UMF Unit-Wide Lesson Plan Template

Name: Rebecca Long Program: SMED Course: EDU 460

Lesson Topic / Title: Word Wall Analysis

Lesson Date: 2/15/2022 Lesson Length: 70 minutes Grade/Age: 10

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.

Learning Objective(s) Instructional Decisions / Reasoning

1. Students understand how to present an unfamiliar 1. One of the overarching goals of

topic to a group this unit is to improve students'
ability to present formally and
2. Students can use textual evidence to support a informally. Part of presenting
claim well is understanding the
audience and purpose of your
3. Students can define and form an argument about presentation. The
familiar key concepts/figurative devices from the presentations done in this
text (Dramatic irony, Soliloquy, Gender issues, lesson offer students the
Divine Right of Kings/Chain of being, Foil, Tragic opportunity to introduce an
flaw) unfamiliar topic to a familiar
group with the goal of giving
them a broad understanding of
a subject. This is a skill they
will need often in school and in
most any career they could go
into. These presentations also
give students integral
background information about
the play that contextualizes
certain plot points and themes.

2. This is a skill students will

need frequently in this unit and
in the rest of their English
classes. Being able to support a
claim using specific evidence is
an essential life skill that
everyone needs. It is the
foundation of critical thinking
and therefore crucial to work
on with students. Students will
also have to use textual
evidence in their summative
assessment to rationalize some
of their creative decisions. In
this lesson students will have
to use this skill to make an
argument about two familiar
concepts. Without being able to
quote evidence from the text
students would not be able to
make a strong argument.

Content Standard(s)
ELA.912.R.CS - Demonstrates the ability to comprehend,
interpret, and analyze appropriately complex literary
texts.
ELA.912.S.CS - Demonstrates the ability to have formal
and informal discussions as well as give formal and
informal presentations.
ELA.912.W.CS - Demonstrates the ability to write and
revise writing as well as the ability to complete short and
sustained research.
ELA.912.L.CS - Demonstrates the ability to use content
specific language and more generalized vocabulary as
well as capitalization and punctuation rules.
3. In previous lessons, students
have been connecting these
terms/devices to the play while
we were reading. These
terms/devices are important
for students to know because
they will likely encounter them
in future English classes, and
because they provide insight
into the play’s themes and plot.
Meaning they help students
progress in the goals of the
unit. In this lesson, students’
progress with those
terms/devices will be assessed.
They will be asked to apply
these familiar concepts to
sections of the play we have
never discussed together. The
results of this activity will
determine how much more
work we need to do with these
concepts.
Instructional Decisions / Reasoning
These four standards are Mt. Blue
High School’s principal English
standards. This means that these are
the standards I'll be grading students
using. They are also based off of the
Maine Common Core Standards and
therefore are developmentally
appropriate for the sophomores I
designed this lesson for. They also
align with my four unit goals and the
objectives of this lesson.
Specifically, standard ELA.912.R.CS is
appropriate for this lesson because
students are doing an activity where
they have to analyze passages from
the class text: Macbeth. Shakespeare
plays are required to be taught
according to the MCCS, so therefore
they should be considered an
“appropriately complex literary text.”
In order to analyze the passages for
this assignment, students will have to
understand them well enough to form
an argument about them, and in the
act of forming an argument they will
also be interpreting what they read. In
doing this students are also working
toward goals one and two of the unit
because the terms/devices relate to
the themes of the text and many of the
passages invite students to make a

Assessment - Uses assessment flexibly to expand and deepen understanding of learner
performance and determines best supports for continued learner growth.
Assessment
Formative: The formative assessment for two of the goals
outlined above is occurring in this lesson. The word wall
analysis activity is meant to assess students’ skills in
using textual evidence and defining and forming an
argument about familiar key concepts/figurative devices
from the text.
Formative: Students’ Games based on Books
presentations, an assignment where students choose a
game to research that was inspired by literature. They
claim about character.
Standard ELA.912.S.CS is suitable for
this lesson because students are
giving presentations at the start of the
class. It is also suitable because
students will be conferencing with me
while they work on their word wall
analysis activity. I walk around the
room and assist students who need it,
and being able to ask productive
questions and clarify through
discussion is an important skill in
informal discussion. It is also
something students will need the
ability to do in their life outside of
school.
I chose standard ELA.912.W.CS
because students are showing their
writing abilities in their presentations,
and in the word wall analysis activity.
During conferencing students
frequently have to revise their writing
based on my feedback too. They also
had to do a pretty extended amount of
research for this project because they
had multiple topics they had to find
information about.
Standard ELA.912.L.CS was chosen
because students would be using
content specific language in their
word wall analysis activity (Dramatic
irony, Soliloquy, Foil, Tragic flaw).
They would also need to use
transitions, formal/academic
language, proper mechanics, grammar,
and other language, vocabulary, and
language rules in the activity. They
will also have to show mastery of
these in their presentations.
Instructional Decisions / Reasoning
Formative: Students have been
working up to using these terms and
devices on their own for the past few
weeks. They learned what the
terms/devices were at the start of the
unit, applied them throughout the text
multiple times as we read, and started
to make arguments about why a
passage fit with a certain term/device.
I felt like they were ready to be tested
first research the game, then the literature, then list the
ways the game did or did not incorporate the source
material.
Summative: The final assessment for this unit is a “pitch”
students will make about a game they’ve created based
off of Macbeth.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise
in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.
on whether they could use them on
their own. I also needed to be able to
tell at this point how much more
instruction I needed to do on these
because we were nearing the end of
the unit. This assignment would also
act as a good marker for how
prepared students were to do analysis
and use textual evidence in their final
project.
Formative: Students’ presentations act
as a way to assess their ability to give
formal presentations and research
effectively. Specifically, their ability to
present a topic the audience has no
prior knowledge about successfully.
Researching for the purpose of giving
a comprehensive introduction to
something is a skill students have
been working on and will continue to
work on in the unit. This is also a part
of a standard students have to meet.
The overall purpose of this
assignment is to familiarize students
with how games based on other media
integrate their source material, and
how they function in general. They
will need to do this for their own final
project, so this will act as a model for
them. This also will introduce
students to a variety of game types
and mechanics that they could use on
their final project.
Summative: Learning objectives one
and two will be assessed in this
project. Students will have to present
their game to an audience who knows
nothing about it. They will also be
asked to use at least five quotes from
the play to rationalize some of their
creative decisions. It is likely that
objective three will also be able to be
assessed in some way because many
of the key concepts listed are integral
to the plot thematically. This means
that students will probably use them
in their game’s plot somehow.
Materials, Resources, and / or Technology
Students’ reader/writer notebooks (RWNs)
A whiteboard & a whiteboard marker
A projector
Teacher’s laptop
Google Classroom
The assignment description for the unit’s final project
Word wall analysis assignment
Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make
learning accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
Students will present their video game research projects.
During presentations students will write either three
interesting facts, surprising things they learned, or
thoughts they had from each presentation in their RWN’s.
(20 minutes)
Introduce the unit's final project. A game pitch based on a
Macbeth adaptation. (10 minutes)
Word wall analysis assignment (40 minutes)
Instructional Decisions / Reasoning
Students’ reader/writer notebooks
are needed so that they can write
either three interesting facts,
surprising things they learned, or
thoughts they had from each
presentation down. This helps them
practice active listening, and keeps
them engaged while their peers
present.
A whiteboard and a whiteboard
marker are needed because the
agenda for the day, the homework
due, any important reminders, our
terms/devices, and the directions for
the RWNs are put on the board for
everyone to have available.
The projector and teacher’s laptop are
needed to put students’ presentations
up. They are also both needed to put
up the assignment descriptions while
we go over them. This is also why
Google Classroom is needed because
all student work, assignments, and
assignments descriptions are on
Google Classroom.
The assignment description for the
unit’s final project is needed because
it is approaching the time when
students should start on it, so it needs
to be introduced.
Word wall analysis assignment is
needed because it is the main activity
for the day’s lesson.
Instructional Decisions / Reasoning
For the past few lessons, students
have been spending the first 15-20
minutes of class either presenting
their research on a game inspired by
some form of literature or listening to
someone present. I consider routine
and having diverse activities
extremely important, so starting class
with a few presentations and then
moving on to something else is my
way of doing this. Plus, it seems to
encourage students to turn in their
work on time because they know they
could present on any day. This is also
a time that students can practice
formal presentation with a target
audience in mind, which is a goal of
this lesson, the whole unit, and a
standard they have to meet. On the flip
side, there is also a listening standard
which is targeted by the active
listening and notetaking students have
to do during presentations. There is
also a media standard, which includes
presentation design and use of
graphics which is something students
had to consider for their presentation

I chose to introduce the final project in

this lesson because we were nearing
the end of the play. I wanted students
to be able to think about what
elements of the play they wanted to
integrate into their game while we
were reading. I also wanted them to
have plenty of time to work on the
project. This lesson was
approximately two and a half weeks
before the project was due. This would
give them plenty of time to ask
questions, work in class, and get
feedback.

This assignment was given as a way to

judge students' progress on our word
wall terms/devices. We had been
working on them for weeks and I
wanted to assess where students were
with them. I also wanted to see
definitively if students knew how to
use textual evidence to support a
claim. This is something I knew I
would be asking them to do in the final
project, so I needed to see, more than I
had from their other work, how skilled
they were. It was also a way for me to
see how confident students were in
decoding the language of the play. As
they were working, I went around the
room to answer questions and assist
where needed. This conferencing also
helped me significantly to see where
students were with all of these
skills/goals. Important to note, is the
fact that this was a timed assignment.
It was due at the end of class, unlike
most assignments, partly because I
thought it would be a quick
assignment and partly because I

Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
Reading all directions and all parts of the
assignment out loud.
Continually rewording directions/instructions
Having an agenda
Putting all instructions/assignments on Google
classroom before class
Extended time
Going over the final project early
Field Courses Only – Post lesson
wanted to see how much students
could accomplish in 40 minutes.
Instructional Decisions / Reasoning
I make sure to read all of the
instructions I give out loud, so
students can hear them as well as read
them. This makes sure that there is
little room for confusion, and targets
auditory learners.
Continuously rewording all
instructions ensures there are as few
misunderstandings and unclear
expectations as possible.
Having a daily agenda creates a
routine that students can depend on
which is important to building a
positive classroom environment. It
also helps keep the lesson on track
and lets students know what to expect
from the class.
Having an established place where all
directions, activities, and assignments
go lets absent students stay caught up.
This makes it possible for students to
have access to everything we’ve done
after the fact too. In case they need to
make revisions or need extended time
to finish something. It also allows
students to check what they’ll be
doing in class before they come in
making them feel more secure and
prepared. Some students benefit
significantly from knowing what to
expect from a class. This is also why
the final project was outlined weeks
before it was due. Setting expectations
and allowing students to mentally
prepare is key to success.
This assignment was due at the end of
class, but many students needed or
would have benefited from having
extra time, so they received it. Some
students need more processing time
to perform to their best ability.
Reflection

This lesson did not go as planned. The presentations went well and so did
introducing the final project, but the word wall analysis had unexpected results. I
quickly realized as I was going around the room and as students were handing
work in that they were missing parts of how analysis worked. Many students
weren’t using textual evidence and then almost all of them weren’t explaining how
the evidence they used supported the argument they were making. Pretty much
everyone had a solid handle on how to make a claim or craft a thesis, but really that
was about the only part of analysis they were strong in. I’ve already begun planning
a lesson for the next class about the basics of analysis. There is no way students
will be ready for the final project or the next unit if they don’t have this skill. I’ve
also decided to put more weight on using textual evidence into the smaller weekly
assignments students do, so they can get some practice in. We’ve been so focused
on reading and research that I didn’t realize a lesson on this was so needed. The
good thing is that students are mentioning parts of the story; they're just not using
them purposefully or integrating quotes.

I think that giving students more freedom in what sort of responses they could put
in their RWNs was a good idea. At first there were some clarification questions but
afterwards students seemed to appreciate having more options. It could have just
been breaking up the monotony of always doing two interesting things that caused
the change though. I’m curious to see if the responses vary widely from what they
usually put or not. I saw one student doing a drawing which I’m excited to look at.

I’m finding more and more that spreading the presentations out across multiple
days is really working. Not only does it create a good routine and keep the class
from feeling drawn out, it also gives the students who take more time to get things
in the chance to present. There is a lot of late work that comes in and when we do
all the presentations at once a lot of students don’t ever present their work.
Considering that presentation skills is one of the goals of the unit and a main
standard for students, it's really important they get the chance to show their ability.
Late work is a whole conundrum.

Something that I think could have gone better today was introducing the final
project. It didn’t go horribly, but it was hard to get students to focus. It was a high
energy day and this group is particularly susceptible to distraction. I ended up
having to repeat myself a lot, tell students to quiet down, and answer a lot of
questions that I gave the answers to in my run down of the assignment. On the
bright side, students seemed pretty excited to be able to make their own game.
Funnily enough, a few of them seemed shocked that I even knew what video games
were.

Teaching Standards and Rationale

Standard # 6 Assessment
​"The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to document learner progress, and to guide the teacher’s on-going planning and
instruction."

Indicator L: "Knows how to analyze assessment data to understand patterns and gaps in
learning, to guide planning and instruction, and to provide meaningful feedback to all learners."

Rationale: This artifact shows my understanding of multiple methods of assessment because in

the assessment section of the lesson plan I list three different methods of assessment that I used
for various purposes. For example, the word wall analysis activity was used to see if students
were understanding the terms/concepts/devices they connected their reading in class to well
enough to use on their own. The Games based on Books presentations, an assignment where
students choose a game to research that was inspired by literature, was used to evaluate
students ability to give formal presentations and research effectively. Then, the summative
assessment, a “pitch” students gave about a game they created based off of Macbeth, was used to
document learner progress in the four learning goals of the unit at its closing. By listing these
three very different forms of assessment and explaining their use in the instructional reasoning
section of the lesson I proved that I know how to use different methods of assessment to engage
students and record their progress. This lesson plan and the assessments in it also show that I
can use assessment data to inform my planning and modify my instruction. In the reflection
section of the lesson plan, I chronicled how the word wall analysis activity revealed massive gaps
in students learning regarding analysis. I also mentioned how I immediately shifted my plans for
the next lesson because of this and planned an entire class about how to do analysis. I also went
into each student's assignment and gave them comments on their Google doc for what they
specifically could improve on to make the upcoming lesson all the more meaningful for them. In
the end, this lesson plan shows that I can use assessment on a lesson to lesson and unit wide
basis to inform my practice, see gaps in student understanding, engage learners, and provide
worthwhile feedback.

Standard # 9 Reflection and Continuous Growth

“The teacher is a reflective practitioner who uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and actions on others (students, families, and
other professionals in the learning community), and adapts practice to meet the needs of each
learner.”

Indicator L: “Takes responsibility for student learning and uses ongoing analysis and reflection
to improve planning and practice.”

In this lesson, I took responsibility for student learning by recognizing that they were missing
skills that I assumed they had and planning to rectify that. The word wall analysis assignment I
gave students as a part of this lesson showed me that much more work was needed to get
students' analysis skills up to where they needed to be for the final assessment. Knowing this, I
changed my plan for the next class and immediately created a lesson that would help students
understand the basics of analysis. In doing this, I also reflected on how to improve my planning
and practice because I realized that I should have tested students on these skills more
comprehensively that I had before this point in the unit. I also utilized the presentations at the
beginning of class to assess students' skill levels in the various goals of the unit and plan my
future instruction based on that. Even presenting the unit’s final project weeks early as I did in
this lesson showcased how I take responsibility for student learning. It does this because it
illustrates that I knew to prepare students the best I could for their final assessments I had to
introduce it early enough for them to generate ideas while reading and brainstorm extensively.
Overall, I used the evidence this lesson provided me to reflect on how my choice of activity
revealed gaps in students' understanding and take responsibility to adapt my practice to fill
those holes.