EdTPA lesson plan for mini lesson

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #__1___

Course:

 

1. Teacher Candidate	Mackinzi Archer	Date Taught	March 15, 2017
Cooperating Teacher	Sean Agriss	School/District	N/A
2. Subject	English Language Arts	Field Supervisor	N/A
3. Lesson Title/Focus	Character roles and their impact on Elie for the book Night.	5. Length of Lesson	20 Minutes
4. Grade Level	11th-12th

 

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-Literacy.SL.11-12.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
7. Learning Objective(s)	Given the book Night, students’ will analyze three characters from the book by writing out their answers on the worksheet.   I can fully comprehend the character roles of Elie (Eliezer), Moishe the Beadle, and Elie’s father.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Vocabulary: Students’ will need an understanding of the words characterization, importance, faith. Function: Students’ will analyze and answer the questions that come with their character. Discourse: Students’ will participate in a discussion in small groups, then again in a large group. Students’ will be read the objective and then turn to their neighbor and describe in their own words what it means to them. Syntax: Students’ will be put in groups of three and each group will be given a character and along with their character will come a worksheet: they will turn their worksheet in at the end of the class period.

 

9. Assessment Students’ will be formatively assessed be filling out their characterization worksheet. This will be a formative assessment. The students’ will hand this worksheet in at the end of the class period. Students’ will also be assessed by participating in small and large group discussions. Students’ will also be asked at the beginning of class to share with their neighbor on what they think the objective means to them. Then, at the end of the class period the students’ will be asked to put a thumbs up or thumbs down if they met the objective for the day.

**Attach** all assessment tools for this lesson

 

10. Lesson Connections

1.    Prior learning for this lesson is by reading the book Night so the students’ can be prepared for this lesson. Also, prior learning is we have already had a discussion on what the theme is throughout this book and how faith shows up in this book. 2.    Future learning for this lesson will consist of writing a summative assessment paper on the book Night. 3.    Students’ can have this worksheet on characterization when they start writing their papers for a reference. 4.    Research: Gallagher, Kelly, and Richard L. Allington. Readicide: how schools are killing reading and what you can do about it. Portland, Me.: Stenhouse Publishers, 2009. Print. 5.    I am using this source for my teaching because I want my students’ to be strong independent readers for their future. This gave me great ideas and strategies for how I can use this during my lesson plan.

 

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction   1.    Put objective sheet up on the board. 2.    Have a student read the objective to the class. 3.    Also have a different student read the I can statement. 4.    The students’ will share with their neighbor what the objective and I can statement means in their own words. (5 minutes or so) 5.    The teacher will bring the students’ back together. 6.    The teacher will explain that since they have finished the book Night and have talked about the theme the day before (faith) so we are going to work on the characterization of characters. 7.    I am going to have my students’ number off in 1’s, 2’s, 3’s, and 4’s to get into groups. (1-2 minutes) 8.    Once they are in their groups I will assign them their character and give them their worksheet. 9.    I will ask a student to read the directions on the worksheet. (1 minute) 10.  I will give them time to fill out the worksheet as a group. (8-10 minutes) 11.  Once I notice they have finished it in their small group, I will bring them back to their large group. 12.  Each group will share what character they had and also the answers to the questions on the worksheet. (5 minutes) 13.  We will discuss each character and ask questions to why those are the answers. 14.  After we have finished our discussion I will ask my students’ to put up a thumbs up or a thumbs down to if they met the objective for the day. (1-2 minutes) 15.  Class dismissed.
Teacher’s Role: ·         Put objective sheet up on the board. ·         Ask a student to read the objective and I can statement out loud to the class. ·         Ask the students’ to share with their neighbor what the objective means to them in their own words. ·         Bring the students’ back to a large group. ·         Explain to the students’ since they just finished the book Night we are going to look at the impact that certain characters have on one another. ·         Number off students’ in 1’s, 2’s, 3’s and 4’s for groups. ·         Get students’ in groups and direct them where to go. ·         Once they are in groups I will hand out their worksheet and assigned character. ·         Ask a student to read the directions on the worksheet. ·         They will each fill it out as a small group. ·         Once I have noticed they have finished the worksheet, I will bring them back to the large group. ·         Each group will share what character they had and the answers to the questions. ·         Students’ will ask any questions they may have. ·         I will ask my students’ to hold up a thumbs up or a thumbs down to if they met the objective for the day. ·         Dismiss students’.	Students’ Role ·         One student will read the objective and I can statement out loud to the class. ·         Students’ will discuss with their neighbor about what the objective means in their own words. ·         The students’ will come back together as a large group. ·         The students’ will be told that they are going to be going over characterization and the impact characters have on one another. ·         The students’ will number off in 1’s, 2’s, 3’s, and 4’s to get in their groups. ·         When they get in their groups they will be given their character and their worksheet. ·         A student will read the directions aloud to the class. ·         They will fill this out with their small group. ·         Once they have finished the worksheet they will come back to a large group. ·         Each group will share which character they had and the answers to their questions. ·         Students’ will ask any questions they might have on another characters. ·         Students’ will hold up a thumbs up or a thumbs down to if they met the objective for the day. ·         The students’ will be dismissed.
Student Voice to Gather Students’ are showing their own learning by filling out the characterization worksheet by determining the impacts on Elie. Students’ are also showing their learning by participating in a class discussion. Students’ will be pointed out the objective for the day. The students’ need to participate in the class discussion and fill out the characterization worksheet in order to meet the objective for the day. Students’ will be asked to give a thumbs up or a thumbs down to if they met the objective for the day. Students’ will be asked to participate before they can leave for the day.  They will have their characterization worksheet to look back on as a resource if they need it.   The characterization worksheet is something the students’ can look back on and see what these answers are and this will come into play towards the end of the unit when they write their paper.

 

12. Differentiated Instruction

Plan Student interests: This assignment is good for all students’ because they get to examine a certain character and really dig deeper into how the faith effected them. Students’ will get to work in groups and collaborate with one another. Student needs: There is a legally blind student in our classroom so we will make her worksheet bigger by making a different copy with larger font. She wouldn’t be able to see the original worksheet if it was given to her. Learning styles and modalities: The students’ will use auditory learning by listening to the teacher read the objective for the day. The students’ will use their writing skills by writing out their answers to the worksheet in a small group. The students’ will also use auditory learning by holding up a thumbs up or thumbs down after the teacher has asked them how well they met the target for the day.

 

13. Resources and Materials

Plan Computer so I can put the objective and I can statement up on the board. Students’ will need a pencil. The teacher can provide this for the students’ if they don’t have any. The novel Night.  The characterization worksheet. The students’ can use the computers to research what characterization means if they need extra help. Reference: Wiesel, E. (2013). Night. New York, NY: Hill and Wang, a division of Farrar, Straus and Giroux. Gallagher, Kelly, and Richard L. Allington. Readicide: how schools are killing reading and what you can do about it. Portland, Me.: Stenhouse Publishers, 2009. Print.

 

14. Management and Safety Issues

Plan ·          I want to make sure my students’ are respectful of one another and not disrupting others learning. ·         If the students’ have their cell phones out, they will be taken till the end of the period. ·         If any student doesn’t want to participate in the classroom discussion or do the characterization worksheet for the day, the student can spend their class period in the in school intervention room for the rest of the period. I will roam the room to make sure my students’ are staying on task and not disrupting others learning.

 

15. Parent & Community Connections

Plan I will interact with my students’ parents by calling home and letting them know how their student is doing. Also, there will be a newsletter that goes home to the parents before every unit to let them know what to expect when their students’ bring home their work and what they can help them with. I will ask my parents to sign the newsletter and give it back to me so I know that they have seen it. The community will be involved by having someone from the community who is in the Armed Forces come in and talk as a special guest to show my students’ what it’s like to be a hero.