Lesson Plan Checklist – English Education Program

2019-2020 Cohort

Focus Date Strategy Context Used INTASC Standard

Grouping for
Instruction

Large group 1/09/20 Google Slides Prior to reading the poem “Where I’m From,” by Standard 8: Instructional
George Ella Lyon students were introduced to Strategies
imagery using a Google Slideshow.

Small Group 3/11/20 Team Escape In preparation for a unit on dystopias, students Standard 8: Instructional
Room Team participated in an “escape room” styled lesson. Strategies
Challenge Students were broken up into teams and solved a
series of riddles related to background information on
dystopias.

Individual 2/28/20 Antigone Essay As students finish their essays on who they believe Standard 8: Instructional
Checklist the tragic hero in Sophocles’ play Antigone is they Strategies
will use a checklist to ensure that they have all the
necessary components.
-Introduction
-Contains a thesis statement
-First body paragraph
-Assertion
-Evidence
-Counter evidence
-Second body paragraph
-Assertion
-Evidence
-Counter evidence
-Conclusion
Discussion

Whole Class Using Padlet to In preparation for their upcoming essay on the tragic Standard 8: Instructional
2/20/20 determine tragic hero on the play Antigone, students used the digital Strategies
hero of Antigone tool Padlet as a way to foster discussion. Students
used Chromebooks to access the website Padlet and
posted anonymous opinions regarding Antigone’s
tragic hero. The class then discussed whether or not
they agreed or disagreed with the various comments.

Small Group 1/08/20 Cultural word sort For the start of a unit on culture, students were split Standard 2: Learning
into small groups and given a list of different, random Differences
significant words for a variety of cultures. The groups
were then asked to sort the words into categories.
Students didn’t know many of the words, and were
forced to speculate and infer how the words might
relate to a culture.

Individual conference Antigone After concluding reading the play Antigone, multiple Standard 1: Learning
with student 2/24/20 Conferences students were still struggling with certain elements of Development
the play’s plots. To help with this, while the class
worked on individual assignments, students were met Standard 4: Content
with one-on-one to ensure that they had a grasp on Knowledge
the more complex aspects of the play.
Standard 7: Planning for
Instruction

Using Written and

Visual Literacy

Use writing, 1/30/20 Journals Students listened to a section of an audiobook on Standard 5: Application of
speaking and Trevor Noah’s autobiography entitled Born a Crime. Content
observing as major This particular section was about Noah’s experiences
modes of inquiry, with racism while growing up in apartheid South Standard 6: Assessment
reflection and Africa. The class then wrote journals where they
expression. reflected on the story and inquired into its meanings.

Use the processes of 3/06/20
composing to create
various artifacts of
oral, visual and
written literacy.
Hero’s Journey Students were given the opportunity to select any Standard 6: Assessment
Project book, movie, television show, etc. that they felt
accurately depicted the steps of the hero’s journey.
They then produced visual projects that detailed
those steps using both illustrations and explanations.

Use writing, visual Multimedia Students worked in pairs or individually to create Standar 5: Application of
images, and 2/05/20 Presentations multimedia presentations that compared and Content
speaking for a contrasted the cultures represented in the movie
variety of purposes Bend it Like Beckham and the book Born a Crime. Standard 6: Assessment
and audiences.

Apply knowledge of 3/10/20 Journal Students read the dystopian short story, “Harrison Stand 5: Application of
language structure Bergeron,” and then completed a journal activity Content
and convention to where they analyzed the story for dystopian themes.
creating and
critiquing print and
non-print texts.

Reading Processes

Uses response 2/24/20 Poll About midway through the play “Antigone” students Standard 4: Content
strategies completed a digital poll in order to determine who in Knowledge
the story best represents a tragic hero thus far.
Uses interpretive 2/13/20 Four Corners Students participated in a four corners activity where Standard 8: Instructional
strategies they considered and debated various ethical Strategies
dilemmas in the play “Antigone.”

Uses analytic Where the Wild Students were struggling with distinguishing among Standard 2: Learning
strategies 3/3/20 Things Are the various steps of the hero’s journey. To help Differences
simplify this, the class read the children’s book,
Where the Wild Things, and identified the steps of
the hero’s journey in the story.

Provide students 2/29/20
with opportunities to
select appropriate
reading strategies
that aid in unpacking
print and nonprint
texts.
Graphic After reading a section of Born a Crime and watching Standard 2: Learning
Organizer for a section of Bend It Like Beckham, students Differences
Born a Crime and completed a graphic organizer that gave them a
Bend It Like choice on what they what aspect of the movie/book
Beckham. they wanted to focus on.

Support developing 1/13/20
or low performing
readers in accessing
and comprehending
text.
Google Prior to the start of reading “Antigone,” students were Standard 2: Learning
Slideshow given a lesson on the background information of the Differences
story. This particularly helped the lower performing
readers that often struggle to comprehend and make Standard 8: Planning for
inferences about texts. Instructions

Design and 3/13/20 Characterization Before starting the novel Unwind, students were Standard 8: Instructional
implement reading Mini Lesson given a mini lesson where they focused on Strategies
process focused characterization. As students read Unwind, they will
mini-lessons. be expected to take sketch notes that analyze the
characterization throughout the first section of the
novel.

Text Selection
Incorporates a 1/29/20 Born a Crime During a unit on cultures, students were introduced to Standard 8: Instructional
variety of genres Autobiography by Trevor Noah’s autobiography, Born a Crime. This Strategies
Trevor Noah autobiography served a multitude of purposes in the
class’ education. It introduced a majority of them to a
culture they had no previous knowledge of. The book
also informed students on the concept of an
apartheid and what growing up during one looked
like.

Incorporate literature 1/17/20 “Hello My Name Students annotated a short by Jason Kim entitled Standard 8: Instructional
representing a Is” - short “Hello My Name Is” that detailed growing up as an Strategies
variety of cultures nonfiction story Asian American in the United States. Students were
by Jason Kim to think about the implications of one’s identity.

Incorporate a range “A Sound of During a mini unit on the hero’s journey, students Standard 8: Instructional
of modes and media 3/4/20 Thunder and The read the short story “A Sound of Thunder” and then Strategies
Labyrinth” -short used a graphic organizer to identify the steps
fiction story by throughout the stroy.
Ray Bradbury

Provide students Every Silent Sustained Every Friday, for the first thirty minutes of class, Standard 3: Learning
with an opportunity Friday Reading students are given the opportunity to read a book of Environment
for choice their choice. This is not a time for talking or
completing assignments. Students should only be
reading quietly during this time.

Provide students 1/09/20 “Where I’m Students read the poem “Where I’m From” and Standard 8: Instructional
with skills and From”- poem by annotated it for uses of imagery. Students then used Strategies
opportunities to George Ella Lyon this analysis to create their own similar poem
evaluate, analyze modeled after Lyon’s poem.
and ethically use
information and
texts.
Support students in 1/08/20 Book Speed During the first week of school, students were given Standard 3: Learning
purposeful, self- Dating the opportunity to go to the library during class time Environment
selected to select a book for independent reading. During this
independent reading. time, the students participated in a “speed date”
activity. The librarian had selected a wide range of
different books for students to spend two minutes.

Composing
Processes

Produce a variety of 3/09/20 Fill in Notes on At the start of a unit on dystopias, students were Standard 8: Instructional
forms of written Dystopias given fill in the blank notes on aspects of dystopias. Strategies
discourse Students were to follow along with the lecture in
order to get the necessary notes. This was so
students could participate in the discussion and not
worry about writing excessively.

Use a wide range of 3/10/20 Sketch Notes Students took sketch notes while listening to the Standard 1: Learning
writing strategies to short story “Harrison Bergeron.” Students were Development
generate meaning instructed to focus on identifying characteristics of
and to communicate dystopias within the story.
understanding

Create opportunities 2/04/20 Essay Exchange Once finished writing their essays on identifying the Standard 3: Learning
for students to tragic hero in the play Antigone, students exchanged Environment
provide peer- essays with their peers.
feedback

Create opportunities 1/10/20
for student writers to
engage an authentic
audience
“Where I’m From Students read Lyon’s poem, “Where I’m From,” and Standard 6: Assessment
poems” by were then asked to write their own using Lyon’s as a
George Ella Lyon model. Students were to describe their own unique
background, but in the same style that Lyon uses in
his own poem.
Support student 2/03/20 Antigone Essay Many students have struggled in the past organizing Standard 1: Learning
writers who have Graphic their essays. In order to combat this, students were Development
previously struggled Organizer provided a graphic organizer that gave explicit
to meet grade level instructions on the parts of the essay.
standards in writing. -Introduction
-Contains a thesis statement
-First body paragraph
-Assertion
-Evidence
-Counter evidence
-Second body paragraph
-Assertion
-Evidence
-Counter evidence
-Conclusion