaining conversations on a variety of age and grade appropriate academic topic by
following turn-taking rules, asking and answering relevant, on-topic questions affirming others, and providing
coherent and well-articulated comments and additional information.
Daily Lesson Plans
Instructional Learning Strategies to Support Student Learning: (TPE 1,2,3,4,5)
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learnin g, 2) identify learning
outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build metacognitive

Learning Objective:

Students will assess their identities while observing their positionali ty in the classroom. After the
“Identity Corners” activity, students will collectively reflect on the process and how it may connect
to their future assignments.

List what the students will be doing and what the teachers will be doing.
Day 1 of 3

Time Students Teacher Moves Resources /

5 min Students greet each other and Greet students and take roll. PowerPoint.
Opening/ update table of contents.

8 min Students answer fire write in their Teacher presents activity guidelines and Prompt: Use the tone
notebooks. expectations. Walk around and stamp when 5 of one emoji to tell a
minutes has passed. story.

10 min Students get in groups and open Prompt students to continue working on their Identifying literary
the powerpoint and document text selection and analyzing. Revisit the devices: Narrative
Instructional from the slide. Or their document handout and answers to the questions. Parallel Resource #1
Activities that they already have worked on.

20 min Individual work time. As they are Walk around and make sure all students have
sitting with their groups. selected and identified literary devices on their

7 min Students need to click turn in on Make sure all have turned in and have them
Closing their projects. put away computers.
Learning Objective:
Students will begin developing their own narratives after reading over and analyzing the teacher

Day 2 of 3
Instructional Learning Strategies to Support Student Learning: (TPE 1,2,3,4,5):

Time Students Teacher Moves Resources /

5 min Students come in and get laptops Greet students and take roll. PowerPoint.
Opening/ and open notebooks.

10 min Students answer fire write in their Explain the prompt. Time students encourage Prompt: Explain the
notebooks. (5minutes) them to keep writing as long as they can. story to your friend
Walk around and stamp fire-writes as they and then again to an
finish. Lead class discussion about diction. adult. How do your
words change
depending on who you
are talking to?

Instructional Individual work time. Use the graphic organizer to present the
Activities Checklist for students: teacher model. Students should highlight key
30 min 1.)Highlight their selected text elements on the document and find the
for literary devices and answer similarities between the parallel.
questions on handout.
30 min 2.)Create their own narrative that
parallels the text they selected. Walk around and see if all groups are

5 min Students put away their laptops Teacher presents the polls to help assess Polleverywhere.
and use their phones to answer students progress on the project so far.
Closing poll questions.

Learning Objective:
Students will collaboratively evaluate and contribute to the development of the parallel texts of their classmates in
a peer review activity.

Day _3 of 3
Instructional Learning Strategies to Support Student Learning: (TPE 1,2,3,4,5):

Time Students Teacher Moves Resources /

5 min Students will greet each other, Teacher will greet students and take roll. PowerPoint
open their Chromebooks and
Opening/ update their notebooks.
5 min Students will talk with an elbow Prompt individual discussion and collective
partner about what they sharing of students understanding of Syntax.
understand and what questions Present notes on Syntax.
they have about syntax.
Instructional Take notes on syntax.
Activities 10 min Collectively go over the teacher Introduce the revision process. Ask students Revision handout.
model of the narrative and assess why we think these changes? Is the message
where and what corrections to clearer now?

20 min Students find a groupmate to Make sure students understand how to share
trade projects with and share their documents via google docs.
documents so their partner can
make comments and suggestions.
Peers should identify the literary
devices used and make general

10 min Collectively implement the Have students help by suggesting how we will
suggestions made by peer. Do change the comments suggested by the peer in
this on the teacher example. the review process.

20 min Students now will implement and

change the suggestions made on
their narratives.
Closing 5 min Students will participate in a Present Kahoot. Kahoot.
Kahoot quizzing students on their
understanding of literary devices.

Core Practices Implemented in this Learning Segment

Core Practice 1: Designing Cognitively Demanding Tasks and Content (TPE 1,2,3,4)
x Backwards Design of Social Justice-Oriented Curriculum
x High-Level Tasks

Core Practice 2: Engaging Students in Content Discourse (TPEs 2,3,4,5)

Questioning Levels and Learning
x Think-Pair Share
x Talk Moves

Core Practice 3: Scaffolding and Differentiation for Equitable Access (TPEs 1,2,3,4,5)
x Word Bank/Wall
x Formative Assessments (esp. Receptive)
x Activating Prior Knowledge

Core Practice 4: Developing and Maintaining a Classroom Ecology for Learning (TPEs 1,2,4,5,6)
x Opening and Closing Routines
x Community Circles