412 Disciplinary Literacy Lesson Segment

EDU 412 – Disciplinary Literacy Lesson Segment Template
Directions: See Assignment Sheet and rubric on Canvas for details. Additional instructions are in italics in the left-hand side of the lesson plan.
Lesson Segment Checklist:

o 3-5 complete lesson plans
o Attach Summative Assessment Evaluation Criteria
o Attach all Instructional Materials
o Write your reflection in the box located after Lesson 5 (at the bottom of this template)
Lesson 1
Planning
Essential Question What makes a good mystery?
What is the essential question that this
lesson segment addresses? What is the
core purpose of the lesson that includes
the strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
Your essential question should be the
same for each lesson to represent the
greater segment’s essential question
State Learning Standards R.9-10.6 Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit
Identify relevant grade level standards messages (e.g., examine rhetorical strategies, literary elements and devices). Explain how an author’s
and Learning Outcomes from the State geographic location, identity, and culture affect perspective. (RI&RL)
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Target(s) I can identify elements of mystery fiction.
What should the students know or be
able to do after the instruction? Use a
common format with a measurable
verb and noun.
Learning Targets must be different for
each lesson within this segment and build
on one another!
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Grouping Grouping
Describe how and why students will be
divided into groups, if applicable Students will be paired for the opening discussion to activate prior knowledge. They will read individually to
(homogeneous, heterogenous, random / practice reading for mystery fiction. They will have a choice as to whether they are in groups for the last part
based on ability, interest, social of the activity. Students can form their own groups so that they are working in the way that is most
purposes, etc.). comfortable to them; however, if the students in self-chosen groups get off-track, they will be split up.
Describe WHY you are grouping students
in the way you chose
Co-Teaching Strategy Co-Teaching Strategy

How did you collaborate with your co-teacher to
plan, instruct, and assess learning? What Co- N/A – not taught in the field, modification
Teaching Model will you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching
Differentiation Content: If students would prefer to listen to the story, they can do so by copying and pasting it into Free Text
Respond to your students’ needs and to Speech Online with Natural Voices (naturalreaders.com)
adjust the content, process, product, Product: If students listen to the story instead of reading it on paper, they can identify moments from the text
and/or environment to reach by writing them separately on a different sheet of paper instead of highlighting as they read
individual learners based on their Process: After they read and highlight, students can choose whether to work individually or in groups to write
readiness, interests, and learning their explanations of what they highlighted
preferences (Tomlinson, 2014). Discuss
Learning environment: The seating will be arranged based on student preference; if they want to work
planned supports here.
together, they can move desks together. If they want to work alone, they can go to the silent reading area or
stay in their seat, depending on where they feel they would work best.
Assessment
Formative Assessment I will collect the copies of the short stories and the explanations they wrote as formal formative assessment. If
How will you monitor student learning students correctly identified all the elements and their explanations justify their explanations, then they have
throughout the lesson? Describe met the learning target. I will review the story’s elements after I have collected the formative assessment.
specific embedded and formal
formative assessments used in the I will circulate and observe students as they write their explanations for the elements they identified in the
lesson. Be specific about how your
story as informal formative assessment. I will also ask for thumbs-up/thumbs-down after explaining the
chosen assessments connect with the
learning target(s) above.
elements of a story, and if all students have thumbs-up, we will move on- if any students show a sideways
Describe the evaluation criteria for each thumb, I will review the elements they need clarification on.
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formal formative assessment used in this
lesson.
Summative Assessment This will serve as the “reading” part of the summative assessment; I have attached the evaluation criteria at
How will students demonstrate mastery the end of the segment.
of the standard? How does this lesson
contribute toward growth toward the
summative assessment? Note: This
assessment does not have to occur
during/after this lesson but by the end
of the segment.
The summative assessment must take
place by the end of this lesson segment.
Evaluation Criteria
Describe your summative assessment
evaluation criteria in one of the lesson
plans for this segment. You will attach
your evaluation criteria for the
summative assessment.
Procedures (Teacher[s] will…, Students will…)
Describe the presentation of the overall The teacher will begin class with a think-pair-share: What are some mystery stories you can think of? This
lesson. could be something you read or watched on TV. Why would you consider it a mystery? In other words-what
-Provide details of what you will be parts of the story made it a mystery, and not just any other story?
doing and what students will be doing at
all sections of the lesson
Once the pairs have talked, the teacher will write down their suggestions for what makes a mystery. Then the
-The level of detail should be thorough
and represent how students will engage
teacher will introduce the ten elements of a mystery from The 10 Essential Elements of a Mystery Story - 2021
throughout the lesson. Describe - MasterClass. The teacher should write down the definition of each element on the board, and verbally give an
expectations for student behavior and example of each element (the elements that aren’t self-explanatory have examples on the website). Students
work at all parts of the lesson. Describe should write these down in their notebooks so that they have them ready to help with the activity. After
what you will be doing to support explaining each element, the teacher should ask for a thumbs-up/thumbs-down; if students are confused on
students during the lesson. any elements, the teacher should give additional examples until the students understand.
Introduction and Connection to

Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
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● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression) Then, the teacher will explain that the students will be reading a short mystery story that contains the ten
In this portion of the lesson, you will be elements, identifying the elements, and then answering the question, “How does the story convey this
letting go and letting students engage in element?” for each element they identify. The answer to that question should be a few sentences long.
productive struggle; engaging in gradual
release, inquiry, or other learning To model this process, the teacher will read aloud the beginning of the story (up until “But Madge had known
methods. Please write what you are Mrs. Tabor.”) The teacher should highlight the story’s hook, and in a few sentences, write down why the
looking for in terms of:
story’s hook got them interested.
● Students’ thinking and how they
will start the lesson
● Provide appropriate support The students will then read the story individually, keeping in mind that they are reading for a mystery genre.
(not explaining how to do it) As they read, they should highlight each of the story elements, but also underline anything that stood out to
● Provide worthwhile extensions. them: this could be figurative language, any parts of the story that seemed important, or anything that seemed
● Provide opportunities for like it was hinting at a message the author might be trying to convey. In addition to highlighting each mystery
students to engage in using the element, they should place a number that corresponds to their notes next to the element.
academic language.
This is where you will be suggesting or Once students have read and annotated, they can either work alone, pair up, or form a small group to answer
modeling specific strategies and the question “How does the story convey this element?” for each mystery element. They should number each
helping students choose which strategy
element on a separate piece of paper and write their response next to every number. Even if in a group,
makes sense to them. However, you
must make sure ideas come from
students will each submit their own paper for formative assessment.
students.
Wrap-Up and Extension Once all students are finished, the teacher should ask students to share out which of the elements they thought
This is where you have students talk the story did the best job of developing (Did the trail of clues keep them on their toes? Did they think the
about their thinking and share strategies villain was interesting? Did the red herring throw them for a loop? Etc.)
with the whole class. It’s important to
name strategies and use academic
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
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Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, NightDrive (fortcherry.org) short story for students to read and annotate, printed off
Equipment and Technology
-All instructional materials must be The 10 Essential Elements of a Mystery Story - 2021 - MasterClass contains the definitions of the 10 elements
created, linked, or attached to this of the short stories. The teacher should write down each of these definitions for students to copy down, and
lesson segment. For example, texts read, use the examples on the website as they explain each element so that students understand what the element
assignments, worksheets, PowerPoints is.
and handouts should all be created. If it
is used or mentioned in your lesson
plan, CREATE IT. If it is borrowed,
Highlighters
please provide a link or citation to Smart board/ white board
where the material came from. Paper for students to write down their explanations
-Learning targets and details of this
lesson CANNOT be borrowed. You must
write these yourself.
Lesson 2
Planning
5
State Learning Standards W.9-10.2 Write text in a variety of modes , c. Write narratives that develop real or imagined experiences or
Identify relevant grade level standards events using relevant descriptive details, and well-structured event sequences that organize an event
and Learning Outcomes from the State sequence logically. Engages and orients the reader by establishing a context and point of view and introducing
Content Learning Standards, Common a narrator or characters; using techniques, such as dialogue, pacing, description, and reflection, to develop
Core Standards, and school learning experiences, events, and/or characters.
outcomes.
Learning Target(s) I can write a mystery fiction short story.
verb and noun.
on one another!
Grouping Grouping
divided into groups, if applicable The brief whole-group discussion will activate prior knowledge from the previous lesson. Students will work
(homogeneous, heterogenous, random / in small heterogenous mixed groups during the brainstorming and prewriting, because studies have shown
based on ability, interest, social that students write best when they can collaborate to generate ideas before they begin a creative writing
purposes, etc.). piece. The groups will be mixed ability and mixed social interest so that students can have the widest variety
of ideas available to them. Students will write their first drafts individually.

-Station Teaching
-Parallel Teaching
-Supplemental
-Team Teaching
Differentiation Content: There isn’t much content being taught here (as students will be creating their own writing.) However,
Respond to your students’ needs and the teacher will model the prewriting activities for scaffolding for all learners. The outline is another scaffold,
adjust the content, process, product, and the extent to which the students rely on that scaffold will be determined by their readiness level (more
and/or environment to reach confident writers can just jot notes, while less confident writers may construct most of their essay in the
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individual learners based on their outline.)
readiness, interests, and learning Process: Students are given as long as they need to complete their prewriting because they can begin drafting
preferences (Tomlinson, 2014). Discuss once they finish, with no time-specific deadline for the prewriting. The teacher still makes sure that struggling
planned supports here. learners are on-track with their prewriting by reviewing it and providing whatever assistance students need
to begin drafting.
Product: Students can type or write their drafts, depending on how they work best.
Learning Environment: Students can work wherever they feel most productive: their desk, the silent reading
area, or at the tables.
Assessment
Formative Assessment The teacher will review the students’ cluster diagrams and outlines before students begin their drafts. If these
How will you monitor student learning do not indicate that the student has the plot of their story fleshed out, the teacher will ask the student to
throughout the lesson? Describe verbally explain their ideas; if the teacher still feels that the student needs to develop their ideas before
specific embedded and formal moving on, they will add to their cluster diagram, and the teacher can discuss with them to help them develop
formative assessments used in the their ideas, if they need the assistance. This will serve as formal formative assessment.
learning target(s) above.
As informal formative assessment, the teacher will circulate as students write and observe.
Describe the evaluation criteria for each
formal formative assessment used in this
lesson.
Summative Assessment This will serve as the “writing” portion of the summative assessment.
How will students demonstrate mastery
of the standard? How does this lesson
summative assessment? Note: This
of the segment.
The summative assessment must take
place by the end of this lesson segment.
Evaluation Criteria
Describe your summative assessment
plans for this segment. You will attach
your evaluation criteria for the
summative assessment.
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Describe the presentation of the overall The teacher will begin with a think-pair-share to activate prior knowledge. Without consulting their notes,
lesson. students should write down as many of the 10 elements of mystery fiction that they remember. Then they
-Provide details of what you will be should discuss with a partner what each element is.
doing and what students will be doing at
After the discussion, the teacher will explain that students will be writing their own mystery short stories, and
do a brief review of the plot diagram students learned about last unit by drawing the plot diagram arc on the
throughout the lesson. Describe board and labeling the exposition, rising action, climax, falling action, and resolution based on student
expectations for student behavior and volunteer suggestions.
work at all parts of the lesson. Describe
what you will be doing to support Students will begin in small groups with a clustering activity. This is a brainstorming activity that I learned
students during the lesson. about in A Rhetoric for Writing Teachers by Erika Lindemann; students will begin with one idea they have
about the direction they want their story to go in the middle of the paper in a circle. Then they should add
Introduction and Connection to more circles in “clusters” of ideas, branching off of ideas with other details. The teacher will model this
Previous Learning clustering method for the students with a different topic of student choice; it can be about any topic they could
● Anticipatory Activity (Hook) potentially write about.
lesson.
● Model concept
During (Lesson Progression)
In this portion of the lesson, you will be After the model, students will then work in groups to discuss potential ideas for their stories, and cluster to
letting go and letting students engage in develop their ideas. Students should each complete their own clusters but are free to take ideas from their
productive struggle; engaging in gradual groupmates. Once they have completed their clusters, they should fill out the story planning sheet to better
release, inquiry, or other learning develop their story. They can help one another to generate ideas as they fill out the sheet, but each student
methods. Please write what you are should be planning a different story
looking for in terms of:
● Students’ thinking and how they
will start the lesson
Once students have finished their planning, they should bring their materials to the teacher to get checked off.
● Provide appropriate support Then they can begin drafting! They can do so on the computer or on paper. Their story should be at least 800
(not explaining how to do it) words, but is encouraged to be longer. It must include the 10 elements that we learned about yesterday, and
● Provide worthwhile extensions. their story line should be developed as a logical series of events and include descriptive details.
● Provide opportunities for
students to engage in using the
academic language.
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This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension Once students are finished with their first draft, the teacher will wrap up with a whole group discussion. A
This is where you have students talk talking piece will be used, but this time, students should share their favorite part of the story they wrote: this
about their thinking and share strategies could be a character they wrote into their story, an event that happens during the plot, a red herring they
with the whole class. It’s important to included, etc.
name strategies and use academic
vocabulary here, extending the lesson to
broader ideas.
learners
it.
discussed.
Instructional Materials, Paper for clustering
Equipment and Technology Talking piece for discussion
-All instructional materials must be Story planning sheet, copied and pasted here (so that I don’t attach files that can’t be opened like I have done
created, linked, or attached to this before):
lesson segment. For example, texts read,
assignments, worksheets, PowerPoints
please provide a link or citation to Setting (please include descriptive details! You want to make your reader feel like they can imagine
where the material came from. themselves there):
-Learning targets and details of this
lesson CANNOT be borrowed. You must
write these yourself.
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Who is your “sleuth?” Share some details about them, and make sure to describe this character thoroughly as
you write:
Who is your “villain?” Share some details about them as well:
Think of two supporting characters you could include, and name and describe them. These could be people the
sleuth knows, people that will serve as red herrings, or anyone else you think you will want to interact with
your sleuth or villain during the story:
1.
2.
How will you “hook” readers in at the beginning of your story?
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What is your sleuth trying to figure out, in general? What is the mystery? Thinking backwards helps here, so
think of the answer to the mystery, too. It’s okay if this is broad or you come back to change this as you figure
out the clues.
Problem/mystery:
Solution:
In the table below, think of some clues that might lead your sleuth to solve the mystery. Record them on the
left. On the right, record how your sleuth would respond to finding or hearing about that clue- what will they
do?. Feel free to write additional clues beneath the table:
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What are at least two red herrings you could include?
1.
2.
What are at least two ways you will foreshadow? Remember, this can be part of a dialogue, or a subtle hint
that you write into your narrative:
1.
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2.
How will you make the ending of the story satisfying? This is the “big reveal” of the mystery. Describe the
alibis your other characters would have and any other way you would tie up “loose ends”:
Now that you have an idea of how your story will go, fill in any gaps by completing the plot diagram below.
Remember as you draft that your story should have “narrative momentum,” so the plot should feel like it’s
speeding up as it gets closer to the climax. You can achieve this by putting the scenarios based around your
clues closer and closer together as the story approaches the climax. You can “space” out the clues in the
beginning by including more descriptive details or dialogue that helps your readers to better understand the
characters in the beginning of the story. These are just suggestions, however! Feel free to develop the
momentum of your story in other ways. If you run out of room in the rising action for the clues, feel free to
write them in the margins and draw arrows to your diagram.
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(This image is taken from Blank Plot Diagram by Michele Polkowski | Teachers Pay Teachers because I wasn’t
sure how to make the actual line chart.)
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Lesson 3
Planning
State Learning Standards SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and
Identify relevant grade level standards teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas
and Learning Outcomes from the State and expressing their own clearly.
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Target(s) I can critique a peer’s short story.
verb and noun.
on one another!
Grouping Grouping
divided into groups, if applicable The class will begin as a whole group to activate prior knowledge and lead into the modeling for the peer
(homogeneous, heterogenous, random / review.
based on ability, interest, social
purposes, etc.). Students will complete the peer review sheet and initial discussion in pairs; this will allow them the chance to
practice critiquing others’ writing and give an in-depth peer review of their partner’s article.
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I decided to have them complete the workshop in small groups to avoid the pressure of a typical workshop in
which one student reads their work to the entire class and volunteers from the whole group offers feedback.
Workshopping in small groups will help them to build this disciplinary literacy skill for ELA writing
(workshopping) without putting them on the spot. This will also allow more students to receive feedback from
peers than a whole-class workshop would. These groups will be random so that students get the chance to
read stories from different kinds of writers.

-Station Teaching
-Parallel Teaching
-Supplemental
-Team Teaching
Differentiation Content: Advanced students will have different content than struggling students; instead of listening to
Respond to your students’ needs and another example, they will instead revise one another’s revisions
adjust the content, process, product, Process: If students want to see another modeling example from the teacher before beginning either the peer
and/or environment to reach review or discussion, the rest of the students can begin the peer review/discussion while the teacher gives
individual learners based on their more examples to struggling students. If other students finish the peer review early, they should begin
readiness, interests, and learning marking their drafts with the revisions that their partner suggested and swap drafts after every revision; then
preferences (Tomlinson, 2014). Discuss
the peer reviewer can make suggested changes to every revision on their partner’s draft. If the groups finish
planned supports here.
discussion early, they swap copies of their stories and write in suggested revisions, adding onto what they
verbalized. This way all learners will be engaged at all times in a way that suits their ability level.
Product: If the student would rather write comments than give them verbally during discussion, they can
submit these comments to the teacher instead.
Environment: Groups can choose where they would like to sit (silent reading area or at their desks)
Assessment
Formative Assessment Formal formative assessment will be conducted when the teacher collects the peer review sheets (this should
How will you monitor student learning happen after students submit final drafts so they can use the peer reviews to revise.) If students have given
throughout the lesson? Describe detailed feedback for all questions on the worksheet, the teacher will know that they have met the learning
specific embedded and formal target.
formative assessments used in the
For informal formative assessment, the teacher will make note of what student is assigned which letter during
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learning target(s) above. the small group workshop. As the teacher calls out letters for students to give feedback, they should make note
Describe the evaluation criteria for each of whether the student shares a constructive and logical suggestion; if the teacher’s markings indicate that the
formal formative assessment used in this student shared constrictive and logical suggestions for at least 75% of the times they spoke, the student will
lesson. have met the learning target. The teacher will also circulate and observe while students complete their peer
review and ask for thumbs after modeling before they move on.
Summative Assessment This will serve as the “collaboration” portion of the summative assessment.
How will students demonstrate mastery
of the standard? How does this lesson Full summative assessment:
summative assessment? Note: This For this unit, you will be assessed on your ability to read, write, and collaborate about mystery fiction. You will
be assessed at the end of every lesson as a part of this ongoing project, and we will review each portion of the
of the segment.
rubric at the beginning of the lesson so that you know how to succeed. I want to know that you can read
The summative assessment must take mystery fiction, understanding what makes mystery fiction unique; that you can write mystery fiction, using
place by the end of this lesson segment. your knowledge of the genre to construct your own story; and that you can collaborate in a workshop setting
Evaluation Criteria where you provide constructive commentary that can help your peers, (and you can become a better writer in
Describe your summative assessment turn!)
plans for this segment. You will attach Meets Expectations Approaching Needs improvement
your evaluation criteria for the Expectations
summative assessment. Reading Correctly identifies at Correctly identifies 6-8 Less than 6 of the
least 9 out of 10 correct elements and elements are correctly
elements in the mystery provides a logical identified, OR 4 or more
short story and provides explanation for explanations for correct
a logical explanation for identifying each correct elements are not present
identifying every correct element; OR identifies all or do not explain why
element. elements correctly, but student identified the
2-3 more explanations elements they did.
are not present or do not
explain why student
identified the elements
they did.
Writing (final draft) The story incorporates The story incorporates The story incorporates
all 10 elements of 6- 8 elements of mystery less than 6 elements of
mystery fiction, showing fiction, showing that the mystery fiction, showing
that the student student has a vague idea that the student does not
understands how to of how to write a have a clear
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write a mystery story. mystery story. The understanding of how to
The reader can follow reader can usually follow write a mystery story.
the series of plot events the series of plot events, The reader has difficulty
because they are all in a but the sequence is at following the series of
logical sequence, and the some (but not most) plot events, because they
writer includes enough points organized un- are at most points not
descriptive details for sequentially and difficult ordered sequentially.
the assessor to envision to follow. The writer The writer includes very
their story as they read. includes some few descriptive details,
descriptive details, but and the reader cannot
there are too few details envision the story as
for the assessor to they read, at any point in
envision the story as the narrative.
they read at most points.
Prewriting and The student completed The student completed The student did not
Rewriting all prewriting activities all prewriting activities, complete all prewriting
and made at least 5 but made less than 5 activities, and/or did not
revisions (excluding revisions (excluding revise their first draft
grammatical revisions) grammatical revisions) before submitting a final
when rewriting. when rewriting. draft.
Collaborating Feedback was left for all No more than one More than one question
questions on the peer question on the peer on the peer review sheet
review sheet. All review sheet did not did not have feedback.
feedback left by student have feedback. Most Some feedback left by
could be used by their feedback left by student student could be used by
peer to revise their could be used by their their peer to revise their
essay. During discussion, peer to revise their essay, more than 3
student gave at least two essay, but up to 3 comments were vague
comments verbally (on comments were vague and could not be directly
average) for every peer and could not be directly used to improve the
that could be directly used to improve the essay. During
used to revise their essay. During discussion, student gave
essay. Students gave a discussion, student gave less than one comment
response to all, or all but less than two comments (on average) for every
one, groupmate’s (on average) for every peer that could be used
feedback that explained peer that could be used directly to revise their
their viewpoint, instead directly to revise their essay, or all comments
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of just stating agreement essay. Students gave only agreed or disagreed
or disagreement. response to all, or all but instead of offering
one, groupmate’s feedback the student
feedback. At least one of could use to revise their
those responses only essay.
stated agreement or
disagreement.
Describe the presentation of the overall The teacher will begin by explaining that today, students will be workshopping one another’s short stories. To
lesson. activate prior knowledge about the elements of mystery fiction, the teacher will begin by passing back
-Provide details of what you will be students’ highlighted stories/notes from the first lesson. Then the teacher will use a talking piece to conduct a
doing and what students will be doing at whole class review that will flow into the peer review model. When a student catches the talking piece, they
are to come up and highlight one of the story elements in the short story that the teacher has projected on the
board. Once all 10 elements are highlighted, the teacher will project the peer review sheet, and model how the
throughout the lesson. Describe students should fill the sheet in by using the story as an example; it will already have the elements checked off,
expectations for student behavior and so the teacher does not need to read the whole story aloud to conduct the model review.
work at all parts of the lesson. Describe
what you will be doing to support
students during the lesson.
Introduction and Connection to

Previous Learning
● Anticipatory Activity (Hook)
lesson.
● Model concept
During (Lesson Progression) After the teacher model, the students will pair up and fill out the peer review sheet for their partner. Once they
In this portion of the lesson, you will be finish filling out the sheet for one another, they should show one another their sheets and discuss the
letting go and letting students engage in comments they left their partner. They should use the questions on page 76 of This is Disciplinary Literacy to
productive struggle; engaging in gradual help if they aren’t sure how to discuss.
release, inquiry, or other learning
19
methods. Please write what you are After the partners complete their peer review and discussion, students will be placed into random groups of
looking for in terms of: four. All partners should be split up. Each student will be assigned the letter A, B, C, or D. When groups are
● Students’ thinking and how they settled, the teacher should give examples of verbal comments that could be given based on the story from
will start the lesson earlier, as well as examples of ways to respond to someone’s comment. The teacher should give at least 2 good
● Provide appropriate support
examples and 2 non-examples verbally of initial comments and comment responses.
(not explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for Once all students indicate the understand by a show of thumbs-up/thumbs-down, A’s should begin by reading
students to engage in using the their stories, and their groupmates should jot down notes about A’s story as they listen to A read; they can use
academic language. the elements and questions on the peer review sheet for ideas of what to think about as the A’s read, but don’t
This is where you will be suggesting or need to fill out a review sheet. When A’s are done reading and the other students are ready to discuss, the
modeling specific strategies and group should raise their hands and once the teacher acknowledges them, B, C, and D should all give at least 3
helping students choose which strategy constructive comments about A’s story, using what they jotted down and the question starters to help them.
makes sense to them. However, you Each student should offer a response to their peer’s feedback (they are encouraged to add onto this feedback,
must make sure ideas come from disagree, or point out something different instead of just agreeing.) The hand-raising and assigned letters will
students.
allow the teacher to observe every group’s interactions at least once and collect data for the collaboration
portion of the summative rubric. If need be, the groups should be made larger so that the teacher has the
chance to observe all groups. The teacher should listen to each group for at least one “round” to gather data.
This process will continue for the rest of the students until all students’ stories have been read and
workshopped.
Wrap-Up and Extension Once the workshop has ended, the teacher will conduct a brief whole class-discussion. Volunteers should
This is where you have students talk share what they liked about the workshopping activities, or what parts they didn’t like. The teacher may also
about their thinking and share strategies call students by name to ask them what feedback they got today that they plan to take into account for their
with the whole class. It’s important to revisions, if the conversation lulls. The teacher will then explain that over the course of the week, students
name strategies and use academic should revise their story, using the comments their peers gave them to aid in their revision. Students will
vocabulary here, extending the lesson to submit their revised copies as final drafts to be assessed in the summative assessment.
broader ideas.
learners
it.
discussed.
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Instructional Materials, A projector
Equipment and Technology
-All instructional materials must be This peer review worksheet:
created, linked, or attached to this
lesson segment. For example, texts read, As you read, highlight each of these elements as they appear in the story. Place a checkmark next to each story
assignments, worksheets, PowerPoints element if the writer included it. If you checked the box, please describe one thing you liked about how they
wrote that element into the story and at least one way the element could be improved, in the box next to the
story element.
please provide a link or citation to Hook
where the material came from. setting
-Learning targets and details of this crime
lesson CANNOT be borrowed. You must sleuth
write these yourself. villain
Narrative
momentum
Clue trail
foreshadowing
Red herrings
Ending
Did the writer include enough descriptive details for you to picture the story in your head as you were
reading? If not, circle where in the story your partner could include more details, and write possible ideas for
what they could describe there below:
Could you easily follow the series of events? How could your partner make the narrative more clear?
Was there enough dialogue to keep the plot moving? Underline one part in your partner’s story where they
could include, remove, or adjust a portion of dialogue to make the plot of the story flow more smoothly, and
explain why below:
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What other ideas do you have for how your partner could make their story even better? This could be a
suggestion about including something in the plot, another clue they could include, a way to add momentum to
the story, a way they could better develop a character or the setting, etc. Please include at least two
suggestions:
1.
2.
These questions from the book (this can be printed on a half sheet for students to reference or displayed on
the projector. Note that “paper” should be replaced with “story” and “data”/”piece of evidence” should be
replaced with “details”):
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Reflection
Prompt (250+ words): Write a reflection about the following topics at the bottom of your lesson plan template:
Describe where and how your students clearly engaged in the following disciplinary literacy areas: reading, writing, and collaboration. In other words, how does your lesson
plan incorporate disciplinary literacy and allow students to participate in that discipline in authentic ways? How do the activities from your lesson represent reading, writing,
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and collaboration within your discipline?* Use specific examples and details from your lesson plan to explain your thinking.
 *To explain how the reading, writing, and collaboration that occurs in your lesson plans represents disciplinary literacy, use the “shifts” in disciplinary literacy
described in the gray boxes in the chapter as evidence:
o Chapter 2 Reading: pg. 15
o Chapter 3 Writing: pg. 64
o Chapter 5 Collaboration pg. 153
Type your reflection here
 Students are engaging in reading for ELA during this unit. Instead of relying on a general reading strategy, they are learning to read for a
specific literary genre. Learning to read for mystery fiction has an authentic purpose, in that they will be using that skill to not only better
understand any mystery stories they read in the future, but to write their own story. This way of reading also aligns with more discipline-
specific aspects of reading for ELA: by identifying and explaining the setting, sleuth, and villain, for example,, they are learning to “look for ways
that characters, setting, and conflicts may influence the meaning of the text” (Lent 20).
 Students are also engaging in writing for disciplinary literacy during this unit. They are writing something every day that is related to content:
the first day, they are explaining elements of mystery fiction that appear as they read. The second day, they are writing their own fiction, and
the third day, they use writing as a way to help their peers revise and collaborate. They are also engaging in written discourse in place of
discussing content when they fill out a peer review sheet instead of just using the question headers to discuss. Their writing is used as
formative assessment in every lesson, from their element explanations, to their prewriting exercises, to their peer review sheets. The second
lesson that is focused on writing has students engage in ELA-specific writing, too. They are assessed not just on their final product, but how
they use the writing process to help them create that. They are also workshopping in the last lesson, both elements that are identified by Lent
as “exemplary practices for writing in ELA” on page 72. I am also teaching students how to provide effective feedback by modeling how to fill
out the peer review sheet and what kinds of verbal comments to give as feedback. I organized the unit around an essential question and made
sure that they receive targeted feedback that actually “could be directly used to revise their essay” (Breidenbach).
 I also use collaboration that aligns with principles of disciplinary literacy. Much of this is incorporated into the writing process, as explained
above, as I have students provide feedback for one another. I also, however, make sure to use think-pair-share, as identified as a discipline
specific practice by Lent on page 153. I have students begin their first lesson by pairing up and answering questions, including “What are some
mystery stories you can think of?”, and students also begin the second lesson with a think-pair-share to activate prior knowledge about the
elements of mystery fiction. I also make sure to only use brief whole-class discussion, as seen during the wrap-ups of each lesson, where
volunteers are asked to share out specific examples from the day’s activity. Students also do a lot of work in small groups. They are given the
option to work as a small group in the first lesson, but asked to work as a small group on their prewriting and for the verbal portion of the
workshop. This means that students are given the opportunity “to work together to construct explanations” (Lent 153). They also collaborate
in ways that Lent identifies as being “a picture of collaboration in ELA” (160). In the second lesson, students “share ideas in prewriting
activities” (160) by working together on their clusters and the planning sheet in the second lesson. They also “reflect on and respond to peers’
comments and questions” (150) when they respond to one another’s comments in the workshop in the third lesson, and they are also assessed
on that in the rubric. This is an example of a structured small-group format, in which students know when they need to give their responses.
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412 Disciplinary Literacy Lesson Segment

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EDU 412 – Disciplinary Literacy Lesson Segment Template

Lesson Segment Checklist:

Co-Teaching Strategy Co-Teaching Strategy

Introduction and Connection to

Co-Teaching Strategy Co-Teaching Strategy

Who is your “villain?” Share some details about them as well:

How will you “hook” readers in at the beginning of your story?

What are at least two red herrings you could include?

Co-Teaching Strategy Co-Teaching Strategy

Introduction and Connection to

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