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
Amanda Avina English
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Voice, Power, and
English I Introduction to Voice in Poetry 9th grade 54 minutes
Poetry
CLASS DESCRIPTION (including specific special needs and language proficiencies
In 4th period, there are 37 students in the class. There are nineteen male students and 18 female students. The class is culturally
diverse. There is one English learner whose proficiency level is expanding. There is one student with an IEP who has special needs
due to a speech impairment. There are eight emerging bilinguals in the class. There are about 3 striving readers. The classroom seating
arrangement is 4-5 students per round tables. There are eight tables. The only environment issues that may impact the lesson is that
some students are too far off to the side, which gives them difficulty in seeing the PowerPoint presentation.

STANDARDS, OBJECTIVES, & ACCOMDOATIONS

Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
CCSS.ELA-Literacy.RL.9-10.2 Grounded in the Cognitive
Determine a theme or central idea of a text and analyze in detail Theoretical Perspective:
its development over the course of the text, including how it - Help students
emerges and is shaped and refined by specific details; provide an understand logic
objective summary of the text.
behind literacy
procedures; break
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in down complex tasks
the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and Frontloading (Buehl, 2017):
tone (e.g., how the language evokes a sense of time and place; This literacy strategy is
how it sets a formal or informal tone) intended to provide students
with the reading and necessary
CCSS.ELA-Literacy.W.9-10.10 information needed to be more
Write routinely over extended time frames (time for research, prepared for future lessons.
reflection, and revision) and shorter time frames (a single sitting
Students will be able to explore K-W-L Chart (Buehl, 2017):
or a day or two) for a range of tasks, purposes, and audiences.
poetry as a type of written and This literacy strategy is
spoken expression intended to activate the prior
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative knowledge of students, to peek
Students will be able to curiosity, and also reflect on
discussions (one-on-one, in groups, and teacher-led) with diverse
identify and examine the what they have learned after
partners on grades 9-10 topics, texts, and issues, building on
significance of how voice experiencing an in-depth look
others' ideas and expressing their own clearly and persuasively
contributes to the meaning and at the topic. This is like a self-
understanding of a poem assessment.
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas; Reread (Tovani, 2000): This
actively incorporate others into the discussion; and clarify, verify, strategy is beneficial for
or challenge ideas and conclusions. poetry. Rereading a text will
help students focus on what the
CCSS.ELA-Literacy.L.9-10.3 work is trying to say and
Apply knowledge of language to understand how language recognize the sounds that may
functions in different contexts, to make effective choices for have been missed the first time.
meaning or style, and to comprehend more fully when reading or
listening. Retell What You’ve Read
(Tovani, 2000): This strategy is
CCSS.ELA-Literacy.L.9-10.5 beneficial for students to gain
Demonstrate understanding of figurative language, word practice in reading
relationships, and nuances in word meanings. comprehension.
 Create Summaries (Neufeld,
2005): This literacy strategy is
intended to assess the students’
comprehension and assure that
they are on task with the
lesson.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Voice: the form or a format through which narrators tell their
stories. It is prominent when a writer places himself herself into
words, and provides a sense that the character is real person,
conveying a specific message the writer intends to convey

Tone: the writer's attitude toward the topic

Diction: the writer's word choice, which includes denotation or

connotation of the word. The tone of the word, difficulty of the
word, and formality of the word are also included in diction.

Denotation: literal or dictionary meanings of a word in contrast

to its connotative or associated meanings.

Reflect, Support, Discuss, Example Connotation: a meaning that is implied by a word apart from the
thing which it describes explicitly

Syntax: the arrangement of the words and placement of the word

in a phrase or sentence

Imagery: the author’s use of words and phrases to create “mental

images” for the reader

Speaker: the voice that speaks behind the scene. It is sometimes

the narrative voice that speaks of a writer’s feelings or situation

Audience: the targeted reader or listener who will be reading the

writing

Disciplinary Language SDAIE Strategies for developing

English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
Gr.9-10: P1.B.7 Ex. Anticipation Guide (Buehl,
Explain how successfully writers and speakers structure 2017): This strategy SDAIE
texts and use language (e.g., specific word or phrasing strategy is intended to examine
choices) to persuade the reader (e.g., by providing well- a student’s prior knowledge
worded evidence to support claims or connecting points and view their beliefs on the
Students will be able to define
in an argument in specific ways) or create other specific unit’s topic.
voice in poetry through writing
effects, with moderate support.
and oral expression
Think, Pair, Share (Buehl,
Gr.9-10: P1.B.5 Ex. 2017): This SDAIE strategy is
Students will be able to
Demonstrate comprehension of oral presentations and beneficial to students by having
evaluate the impact of
discussions on a variety of social and academic topics by them collaborate with fellow
language as related to audience
asking and answering questions that show thoughtful students and practice
and purpose in writing and oral
consideration of the ideas or arguments, with moderate verbalizing their
discussion
support. understandings of concepts.
Students will be able to read
Gr.9-10: P1.B.8 Ex. Predicting from Title
and summarize a poem through
Explain how a writer’s or speaker’s choice of phrasing (Gibbons, 2002): This “before
focus of the title and keywords
or specific words (e.g., using figurative language or reading” SDAIE strategy helps
words with multiple meanings to describe an event or students get a general idea of
character) produces nuances and different effects on the what they are about to read
audience. and allows them to put on the
specific lens needed to notice
Gr.9-10: P1.C.10.b Ex. the things the would have
 Write increasingly concise summaries of texts and
experiences by using complete sentences and key words
(e.g., from notes or graphic organizers
Gr.9-10: P1.A.1 Ex.
Contribute to class, group, and partner discussions,
sustaining conversations on a variety of age and grade-
appropriate academic topics by following turn-taking
rules, and answering relevant, on-topic questions,
affirming others, providing additional, relevant
information, and paraphrasing key ideas
Gr.9-10: P1.C.11.a Ex
Justify opinions and positions or persuade others by
making connection between ideas and articulating
relevant textual evidence or background knowledge
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs
• English Learner with Expanding Proficiency should
have moderate support during lectures.
missed without acknowledging
the title as significant.
Reading Aloud (Gibbons,
2002): This SDAIE strategy
will help students flow their
reading and better understand
the sounds the poems project.
Video Clips: This SDAIE
element is a contextualization
to familiarize students to
concepts through direct
experience.
Specific Accommodations
• Teacher could provide a glossary of literary terms in the
primary and target language to help solidify
understanding of concept definitions.
• Teacher could provide a translation of the poem in the
students’ primary language(s) so that they could read
alongside the original version.
• The teacher could provide directions on writing
assignments in the students’ primary language(s) so they
can read alongside the English directions and follow
along with the discussion knowing exactly what is being
asked/discussed.
• On occasion, the teacher can provide a
“Comprehension Check” to the students to make sure
they are getting the most out of the lesson. This can be
verbal or nonverbal like thumbs up/down or having them
raise their hand if they need more clarification.
• In the lesson, the PowerPoint provides in-text questions
for students to guide themselves as they read/listen to the
video clip. This gives ELLs guided assistance as they
read with purpose.
• Provide guided notes to follow along with the
presentation
• The teacher can provide various opportunities for
writing reflections, and the teacher can assess the
progress of the ELLs based on their writing responses.
• The YouTube clip of spoken word may also have
captions.
• The students may also have access to hard copies of the
PowerPoint slides if needed.
• Provide tips on how to read a poem (through modeled
reading and on a handout).
• The teacher could provide the students with a hard copy
of the PowerPoint slides one day before the lesson, so
that parents/support person could review the
poems/video and elements of voice with them. This
frontloading will give the students a chance to be more
present in class discussions and writing activities.
• The teacher can repeat directions and reread multiple
times and in different ways, as they occasionally provide
 • Student with an IEP for speech impairment is asked for
student to have various check-ins when it comes time
to do group presentations. Student is to practice
consistently with reading and speaking skills.
a comprehension check for understanding by asking
them to show us what they are doing or the thumbs
up/down method.
• The teacher can provide emphasis and cue key concepts
verbally and physically.
• The teacher could use examples and non-examples to
explain unfamiliar words and concepts.
• The teacher may provide an excerpt of the video clip so
that it is provided in written form and the video itself
will have captions.
• The think, pair, share activity gives students the chance
to be around their peers and other ideas to better help
their understanding of the topic.
• Provide tips on how to read a poem (through modeled
reading and on a handout).

Performance Task:
After completing the guided notes where you practiced making inferences and detected direct/indirect characterization elements
in passages, we will now work in groups to develop a character analysis. Using the Self-Questioning Visual Organizer displayed
earlier in the lecture, conduct an indirect characterization analysis of Louise Mallard from Kate Chopin’s “The Story of an
Hour.” Each student per group will have a role: reader, scribe, focus question master, annotator/messenger, and speech maker.
For this task, you will read the short story, annotate, and fill out the S.T.E.A.L. graphic organizer with your chosen quotes (cited
in MLA) and provide an in-depth analysis of the quote for each category (Speech, Thoughts, Effects on Others, Actions,
Looks). At the end of the activity, speech makers will share with the class their analysis of Louise Mallard. Remember, not every
group’s interpretation will be the same. Focus on your own inferences and extended thinking as a group.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
To asses students’
knowledge of poetry before
the lesson, students will be
given an anticipation guide
and KWL Chart. Students The teacher can assess if
The implementation of the
will use these formal students are engaged and
KWL chart assessment will
assessments as self- comprehending the
be through paper handout Students will be self-
assessments of their importance of poetry by
form. It is an individual assessing themselves with
knowledge. The purpose of conducting an informal
written based assessment. the KWL chart because they
this assessment is to see assessment of discussion of
This assessment will be will get to see their progress
where students are in terms the students’ responses to
done and completed in- on the topic of poetry as the
EL of how they perceive poetry, the anticipation guide; this
class. The Anticipatory lesson is being given. The
so that the teacher knows assess their critical thinking
Guide assessment is also a anticipatory guide is
what to provide more as well.
handout that students will informal and will only be
emphasis on, this will This will also let the teacher
work individually as well as sharing answers within a
ensure that students get the know if there needs to be
talk in pairs. This class discussion.
most out of challenging more emphasis on the
assessment is oral and
their minds. This entry level reading and analysis of the
written-based.
assessment meets the poems for future discussion.
literacy objective of
students being able to define
poetry through writing

This progress-monitoring
assessment meets the
content objective that
students will be able to
identify and examine the
PM
significance of how voice
contributes to the meaning
and understanding of a
poem. It also meets the
literacy objective that
As the teacher lectures on
the different poems, the
teacher will instruct students
to perform a strategic, close
reading of “Dreams” by
Langston Hughes. The
teacher will provide
discussion questions that
will assess the students’
overall understanding of the
Students may be able to
answer some of these
questions about the poem
and some may not. It is
important to show that every
student has a right answer
because they still rely on
their thinking rather than on
others’. They will get the
results of the informal
This will give a teacher an
overall impression of
whether student
comprehension is facilitated
by their response when
asked to share their
responses to the questions.
This will also ensure
whether students are making
connections between
 students will be able to
evaluate the impact of
language as related to
audience and purpose in
writing and oral discussion
poem and its individual
details. This assessment
serves as an
individual/group
comprehension check done
in-class. The assessment is
oral-based.
assessment through oral-
based discussion.
individual details and the
overall significance of the
poem, which meets the
literacy objective that
students will be able to read
and summarize a poem
through focus of the title and
keywords.

As the summative
assessment, the students will
be expected to watch and
listen to a spoken word
poem and exercise all the
ideas that were in the day’s
This assessment is meant to The teacher will evaluate
lecture as well as the
evaluate whether students this assessment through
practice from looking at
are understanding the power Students will receive overhearing the discussions
poems and their meanings.
of voice in poetry of any various results because the among students and having
After watching and listening
form (i.e. spoken word, answers to this activity are them share some of their
to the poem clip, students
written poetry, etc.) The made from student responses with the rest of
will then create a written-
assessment meets all the perspectives. Students will the class. This summative
S based summary of it to help
literacy and language be informed via journal activity checks for
them inspect the
objectives as an in-class oral check at the end of the comprehension by expecting
goal/message that the writer
assessment as well as week, so that I may see if students to successfully
is trying to achieve and what
students being able to students completed the demonstrate understanding
they do to achieve it.
identify poetry as a type of given task properly. of voice and purpose in
Students will be encouraged
written and spoken poetry.
to model the way they
expression
analyzed the previous
poems. Students will then
share their ideas and
findings with their peers in
groups.

Theoretical Perspective – Cognitive:

- Use of a variety of strategies can help students to recall, apply, or transfer knowledge in assessment situations.
- By teaching students strategies for managing their learning, we are teaching them self-regulation.
- Students can recognize effective strategies and transfer that knowledge to new situations

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
• Define the content and language objectives for
the week’s unit.
• Go over the day’s agenda (in PowerPoint).
• Pass out the Anticipation Guide and instruct • Students should listen attentively and take notes in
5 min their English journals based on teacher’s lecture
students to “follow along as I read the directions.”
Read the directions with the class and let them and PowerPoint.
know to take a few moments to respond to the • Students should pass back the Anticipation Guide
statements. They must pick one to write a few and K-W-L Chart handouts and begin to work on
sentences on the reason behind their strong stance. the Anticipation Guide in the time they are given.
• As they write, pass out the K-W-L Chart. • Students willing to share their responses may begin
• After a few minutes, ask students if they would discussion.
4 min
like to share what they wrote. • After discussion, students should begin their timed
• After a brief discussion, introduce the K-W-L chart writing of their K-W-L Chart.
and repeat the directions written on the • They should work quietly and efficiently until the
PowerPoint. teacher calls them back to attention to begin the
• Let students know they have 3 minutes to list as day’s lecture.
3 min many things as they can in both columns.
• Call attention back to you after 3 minutes and
inform students today will answer some of the
 things they answered in both introductory
handouts: Poetry.
Lesson Body
Time Teacher Does Student Does
• Students should pass back the poem, keeping a
• Introduce “Introduction to Poetry” by Billy Collins
copy for themselves.
and pass out the poem to students.
• They should follow along as the teacher reads the
• Read the poem aloud with the class and tell
poem aloud.
5 min students that you will read it again and “this time
• When re-reading, students should underline
underline some phrases that sound a little
phrases that confuse them or develop their own
confusing to you.”
questions to ask during future discussion.
• After re-reading the poem, ask students if there
• Students should answer the teacher’s open forum
was anything that confused them or if they have an
question.
idea of what Collin’s is trying to say (Retelling
what you’ve read). • They should summarize and answer to the best of
their abilities.
• Assist students and clarify their questions/ideas.
• Students should listen attentively to the lecture.
• Let students know that the purpose of Collin’s
poem is to show that “poetry is a thing of wonder • They must answer/reflect on their responses to the
that should be embraced as an art form of introduction handouts and Collins’ idea of reading
expression and admired for its beauty of poetry.
language.” Assure students that an approach of
torturing poetry to find its answers is not
encouraged in this lesson, but to instead,
acknowledge the author’s words for what they
created.
• Ask students two quick reflection questions from
reading the poem: “After doing the two
introductory activities (Anticipation Guide &
KWL Chart), does the poem reflect your
responses? Do you agree with his approach/goal
for reading poetry?”
10 min • Introduce students to the concept of “Voice” and
provide the general examples of how we all have
unique voices. (Around family, friends, when
consoling others, when we vent, etc.)
• Then, discuss the elements of voice within poetry.
• As the lecture on “voice” is being taught, students
These are poetic devices that students have
MUST take notes in their journals and follow
experienced, but this should be a little review of
along the teacher’s lecture.
tone, diction, syntax, and audience.
• Students should then be thinking about how their
• Go on to follow other ways that voice influences
voices are unique and write down notes from the
poetry (bullet points on the PowerPoint)
PowerPoint.
• Inform students that you will show them a few
• Students should take-in the poetic terms they
examples of voice in poetry.
learned at the beginning of the year and refresh
• The first poem students will read is “Dreams” by their minds.
Langston Hughes. Give them a brief background
• Keep on note-taking from lecture.
on the author. Pass out copies of the poem to the
• Students will pass back the “Dreams” poem by
class and ask them to notice the title of the poem
Langston Hughes and keep a copy for themselves.
before we read it. “Predicting from the title, what
do you think know about dreams? What do you • Students are to think about the title of the power
think the poem will tell you about dreams?” and conjure up their prior knowledge of what
dreams have the ability to be.
• Read the poem aloud. Ask students what keywords
10 min stand out to them. What poetic devices do they • They should follow along as the poem is being
notice? What is Hughes trying to say? read. They should respond orally and in notes to
the teacher’s questions after reading the poem.
• Have the discussion and embrace/emphasize any
responses given to the questions. Give students • They should begin thinking about deeper meanings
time to think about the meaning before explaining of the poem by using the questions and strategies
it further. that the teacher provides.
• Next, introduce “We Real Cool” by Gwendolyn
Brooks. Give another brief background info on the
author and pass out the poem. Ask if anyone would
like to read this poem aloud. After it is read, give
5 min
 some more details about how the poem influences
the voice of adolescents.
• Bring students’ attention to the title on the
PowerPoint saying, “And the Ghosts.” Ask
students to make a prediction from this poem title,
focusing on the word “ghosts.” Ask if this is a
word that brings negative thoughts, good thoughts,
foreboding thoughts, etc.
• Let students know that poems with a powerful
message does not always need lines… all it needs
is a good title to give a one-line poem an impactful
impression. (click to reveal the animation of the
single-lined poem in the PowerPoint).
• Show students that all these poems, though
different in style and form, have a common power
in voice to project strong meanings. Let students
know that another poetry method that has this
impact like this is spoken word.
Lesson Closure
Time Teacher Does
• Let students know that they will now look at a
video clip of spoken word poet Rudy Francisco’s
“Complainers.”
• Inform students that as they watch, you want them
to focus on what the poet is trying to get across to
the audience and what he does to do it.
• Let them know that they will be creating a
3 min
summary and writing reflection notes, so they must
pay attention.
• Play the video and assure that students are paying
attention.
• After the video, tell students to create a summary
of Francisco’s intentions for the poem. Have them
answer the concluding activity questions on the
PowerPoint.
7 min
• After they write for a few minutes, have students
Think, Pair, Share their responses with a nearby
partner.
• Give students a copy of the poem “The Rose that
Grew from Concrete.” (Preferably give copies
without the author’s name on it, so that they get
surprised tomorrow during the lecture.
• Inform them that they must read the poem and be
ready to dive into what the poet’s intentions are on
Tuesday (frontloading). Have students make sure
they completed their journal writing for the day as
they exit the classroom.
Instructional Materials, Equipment, and Multimedia
• Voice, Power, and Poetry (Day 1) Instructional PowerPoint (Avina, 2018)
• Anticipation Guide handout
o Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed., pp. 59-63). N.p.: Stenhouse Publishers.
• K-W-L Chart handout
o Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed., pp. 135-139). N.p.: Stenhouse Publishers.
• “Introduction to Poetry” by Billy Collins handout
o Collins, B. (1988). "Introduction to Poetry". In Poetry Foundation. Retrieved from
https://www.poetryfoundation.org/poems/46712/introduction-to-poetry
• The students should continue to listen and take
notes as they receive the next copy of a poem by
Gwendolyn Brooks and pass them back.
• Students, if any, should volunteer to read the poem
aloud as the rest of the students follow along.
• Students should listen attentively and take notes on
the teacher’s brief lecture of the poem’s meaning.
• Students should participate in the teacher’s
question and come up with ideas to what the title
“And the Ghosts” means or make predictions about
the text using the title.
• Students should continue to listen and take notes
effectively as the teacher lectures and shares the
big idea of the unit.
Student Does
• Students will pay close attention and listen to the
video clip of Rudy Francisco’s “Complainers.”
Students should take notes as they listen and look
for what the teacher encourages to focus on. They
should look for the big meaning and how Francisco
manages to get that meaning across.
• After the video, students should write out a
summary of what they watched/listened to.
• Students should then answer the concluding
questions in their English journals and look at the
PowerPoint for reference to the questions.
• After writing their reflections, students should turn
to their neighbors and share their thoughts to the
questions and overall lessons to take away from
today’s lecture.
• Students will turn back to give the teacher attention
and receive a copy of “The Rose that Grew from
Concrete” and pass them back. Students will read
it before tomorrow’s class and prepare themselves
for the analysis that will happen the next day.
• Students should make sure their journals are
complete and show the teacher before being
dismissed.
 • “Dreams” by Langston Hughes handout
o Hughes, L. (1994). "Dreams”. In Poets.org. Retrieved from https://www.poets.org/poetsorg/poem/dreams
• “We Real Cool” by Gwendolyn Brooks handout
o Brooks, G. (1963). "We Real Cool". In Poetry Foundation. Retrieved from
https://www.poetryfoundation.org/poetrymagazine/poems/28112/we-real-cool
• “And the Ghosts” by Graham Foust handout/reference
o Foust, G. (2003). “And the Ghosts”. In Poetry Foundation. Retrieved from
https://www.poetryfoundation.org/poetrymagazine/poems/56430/and-the-ghosts
• Spoken Word: “Complainers” by Rudy Francisco (video)
o The Tonight Show Starring Jimmy Fallon. (2018, March 2). Spoken-Word Poet Rudy Francisco Performs His Poem
"Complainers" [Video file]. Retrieved from https://www.youtube.com/watch?v=2vgICFh-Fq4
• “The Rose that Grew from Concrete” by Tupac Shakur handout
o Shakur, T. (n.d.). “The Rose that Grew from Concrete”. In All Poetry. Retrieved from https://allpoetry.com/The-
Rose-That-Grew-From-Concrete
• Composition Books, or Chromebooks for differentiation purposes (as the students’ English journals)
• Projector for PowerPoint Presentation
• For differentiation purposes, an excerpt of Rudy Francisco’s “Complainers”
• Any other additional background information on the poets and their poems as needed

Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES
 Character Analysis Rubric
Group character analysis is worth 20 points. Remember, I expect students and their groups to work collaboratively to utilize deep
thinking as they connect the character of Louise Mallard to important concepts (indirect characterization and making inferences)
we have learned in class. Students should provide strong textual evidence, appropriate citations, and a well-thought out analysis
of the character in connection to the story. Highly encourage students to aim for these expectations below to assure they get the
highest points possible.

Category Exceeding Expectations Meeting Expectations Approaching Expectations Below Expectations

4 3
Highlighted
evidence/annotations in the
story, MLA citations, and
the S.T.E.A.L. graphic
Required organizer are completely
Elements accurate and highly
effective in its contribution
to direct/indirect
characterization.
Provides a
thorough/complete analysis
of the character with
Overall exceptionally clear quotes,
Analysis of consistent inferences, and
Character highly effective
explanations per indirect
characterization category in
the graphic organizer.
Highlighted
evidence/annotations in
the story, MLA citations,
and the S.T.E.A.L. graphic
organizer are generally
accurate and effective in
its contribution to
direct/indirect
characterization.
Provides a substantial
analysis of the character
with generally clear
quotes, frequent
inferences, and effective
explanations per indirect
characterization category
in the graphic organizer.
2 1
At least two of the required
elements (highlighted
evidence/annotations in the
story, MLA citations, or the
S.T.E.A.L. graphic
organizer) are moderately
accurate and somewhat
effective in its contribution
to direct/indirect
characterization.
Provides a partially
complete analysis of the
character through quotes that
lack clarity, occasional
inferences, and moderately
effective explanations per
indirect characterization
category in the graphic
organizer.
Provides 1 or no required
element (highlighted
evidence/annotations in the
story, MLA citations, or the
S.T.E.A.L. graphic
organizer) which lacks
effective connections to
direct/indirect
characterization.
Analysis of the character is
misunderstood through
quotes that are unclear,
lacks inferences, and
contains ineffective
explanations per indirect
characterization category in
the graphic organizer.

Provides strong quotes
Use of Textual within all S.T.E.A.L.
Evidence and categories with correct
In-depth citations and provides
Analysis strongly-detailed and
insightful analysis response
per quote.
Works consistently with
table group by establishing
exceptionally clear student
roles for the assigned tasks
Collaboration and successfully
completing a thorough
character analysis as a
highly effective team.
Delivery of information is
Oral exceptionally clear and
Presentation of concise as the findings,
Findings, group roles, and analysis
Group Roles, process is thoroughly
and Analysis expressed and demonstrates
Process completely accurate
knowledge of content.
Provides substantial
quotes where needed with
citations and provides
effective analysis
responses per quote.
Works frequently with
table group by
establishing generally
clear student roles for the
assigned tasks and
completing a substantial
character analysis as an
effective team.
Delivery of information is
generally clear as the
findings, group roles, and
analysis process is
substantially expressed
and demonstrates
knowledge of content.
Makes use of at least 3
quotes with citations and
provides a moderately
effective analysis response
per section.
Works occasionally with
table group but lacks clarity
in establishing student roles
for the assigned tasks and
completes a partial character
analysis as a moderately
effective team.
Delivery of information
lacks clarity as the findings,
group roles, and analysis
process is partially
expressed and demonstrates
little knowledge of content.
Provides 1 or no quotes
with incomplete/no
citations and provides little
to no analysis responses.
Rarely works with table
group and is unclear about
establishing student roles
for the assigned tasks; table
group has
misunderstandings when
completing a character
analysis as an ineffective
team.
Delivery of information is
unclear as the findings,
group roles, and analysis
process is misunderstood
and demonstrates
inaccurate knowledge of
content.

Analytic Rubric created by Amanda Avina

ELA Common Core Standards Aligned: RL.9-10.6 ; W.9-10.6 ; W.9-10.10. ; SL.9-10.1
 Rationale for Performance Assessment Rubric
The purpose of the performance task for my lesson plan is a formative, task-specific
assessment to students creating learning evidence using a graphic organizer to develop a
character analysis. This assessment assists in future lesson planning to enhance student learning.
This task-specific assessment allows students to use precise processes that literary analysts do as
an epistemic practice. The evaluation tool I created was an analytic rubric. I chose to create an
analytic rubric because it is one of the evaluation tools that works well with formative
assessments, and it will engage students in a complex learning skill. This rubric will allow me to
see specific strengths and challenges students are having in terms of analyzing characters. The
range of the rating scale I will use will be numerical: 4 to 1 (with 4 being exceeding expectations
and 1 being below expectations). The formative assessment is worth 20 points in total. The
criteria of understanding being assessed in this performance task is a mixture of content, process,
and results. I chose these categories of criteria as my focus because I want to assess students’
understanding and knowledge (content), the approaches they used during the task (process), and
the effectiveness/impact that the task made on the learning objectives or essential questions
(result). As students work through this formative assessment, the teacher will use this analytic
rubric to determine students’ performance as literary analysts.