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TESOL 507: School, Community, and Family Culture

Global Issues Lesson Plan
Samantha Chella
8 March 2015

Running Header: EXCEEDS

Lesson PROFICIENCY
Analysis and Evaluation
5

READING/RESE
ARCH

Skillfully uses multiple

credible resources (if
applicable)

Skillfully integrates relevant

credible resources (if

applicable).

and sufficient text support or

data from the resources with
accuracy and meaning.
DEVELOPMENT

ORGANIZATIO
N

LANGUAGE/
CONVENTIONS

Addresses the writing task

with a tightly focused and
detailed response.
Skillfully develops the topic
using well-chosen, relevant,
and sufficient facts, data,
concrete details, citations, or
other information and
examples appropriate to the
audiences knowledge of the
topic.
Skillfully organizes complex
ideas, concepts, and
information to make
important connections and
distinctions.
Effectively uses appropriate
and varied transitions to link
the major sections of the text
to create cohesion, and
clarify the relationships
among complex ideas and
concepts.
Provides a gripping
conclusion that supports the
information or explanation
presented (e.g., articulating
implications or the
significance of the topic).
Demonstrates consistent
command of conventions of
standard English (or target
language) in capitalization,
punctuation and spelling.
Skillfully uses language and

Skillfully uses sentences that

Follows standard format for

citation (if applicable).

Shows inherent fluency and

no mistakes.

Capably uses relevant and

Addresses the writing task

with a tightly focused
response.
Capably develops the topic
using well-chosen, relevant,
and sufficient facts, data,
details, citations, or other
information and examples
appropriate to the
audiences knowledge of the
topic.
Capably organizes complex
ideas, concepts, and
information to make
important connections and
distinctions.
Uses appropriate and varied
transitions to link the major
sections of the text to create
cohesion, and clarify the
relationships among
complex ideas and concepts.
Provides an effective
conclusion that supports the
information or explanation
presented (e.g., articulating
implications or the
significance of the topic).

Demonstrates consistent

Capably uses language and

Follows standard format for

citation (if applicable).

Addresses the writing task

with a focused response.
Develops the topic using
well-chosen, relevant, and
sufficient facts, data,
details, citations, or other
information and examples
appropriate to the
audiences knowledge of
the topic.

Organizes complex ideas,

concepts, and information
to make important
connections and
distinctions.
Begins to use appropriate
and varied transitions to
link the major sections of
the text to create cohesion,
and clarify the relationships
among complex ideas and
concepts.
Provides a conclusion that
supports the information or
explanation presented (e.g.,
articulating implications or
the significance of the
topic).
Demonstrates command of
conventions of standard
English (or target language)
in capitalization,
punctuation and spelling;
errors do not interfere with
understanding.
Uses language and tone

Sentences are complete

with sufficient variety in
length and structure.
Follows standard format for
citation (if applicable) with
minor errors.

resources (if applicable).

Inconsistently uses relevant

and sufficient text support or

data from the resources with
accuracy.

appropriate to audience
and purpose.

Capably uses sentences that

are complete with sufficient
variety in length and
structure.

Uses relevant and sufficient

text support or data from

the resources with
accuracy.

command of conventions of
standard English (or target
language) in capitalization,
punctuation and spelling.
tone appropriate to
audience and purpose.

are complete with sufficient

variety in length and
structure.

NOT YET PROFICIENT

credible resources (if

applicable).

sufficient text support or

data from the resources with
accuracy.

tone appropriate to audience

and purpose.

PROFICIENT

4
3
INFORMATIONAL
TEXT RESPONSE
WRITING RUBRIC 2
Makes capable use of
Makes appropriate use of
Makes limited use of credible

Addresses the writing task

with an inconsistent focus.
Inconsistently develops the
topic using well-chosen,
relevant, and sufficient facts,
data, details, citations, or
other information and
examples appropriate to the
audiences knowledge of the
topic.

Organizes complex ideas,

concepts, and information in
a manner that lacks cohesion
(ideas may be rambling
and/or repetitive).
Inconsistently uses
appropriate and/or varied
transitions to link the major
sections of the text to create
cohesion, and clarify the
relationships among complex
ideas and concepts.

resources (if applicable).

Does not use relevant and
sufficient text support or
data from the resources.

Attempts to address the

writing task but lacks
focus.
Attempts to develop the
topic using facts, data,
details, citations, or other
information and examples
that are irrelevant and/or
insufficient.

Has little or no evidence of

purposeful organization.
Has little or no evidence of
transitions.
Provides a conclusion that
does not support the
information presented or
lacks a conclusion.

Provides a conclusion that

attempts to support the
information or explanation
presented.

Demonstrates inconsistent

command of conventions of
standard English (or target
language) in capitalization,
punctuation and spelling;
errors may interfere with
understanding.
Inconsistently uses language
and tone appropriate to
audience and purpose.

Does not use credible

Have some sentence

formation errors and /or a
lack of sentence variety.
Follows standard format for
citation (if applicable) with
several errors.

Demonstrates a weak
command of conventions
of standard English (or
target language) in
capitalization, punctuation
and spelling; errors
interfere with
understanding.

Does not use language

and tone appropriate to
audience and purpose.
Uses sentences that are
incomplete and/or lack
sentence variety.

Does not follow standard

format for citation. Errors
impede readability.

Running Header: Lesson Analysis and Evaluation

INFORMATIONAL TEXT RESPONSE WRITING RUBRIC

Name of Peer Editor: ____________________________________________________________________________________ Date of Edit:

_______________________________________________
Writer of the Essay:
________________________________________________________________________________________________________________________________________________
Overall Score (1,2,3,4): ________
Comments:
1.

How well done was the research? Did the quotes make sense and support their thesis? Was there a clear thesis?

________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
2.

Did the writer develop the essay by organizing ideas and transitioning between paragraphs? Was it easy for you to follow?

________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
3.

Did the writer organize the essay into five clear paragraphs? Did they flow and make sense?

________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
4.

Did the writer use correct grammar and citation throughout the essay? Was there correct spelling and punctuation throughout the essay?

________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
5.

Was MLA format followed in the heading and throughout the paper?

Running Header: Lesson Analysis and Evaluation

INFORMATIONAL TEXT RESPONSE WRITING RUBRIC

________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________

Multicultural lessons are essential to the creation of a culturally responsive learning environment. When building a classroom culture,
the key is to celebrate and recognize the different cultures represented by your students. They bring a wealth of tradition, practices, and
knowledge of their own native culture that can help broaden not only the other students minds, but your own. I feel as though I have learned
so much about the various cultures around the world through the greatest primary source of all: my students. This lesson for global awareness
was designed specifically to teach my students about the contemporary issues in a culture they have never lived in: Pakistan. Relating to
Malala because of her age was the perfect bridge between cultures to help them see that although she lives across the world and the culture
is oppressive, she is still a teenager just like each and every one of them. This discussion of her experience and fight for education opened
many students up about their own relationships with education. One student said she could relate to Malala in that when she lived on the
island of Cape Verde, education was not valued and given freely as it is here in the United States. She said that here, she feels immense
pressure to gain knowledge and earn an education to better herself, when back home she did not. I was glad she felt warm and comfortable
enough to share this with us. Her comments led to a student from the US commenting that he never thought of school in the way he was in
that moment. He said he has always resented being forced to come to school, but seeing it from Malala and his Cape Verdean classmates
points of view, he began to think about how important an education really is. This discussion alone is an ideal showcase of what creating a
culturally responsive learning environment can do to open student minds.
The rubric I created for the global awareness lesson based on Malalas speech about her experience fighting for education directly
targets students to research a topic before responding to it. The first and most influential section of the rubric is devoted to evaluating how the
students researched and gain new information about Malala and the culture she hails from. In understanding her home and the way of life in
Pakistan, students would score higher on the rubric and gain fruitful bouts of knowledge of another culture. The second section evaluates
student development of these researched ideas. Here, I am assessing if what in fact the students do with the new information they find out
about a culture. How do they respond? Does it seem that they have opened their minds and understood a new and diverse perspective of the
world? If so, this will be reflected in the writing response assigned. The rubric then is broken down into writing logistics: Organization of
thoughts and Conventions (grammar, spelling, and general fluency). These last two pieces of the rubric are important for students to practice
in order to assimilate well into communicating formally around the world.
In order to improve this lesson, I would have changed two specific parts of it. I would have allowed for more discussion time and I would
have allowed the response to be more of a narrative connection to the text than research based. The discussion time in class about the speech
was limited in that I wanted to be able to read aloud and have the students watch the speech delivered. In order to give them time to discuss
it in small groups and read and watch the speech, the whole class discussion was shortened. However, the whole class discussion was the best
and most meaningful part of the class! Next time, I may allow for more time to have a discussion as a whole group. Secondly, the writing
assessment itself could be stronger if students connected to it personally. Although I explained the importance of research to a culturally
responsive classroom above, I would have liked to hear my students voices in their writing more. The assignment required them to pick a
specific part of Malalas speech and analyze her, however with a narrative assessment I could have focused the lesson more on their own
connection to Malala. I think that would have made for a culturally rich and connected assignment for the students.
Specific English language learner strategies that were used during this lesson were done through differentiated groups, multiple
content delivery methods, and graphic organizers. I specifically divided students into heterogeneous groups based on their language levels.
The fluent students often fill in the holes in developing students comprehension. Another strategy was the way students were delivered the
content. Students read the speech independently for a base and strong readers, then we read it together and discussed it for auditory learners

Running Header: Lesson Analysis and Evaluation

INFORMATIONAL TEXT RESPONSE WRITING RUBRIC

and to break down the higher level vocabulary terms used, and finally we watched the speech actually being given to cater to the kinesthetic
and visual learners. Finally, when it was time to move from the research/reading and discussion to the writing response portion of the lesson, I
provided students with graphic organizers and sentence stems to help them get started and organize their thoughts.