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The following pages have tools for assisting TCs with lesson planning. As TCs are planning, it is
important that they not only plan lessons with the concepts assessed in the edTPA in mind, but
they also need to make sure there is an alignment of content; strategies and skills taught with the
assessments they use; performance indicators as listed in the DECA-UT, specifically, disposition
4 -- Resourcefulness and Organizational Development, and disposition 6-- Awareness &
Thoughtfulness on Lesson Delivery.
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Teacher
Candidate:
Carlos 8omero
Date Taught:

Cooperating
Teacher:
uan 8elnholdL
School /
District:
erez LlemenLary/299
Grade:
7Lh
Field
Supervisor:
ur. odsladllk
Unit / Subject:
Language ArLs
Lesson Title /
Focus:
Where l'm lrom: undersLandlng how our envlronmenL shapes who we are
and Lhe declslons we make.

I. Prior Knowledge and Background of Students
Think about the following questions as you brainstorm and complete your lesson plan. These are
questions you should be aware of as you formulate your lesson plan. You do not need to answer
these below; rather, consider and weave these into parts I, II, II, and IV of the lesson plan.

What prior knowledge, skills, and academic background do students bring to the lesson?
Consider previous learning experiences and assessment data (e.g., see part IV below from
previous lesson). What evidence will you be able to provide for these?
Students will bring their own knowledge of the Pilsen neighborhood and their unique experiences
living there. Students have also used Character Matrixes for the book The Outsiders, to plot
characters based on inferences drawn from the book. Students also had to cite textual evidence to
support their character placement on the matrix.


INSTRUCTIONS: Using guiding questions relevant to this lesson, describe your plan and its rationale in each of the
following planning areas. Refer to Appendix A for a list of guiding questions.

II. Lesson Rationale (Why?)
Learning Goals and Focus (What students will be able to do):
-Students will be able to analyze lines of dialogue or incidents in a story.
-Students will be able to identify aspects of a character and his/her actions based on lines of dialogue
or incidents in a story.
Common Core State Standards:

RL.8.3 Analyze how particular lines of dialogue or incidents in a story propel the action, reveal
aspects of a character, or provoke a decision.




Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve
problems):

Analyze, dialogue, incident, propel, aspects, provoke, characteristics, aspects

Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and
subject specific word meanings/ Syntax- organizing words and phrases into structures- graphs,
sentences, formulas).

Wandering, officious, recite



III. Instructional Strategies and Learning Tasks (How?)
Aligned with learning focus and state standards
Aligned with student learning needs of individuals and whole class
Aligned with student academic development, social/emotional development, experiences
and/or interests.
Aligned with the language demands of this lesson.
Built on each other in ways that create a progression of learning through which
students can monitor their own progress toward the learning focus.


Time " Learning Activities - What learning
activities do you have planned for
the students Note: these describe
what may transpire during a
teacher-directed lesson; not all
lessons and content areas have this
sequence of activities
Purpose

[Estimate
time to
complete
each
activity]






Orientation/Engagement/Motivation:
(Introduction of the topic: making connections)
Teacher will activate prior knowledge
by reminding students of the character
matrix they completed, where they
plotted characters from two different
social class groups the Soc and
Greasers from the novel they are
currently reading, The Outsiders.
Teacher will have students think
about the characteristics that made up
the characters from these two
different social class groups.
Teacher will then have students look
at some images on the board of the
Site guiding questions that you will ask
the students, into this section
Orientation/Engagement/Motivation:

Do you all remember the character
matrixes you did for Mr. Reinholdt where
you had to plot characters from The
Outsiders?

Now think about the characteristics that
made up the Soc and Greasers and where
you decided to place them. Most of you
probably placed the Greasers at the
bottom and the Socs at the top.

Can someone give me some
characteristics or aspects that may
neighborhood of Pilsen, and then ask
students to brainstorm amongst their
clusters, for about a minute,
characteristics that would make up a
unique social class group named the
Pils after the neighborhood of
Pilsen.
Teacher will then use a mind map
with the social class group Pils in
the center, to begin jotting down
student ideas of what would make up
such a social class group, based on
their own experiences in the
neighborhood.
After having some general aspects of
the social class group Pils, teacher
will explain to students how we now
have a general sense of what a
character in Pilsen might be like, but
that we all still have our unique
experiences in Pilsen. Teacher will
then give the example of how Dally is
not necessarily the same as Pony boy,
although they are both Greasers.
Teacher will then introduce the goal
of the lesson plan, which is for
students to analyze how lines of
dialogue or incidents in a story reveal
aspects of a character and his/her
actions.
Presentation/Explicit Instruction:
Teacher will hand out copies of the
Where Im From poem by Willie
Perdomo, and explain to students how
in reading this poem they will be able
to analyze the authors dialogue and
incidents in his poem to reveal
aspects of his character and actions.
Teacher will hand out a graphic
organizer to each student, and explain
how it will guide them in analyzing
particular incidents in the poem that
reveal aspects of his character, as well
as his actions.
Teacher will begin to read the poem
aloud, while walking around the
classroom to make sure all students
describe a Greaser?

Now Imagine that Ponyboy was visiting
the neighborhood of Pilsen, and we had
our own social class group called the
Pils?
What aspects/characteristics might a Pil
have?

Okay, good, these are some good general
descriptions, features, aspect and
characteristics of what a character may be
like in the social class group the Pils.

Does this mean that everyone in the
neighborhood of Pilsen may be this way?
Think about how far apart you plotted
Dally from Ponyboy in our character
matrixes, even though they are both
Greasers. What separates the two?
Does this mean that we can still have more
unique aspects/characteristics than the
ones we used to describe our Pils social
class group?
Wonderful, that is exactly our goal today,
to analyze (examine closely) how lines of a
dialogue or incidents in a story reveal
aspects of a character and his/her actions.

Are we confused about our goal? Who can
tell me what our goal for today is?

Presentation/Explicit Instruction:

So, what do you all think were about to
do with this poem?

Has anybody ever been to New York? The
author is from the Bronx, New York.

If not, can anybody guess based on your
prior knowledge of what life may be like in
the Bronx, New York?






are following along.
Once Teacher has read the poem, he
will then re-read up until the third
stanza and explain to students how he
notices an incident already, and how
he will add Puerto Rico stays on our
minds when the fresh breeze of caf
con leche y pan con mantequilla
comes through our halfopen
windows under the Where Im
From box and next to the Three
Things I Smell box on the graphic
organizer, which will be displayed on
the Elmo. I will then explain how this
incident, revealed an aspect of the
author, which is that he has a
connection with Puerto Rico and so I
can infer that he may be Puerto Rican.
Teacher will model how to add this
characteristic under the What Does
this Say About Who I am? box.
Structured Practice/Exploration:
Teacher will ask a student volunteer
to read up to the end of the fourth
stanza. Teacher will ask another
volunteer to try to find another
incident that may reveal aspects of the
author. Teacher will expect student to
select lines such as, babies fall
asleep to the bark of as German
Sheppard named Tarzan[who]
learns quickly to ignore the woman
who tells her man to stop slapping her
with his fist and describe it as
another incident that we can add to
our graphic organizers. I will ask
student to come up to the Elmo and
write this incident on the graphic
organizer. Teacher will ask the class
of how this incident may reveal
aspects of the author. Teacher will
then ask for another volunteer to
share what s/he thinks the incident
reveals about the author. #$%&'$(
)%* $+,$&- %./0$(/ 123$ 4the author
may not get a good night sleep or
perhaps he is exposed to a lot of
violence. I will then ask the student
to come up and add these aspects of
the character to our graphic organizer
on the Elmo.
Teacher will then have a student
volunteer read the fifth stanza and








I notice an incident already, do you all see
how I read and then stopped to write it in
my chart?

Now I will think about what aspects of the
character might this incident reveal.






Structured Practice/Exploration:

Can someone please read the fourth
stanza?

What incident in this stanza might we be
able to use to reveal aspects of his
character?

Good, can you please come up and write
in our class chart.

What aspects/characteristics does this
incident reveal about the character?
How do we know? Can we find evidence in
that incident?

All right, can someone please come up and
wrote those aspects/characteristics in our
chart.






have the student try and locate an
incident that may reveal more aspects
of the author. I will ask another
student to come up with aspects of the
author that we can add to our graphic
organizer on the Elmo.
Teacher will be using guiding
questions to help students locate
incidents in the poem and aspects of
the character based on those
incidents.
Guided Practice/Feedback:
Teacher will then allow students to
work with a partner to complete the
rest of the graphic organizer.
Teacher will be walking around to
make sure students have copied down
the class examples on their graphic
organizers thus far.
Teacher will also be making sure that
students are taking turns reading each
stanza locating incidents and making
appropriate inferences about the
aspects of the author based on the
incidents they selected.
Independent Practice/Application:
Teacher will have students write their
own Where Im From poems,
describing incidents in their own
neighborhood.
Teacher will have them complete a
new graphic organizer for homework,
locating incidents in their poems and
making inferences on aspects of
themselves based on those incidents.



Can I please have another volunteer to
read the fifth stanza?
Who can identify an incident in this
stanza?
Can anybody tell how this incident reveals
aspects of his character? What evidence
can you find in the text?








IV. Assessment (How do you know?)
Assessing learning (product and/or process) during lesson
Encouraging students to self-assess their own learning
Assessing learning (product and/or process) at end of lesson
What do these assessments say to you about next steps/ future lessons


Formative Assessment:
Teacher will be formatively assessing during the beginning part of the lesson by assessing whether
students understood the goal of the character matrixes they completed in a previous lesson. While
students are having conversations in their clusters about the characteristics of a unique social class
group named Pils, teacher will also be assessing whether students understand how their experiences in
Pilsen allow them to create aspects of a Pils social class group. Teacher will be assessing whether
students understand the goal/objective of the lesson plan by asking them and a volunteer student to
restate it. Teacher will assess during the middle part of the lesson by asking students if they have ever
been to New York, if not, teacher will ask students what life may be like in NY, to see if they have any
prior knowledge of the setting the poem will take place. Teacher will also assess while modeling the
first example to see if students understand how I located incidents and aspects of a character. Teacher
will ask student volunteers to model a couple of more examples. Teacher will assess whether students
understand how to locate incidents and aspects of a character. At the end of the lesson, teacher will be
monitoring students to assess whether they are able to work with a partner to identify incidents that
reveal aspects of a character.
Summative Assessment:

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V. Instructional Materials, Resources, and Technology
What materials will you need in order to teach this lesson?
" What materials will students need?

Images of Pilsen
Elmo
Graphic Organizer
Willie Perdomos Where Im From poem.