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Rider University Reading Lesson Plan Rubric

Preliminary Information

Candidate Name: Dakota Kalman Date: 11/20/18

Subject: English Language Arts: writing a personal narrative Lesson Title: How to end a narrative

Grade: 6
Number of Students: ____50____ male _____70_____ female

______8_ Students with IEP/504 ____0_____ ELL

Structure or Grouping included in this lesson (select all that apply):

Whole group Small group One-to-one Other (explain)

Lesson Component Highly Effective Effective Developing Ineffective

Development, Learning, and Motivation Through Content Knowledge

3.1 1) Central Focus/ Big The rationale explains The rationale identifies The rationale identifies The rationale
Idea. the relationship between the central focus of the either the central focus of identifies neither the
Provide rationale that the central focus of the lesson and identifies the the lesson or the big central focus of the
shows content knowledge lesson and the big big idea(s) in the idea(s) in the broader lesson nor the big
and demonstrate idea(s) in the broader broader range of theory range of theory and idea(s) in the broader
knowledge of language range of theory and and research related to research related to reading range of theory and
development and reading research related to reading acquisition and acquisition and emergent research related to
acquisition. reading acquisition and emergent literacy. literacy, but not both. reading acquisition
emergent literacy. and emergent literacy.
ACEI 1.0
CAEP 1.1
NJPST 4, 7
InTASC 4, 7
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Students will be able to understand how an effective closing adds to a piece of writing (and mimic it in their own writing) through overviewing the
mentor text “Everything will be Okay.” Students will be shown the 5 types of effective closing styles used in the mentor text with additional examples
to help guide learning through diverse options. This will help them to understand how to close a personal narrative and they will be written on the
board with guiding questions for students to reference when they work on their own writing. Students are then given the chance to apply the
concepts in the small group work portion of the class. Students may analyze other groups works when they are shared with the class. After that
students may create the concept of an effective closing within their own personal narrative as part of the revision process. Durning the student
revision time there are conferences going on with students.

3.3 2) References/Supporting The plan provides The plan provides a The plan provides The plan does not list
Research accurate and complete complete list of inaccurate and incomplete references.
Cite resources used to list of references for all references for all cited list of references for cited
research and support the cited work. work. Citations have work.
instructional planning. some inaccuracies.
ACEI 1.0
CAEP 1.2

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This lesson follows the sequence of Bloom’s taxonomy in which students start at lower levels of learning and through the scaffolding process
ascend into creating the material themselves. This model was chosen because the lesson (and content) are geared more towards students
developing writing skills rather than the rote memorization of facts. Eventually students are meant to create their own closing through the
application of the method in their own writing. This theory allows for more higher-order thinking to occur within a classroom and is supported
through the use of the gradual release model. Students start with direct instruction, then get the chance to utilize ideas in small groups, and then
are expected to apply it on their own. In her book Read, Write, Teach, Linda Reif advocates for conferencing to be present during a writers
workshop. She believed that successful conferences should have a goal and be kept brief and that was mimicked within the lesson as conferences
were kept to the closing of the story only.

3.3 3) Curriculum/Content The full NJSLS for The NJSLS for English The NJSLS for English The NJSLS for
Standards English Language Arts Language Arts is/are Language Arts is/are not English Language
NJ Student Learning is/are listed and aligned partially listed and accurately presented or Arts are either not
Standards (NJSLS) for with the central focus aligned with the central is/are misaligned with the accurately presented
English Language Arts and learning targets/ focus and learning central focus and learning or missing.
align with central focus and objectives. targets/ objectives. target/objective(s).
learning objective(s).

ACEI 2.1-2.7
CAEP 1.1, 1.4
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RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a
text and contributes to the development of the ideas.

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
4) Learning The objective(s) include The objective(s) are The objective(s) are listed The objective(s) are
Target(s)/Objectives: a clear description of generally appropriate, but unrelated to standards missing from the
List appropriate, what learners will be able but not necessarily or inappropriate. lesson plan.
observable, and to do at the end of the observable.
measurable objective(s) lesson. Objective(s) are
describing what learners appropriate, observable,
are expected to be able to and measurable.
do at the end of the lesson.

ACEI 3.1
CAEP 1.1
NJPST 4, 7
InTASC 4, 7
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Student learning objective is the ability to use effective language techniques through details and the sequence of events presented in their personal
narratives. Narratives should be in sequential order (as well as first person) and should rely on details to be effective. This is exceptionally
important their their closing is located at the end of their draft. This is measured by the draft of their personal narrative and will be accessed online
through their shared google doc and through their conference.

Students should be able to write an effective closing in any of the 5 styles introduced to them. This is demonstrated by the group work students
present on the poster as well as thier own personal drafts that they plan out and revise through concerferencing.
4.3 5) Academic Language The plan richly describes The plan describes The plan describes limited The plan does not
and Supports - anticipated use and anticipated use and use and application of describe the use and
Teacher and student application of vocabulary, application of vocabulary, syntax, and application of
discourse uses the syntax, and vocabulary, syntax, and representations specific to vocabulary, syntax,
vocabulary, syntax, and representations specific representations specific reading to support student and representations
representations specific to to reading to support to reading to support learning although the specific to reading to
reading to support student student learning. student learning. The lesson has few support student
learning. The lesson provides lesson provides opportunities for classroom learning and provides
multiple opportunities for opportunities for discourse. no opportunity for
ACEI 2.1-2.7 classroom discourse. classroom discourse. classroom discourse.
CAEP 1.1
NJPST 4, 5, 7
InTASC 4, 5, 7
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Students will need to understand what it means to close a personal narrative. The lesson will be introduced under the term closing and will branch
off to include closing related terms such as:Reflection/Lesson Learned,Rephrase opening, Feelings, Hope, Update. Student will be given the
oppurtunity to discuss the terms in small groups and ;then apply them to their own writing. Students will be asked to identify how they used the
academic language concepts in their own writing.

3.6 6) Materials- The plan lists all The plan lists materials The plan lists materials The plan does not list
List appropriate resources materials that connect to that connect to the that are literature or texts materials.
used to engage learners the learning learning targets/ that are not
and demonstrate skill in the targets/objectives. The objectives. The developmentally The plan does not
creation of a high quality materials are high quality materials are high appropriate and will not indicate that
literate environment for the literature and texts that quality literature and engage learners. candidates are able to
classroom that includes are developmentally texts that are use theory and
attention to books, appropriate and will developmentally The plan indicates that research or use
electronic-based engage learners. appropriate or they will candidates are able to use instructional strategies
information sources, and engage learners but not theory and research and/or that promote a critical
locally created materials. The plan indicates that both. The list may be use instructional strategies stance toward text
candidates are able to incomplete. that promote text analysis analysis and
Demonstrate knowledge of thoroughly use theory and interpretation. interpretation.
ways to promote a critical and research and The plan indicates that
stance toward the analysis proficiently use candidates are able to
and interpretation of texts instructional strategies use theory and research
that encourages multiple that promote a critical and use instructional
perspectives. stance toward text strategies that promote
analysis and a critical stance toward
ACEI 2.1-2.7 interpretation, text analysis and
CAEP 1.1 encouraging multiple interpretation,
NJPST 5 perspectives. encouraging multiple
InTASC 5 perspectives.

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Students will need to have their chromebooks, pens or pencils, and mentor text “Everything Will Be Okay.”

The teacher will need (5)bright paper signs for each type of closing, student hangout to help facilitate independent student learning on their own
piece, a whiteboard, and a projector for the do now.

5.4 7) Technology The plan fully explains The plan either explains The plan lists the use of The plan does not
Describe how technology how technology will be how technology will be technology but it may not consider the use of
was considered for accessed and utilized to accessed and utilized to be used appropriately to technology.
promoting learner facilitate digital learning, facilitate digital learning enhance or track student
engagement. as well as how or how technology will learning.
technology will be used to track student
ACEI 3.1-3.5 subsequently be used to performance data,
CAEP 1.5 track student leaving out one of the
NJPST 8 performance data. two items.
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Technology was considered to be a strong resource for students to use for drafting purposes. The reason that drafts and revisions are being made
on google docs is because the teacher can see and monitor changes and thinking processes. Google docs allows educators to see previous
versions, which means an easier way to track student performance data. Another helpful feature of google docs is that the teacher can leave
comments for student feedback that help support conferencing. Additionally, students who are advanced may leave comments on each other’s

8) Prior Knowledge The plan explicitly The plan explicitly The plan does not explicitly The plan does not
Identify the knowledge, identifies necessary identifies necessary identify prior knowledge identify necessary
skills, and/or academic knowledge, skills, and/or knowledge, skills, and/or but it is incorporated knowledge, skills,
language necessary to academic language academic language to through it. and/or academic
prepare learners for this (addressed throughout prepare learners for this language necessary
lesson. the lesson) to prepare lesson. to prepare learners for
learners for this lesson. this lesson.
ACEI 3.1-3.5
CAEP 1.1
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This lesson is placed towards the end of a writing unit on personal narratives in which students have been reading and modeling various texts
within their own writing. To be successful within the lesson students should be finishing the revisions within their own personal narrative and should
be at a place to successfully reflect on it. If students are still struggling with plot, structure, or details this lesson would not fit where they currently
are within their learning as it focuses on the 5 different types of closing they can use within their narrative.

5.2 9) Student Development, The plan indicates The plan indicates The plan may indicate The plan is loosely
engagement, and content relevance of content content concepts content concepts, but the related to content
description concepts through through pedagogy pedagogy is inappropriate concepts, and the
Indicate relevance of pedagogy appropriate for appropriate for content for the content and/or plan for pedagogy is
content concepts through content as well as as well as student student development. missing and/or
pedagogy appropriate for student development and development and inappropriate for the
content as well as student engagement. engagement. The plan indicates that content and/or student
development and candidates are able to development.
engagement. The plan indicates that The plan indicates that apply theory and research
candidates are able to candidates are able to and/or use instructional The plan does not
Demonstrate and teach the thoroughly apply theory apply theory and practices to help readers indicate that
use of multiple strategies to and research and research and use recognize words in print, candidates are able to
help readers recognize proficiently use instructional practices to construct meaning from apply theory and
words in print, construct instructional practices to help readers recognize print, monitor student research or use
meaning from print, monitor help readers recognize words in print, construct comprehension, and/or instructional practices
student comprehension, words in print, construct meaning from print, teach the conventions of to help readers
and teach the conventions meaning from print, monitor student language needed to recognize words in
of language needed to monitor student comprehension, and compose oral and written print, construct
compose oral and written comprehension, and teach the conventions of texts for a range of meaning from print,
texts for a range of teach the conventions of language needed to purposes and audiences. monitor student
purposes and audiences. language needed to compose oral and comprehension, or
compose oral and written written texts for a range teach the conventions
ACEI 1.0, 3.4 texts for a range of of purposes and of language needed to
CAEP 1.1 purposes and audiences. audiences. compose oral and
NJPST 5 written texts for a
InTASC 5 range of purposes and
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The pedagogy implemented in this lesson follows the theory of gradual release in which students learn about an idea broadly and slowly transition
through a series of mini-lessons into independant engagement with the material. The lesson starts with having students move up to the front rug to
encourage student engagement through movement. Additionally, the examples of each type of closing had humor and relevance to students lives.
Through having students move into small groups to model what they were just taught they may rely on each other to master the content together
and they may enjoy writing their own examples on colorful posters. Students then take what they learned and are asked to revise their own writing
piece for a clear closing that has reflective elements as well as at least one of the other skills shown to them in class.

3.1 10) Classroom Learning The plan details and The plan details The plan provides The plan does not
Environment and justifies differentiation of differentiation of insufficient and/or make provisions for
Differentiation instruction and/or instruction and/or inappropriate variation(s) instructional
Creates a classroom assessment variation(s) assessment variations to and differentiation to differentiation or
environment that promotes to support a range a support a range a support a range of assessment variations
learning for diverse learners learners. The plan learners. No rationale for learners. No collaboration to support a range of
and demonstrates promotes diversity variation(s) or or cross-disciplinary learners.
knowledge of the variations through cross-disciplinary differentiation is methods are incorporated
related to diverse methods and provided. The plan in the plan. The plan does not
populations and the collaboration. promotes diversity indicate that
implications for reading through either cross- The plan indicates that candidates are able to
instruction. The plan indicates that disciplinary methods or candidates are able to provide a basic
candidates are able to collaboration. provide a basic explanation explanation of the
Creates a classroom comprehensively explain of the impact of cultural impact of cultural and
culture that motivates the impact of cultural and The plan indicates that and linguistic diversity on linguistic diversity on
students to engage in linguistic diversity on candidates are able to language development and language
reading, writing, and oral language development provide an explanation reading acquisition, and/or development and
language for personal and reading acquisition of the impact of cultural that they are able to reading acquisition, or
growth, knowledge and recognize multiple and linguistic diversity recognize the implications that they are able to
development, enjoyment, implications for reading on language for reading instruction. recognize the
and insight into the human instruction. development and implications for
experience. reading acquisition, and The plan indicates that reading instruction.
The plan indicates that recognize basic candidates are able to use
candidates are highly implications for reading theory and research The plan indicates
ACEI 3.2, 3.4 successful in using instruction. related to the role of that candidates are
CAEP 1.1, 1.4 theory and research intrinsic motivation in the not successful in
NJPST 3, 6 related to the role of The plan indicates that development of engaged using theory and
InTASC 3, 6 intrinsic motivation in the candidates are literacy learners. research related to the
development of engaged successful in using role of intrinsic
literacy learners. theory and research motivation in the
related to the role of development of
intrinsic motivation in the engaged literacy
development of engaged learners.
literacy learners.
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Through the act of student collaboration student have the opportunity for differentiation to support a range of learners. The collaboration gives
students the chance to learn from each other and those that are struggling may have the chance to learn aspects from the lesson they did not
understand from their peers. As far as the direct instruction goes students are instructed orally and this is supported by written items on the board
as well as a handout. This gives students a series of modes to engage with the material. The students in this district have high levels of intrinsic
motivation. As the students care strongly about their grades a classwork grade was assigned for the work they did that day and on their grading
rubric there was a point value assigned to having a strong reflective closing.

Planning and Instruction

11) Lesson Beginning The plan includes a The plan includes a brief The plan includes a The plan includes
How will the lesson start detailed description of description of the lesson description of the lesson minimal and/or no
and engage learners? the lesson start and start and indicates how start and minimally description of the
indicates how learners learners will be engaged indicates how learners will lesson start and
ACEI 3.1-3.5 will be engaged through through questions, be engaged. minimal and/or no
CAEP 1.1 questions, action, and action, and content. indication of how
NJPST 1, 2, 3, 7, 8 content. learners will be
InTASC 1, 2, 3, 7, 8 engaged.
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The lesson starts with the teacher standing at the door and greeting the students good morning. While the students walk in there is a do now
projected on the board. It will say “Put everything away under your desk. Then make your way up to the front of the room.” While students put their
items under their desk and come sit on the front carpet the teacher takes attendance. Students will meet in the front of the room and will sit on the
carpet waiting for the instruction to begin. the teacher will open the direct instruction by asking students to raise their hands if they think they have a
closing. From there students who have their hands raised will be asked to share their closing. The class will be asked to access whether the closing
is good or not after the teacher models a walk through of it. From there, the teachers will go over the five types of closings when writing a narrative,
they are as followed: Reflection/Lesson Learned,Rephrase opening, Feelings, Hope, and Update. The teachers will give a brief description of each
based on the mentor text as well as model how to write a example of each based off of student interest presented in their personal narratives.
Students will be asked after each example to thier of their own to share with the class. Students are broken up by counted off into “color” groups
and are sent to a sign. As students gather students will be told “by this point you should have the mentor text and a pen or pencil.” A colored sign
for each closing will be posted around the room. Students will be instructed to go stand under a sign and craft at least two examples of how they
would close our mentor text using that appeal. The teacher will then model how their examples can be strung together to create a closing
paragraph by stringing multiple types together.
3.1 12) Lesson Body The plan includes a The plan includes a well The plan provides an The plan does not
Instructional strategies detailed outline of how developed outline of incomplete outline of how include an outline of
outlined to facilitate student content is addressed how content is content is addressed (with how the content is
learning (with a specific link to addressed (with a no or inaccurate link to addressed.
research), how learners general link to research), research), how learners
are organized and how learners are are organized and working,
working, questions used, organized and working, questions used, response
ACEI 3.1-3.5 anticipated questions used, and to struggling learners, and
CAEP 1.1 misconceptions, and differentiated activities planned extensions for
NJPST 1, 2, 7, 8 differentiated activities for for diverse learners. those finished early.
InTASC 1, 2, 7, 8 diverse learners.
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After the poster activities students obtain their chromebook and should pull up their final narrative piece. Students are told that the posters and
handouts are good resources for them to use and reference while working on their own writing. Differentiation will occur between those with
conclusions and those without. Students move closest to the door who have not finished a conclusion, those with move closest to the windows.
Those will conclusions can buddy up with a partner who will be instructed to read it and then offer at least two suggestions for their conclusion.
Those without a conclusion will be given a resource worksheet. They will be told that “those who have no idea what is going on or how to start
please see miss X at the back table with their chromebook. Those with an idea of how they want to write their conclusion or those who would like
additional help move to the front carpet with their chromebook.” Once all students have started working effectively and have received additional
help the teacher will circulate the room to conference with students of concern.
5.3 13) Lesson End/Closure The plan includes a The plan includes a The plan includes a brief The plan does not
How will the lesson end to detailed description of general description of description of how the include a lesson
promote student learning how the lesson will be how the lesson will be lesson will conclude with conclusion.
and application? concluded with reference concluded with either a no reference to future
to future content and reference to future content and/or skill and
ACEI 3.1-3.5 skills as well as to their content and skills or their own learner context.
CAEP 1.1 own learner context. their own learner
NJPST 7, 8 context.
InTASC 7, 8

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Five minutes to the class ending students are asked to put away their chromebooks and move up to the front carpet. Students discuss in a think
pair share what they added or created in their closing. After discussing in pairs the students are asked to volunteer their closings or parts that they
felt were effective for the rest of the class to hear.


4.2 14) Assessment The plan thoroughly The candidate generally The candidate minimally The candidate does
How will you know describes and includes describes and includes describes some student not describe any
objective(s) were met? How all measures of progress all forms of student learning measures (such appropriate examples
will you analyze data? How appropriate to the lesson learning measures as formative, summative, of student learning
will you provide (such as formative, appropriate to the lesson individual, group, and measures (such as
information? summative, individual, (such as formative, alternate). The plan formative, summative,
group, and alternate summative, individual, minimally describes how individual, group, and
assessments) and group, and alternate). feedback will be used with alternate). The plan
reflects individual student The plan generally students to acknowledge does not describe how
needs. The plan describes feedback to their success, need, and feedback will be used
specifically describes the be used with students to progress. with learners to
feedback to be used with acknowledge their acknowledge their
students to acknowledge success, need, and success, need, and
success, need, and progress. progress.
ACEI 4.0
CAEP 1.1
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The google document that students continuously use to revise on serves as a data collection tool to measure student progress. The google
comments serve as data measurements to see how students reacted and responded to feedback on their work. Other informal methods of
assessment is the student comments on the colored posters as a form of group assessment. Comments shared with the class is a method of
individual assessment. The final summative assessment will be the final polished copy of the students personal narrative.
7.2 15) Reflection The lesson reflection The lesson reflection The lesson reflection The lesson reflection
After the lesson, a reflection provides detailed insight provides general insight merely summarizes the is underdeveloped
provides detailed insight about effectiveness of about effectiveness of lesson plan and lacks and fails to make any
about teaching, student teaching related to teaching related to insight about effectiveness connection among
learning, and re-teaching. student learning and student learning and of teaching related to teaching
ACEI 5.1 options for re-teaching. options for re-teaching. student learning and effectiveness, student
CAEP 1.1, 1.2 options for re-teaching. learning, and options
NJPST 9 for re-teaching.
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The lesson for the first period class was mildly successful. About half of the students left the class with a closing in place, however, half of the
students did not follow instructions and spent half of the period working on other aspects of their personal narrative. To correct this issue with
periods 2, 7, and 8 I made an announcement roughly 5 minutes into the period to remind students they should all be working on their closing and
that it would be counted as a class grade. This worked much more effectively as periods 2 and 7 had over 90 percent of the class had a reflective
closing. Period 8 is the inclusion class and as students were at various different levels or points in their writing there was more flexibility as to what
they needed to work on. A similar issue with classroom management was found with period one that caused a loss of time. Students were all over
the place in their group work so for the next periods we implemented check in announcements such as “at this point you should have your mentor
text and writing supplies.”

One option to explore should I have the chance to reteach this lesson is changing the handout from summative piece on information and rather
using it as a guiding questions checksheet. I found myself using a series of guiding questions to help students write their closing during
conferences such as: “how did you feel at the moment versus how you feel now?” “what did you learn from this moment in your life?” “why did you
choose this moment to write about?” In this way I feel the learning would be more effective for students because the sheet could guide them
instead of them waiting for me to make my way too them.

Overall the gradual release model worked well for students and most were able to master the concept or apply it with help from others. Should I
teach it again I would keep the overall structure of modeling for students, allowing them to work in groups, and then allowing them to apply it in their
own writing. One aspect that I could change is instead of assigning the groups at random it would be better to pre-assign groups so that there were
heterogeneous with a variety of strengths.