Name: Rebekah Sabo __________________________________________________________ Date: 14th March, 2015____

Lesson Plan Format

Category

Criterion
Name of Course/Class: 7th Grade Language Arts

Background
(4 parts)

Grade Level: 7th Grade

Technology/Resources/Materials: The following resources will be used to help assist in the understanding of the instructed materials:

Smart Board

IPads or the equivalent of such

Headphones

Internet access for various websites/video steams

Paper

Pencils/highlighters

Notecards
Technology Resources/Websites Utilized:

YouTube (introductory video)

Quizlet (review of literary devices)

Prezi (presenting directions)

Readthinkwrite.org Comic Creator

Readthinkwrite.org Interactive Checklist

Scholastic.com (rubric generator)

Accommodations/Modifications: The following modifications may be made to assist in the understanding of the instructed materials:

Provide larger print option while reading text

Use graphic organizers to further a students understanding of the assignment

Break students into small groups for easier instruction

Provide alternative variations to the assignments

Restate, reword, or clarify directions

Extend time for writing assignment

Essential Questions: How do literary devices help improve our quality of writing?
Orient the leaner:
(4 sections)

Objectives: Below are the objectives stated in ABCD format:

A Audience: 7th grade Language Arts students

B Behavior: Students will be able to demonstrate at least two literary devices by incorporating them into cartoon comic
strip.
C Condition: Students will be in the classroom, given an IPad or tablet equivalent, have the prompt for the assignment and
have access to notes previously taken.
D Degree: Students will be evaluated on correct grammar, spelling and sentence structure of the comic strip.

Standards: In relation to the New Jersey Common Core Standards for English Language Arts, students will be:
Asked question and challenged to recall previous knowledge they have read
Use critical-thinking, problem-solving, and analytical skills to advance in their knowledge of literary devices
Interdisciplinary Standards: In adherence to the New Jersey Common Core Standards for 7 th grade writing, students will:
CCSS.ELA-LITERACY.W.7.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
Anticipatory Set/Hook/Daily Review: Introduce the assignment with the video Literary Devices in Pop Culture
(https://www.youtube.com/watch?v=U_pxfifB6Co)
Instructional Design:
(8 events)

Input/Modeling or Present Information:

Review literary devices by using Quizlet and having student answer what each literary device means.
(http://quizlet.com/6370798/literary-devices-7th-grade-english-flash-cards/)
Show Prezi presentation outlining the directions and steps needed to complete comic strip. (http://prezi.com/business-8/?
gclid=COf0gvbNqMQCFdgLgQod4nAA2Q)
Check for Understanding/Provide Learner Guidance:
Provide sample of comic strip (http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator30021.html)
Provide a check list for grammatical/spelling as well as peer review.
(http://www.readwritethink.org/files/resources/printouts/Editing%20Checklist.pdf)
Guided Practice with coaching /Elicit Performance:
Pair-and-share, revisiting the checklist they used earlier to assess each others work through peer review.
Independent Practice/Provide informative feedback:
Evaluate student through the use of a pre-made rubric tailored specifically to the assignment.
(http://teacher.scholastic.com/tools/rubric.htm)
Closure: Together as a whole class further discuss the following questions:
What did you feel you learned from todays activity?
What did you feel was difficult about todays lessons?

What was your a-ha moment for today?

Assessment: The assessment is the comic strip completed within the class period as well as the final closure discusses to summarize the
activity and review the concept of literary devices.
Enhance/Transfer: This assignment will transition into the next assignment of writing a short descriptive paragraph as well as help
transition into informative and persuasive forms of writing.

Recommendation:

Student / Teacher Feedback: Have the students reflect on this learning experience by writing a brief paragraph within a journal as well
as openly discussing for a couple of minutes what the students thought of the assignment.

Lesson Plan Format Explained

Category

Criterion
Name of Course/Class

Clarification
Provide name of course/class which will be listed in the schools curriculum.

Background

Grade Level:
Technology,
Resources, Materials:
Accommodations
and/or Modifications:

Provide the observer with the grade level as there may be more than one level in this particular course (Ex: 9 th/10th grade)
Provide all necessary materials needed to conduct this lesson. (Example: LCD projector, slide changer, scissors, paint, etc.)

Essential Questions
Orient
the leaner:

Objectives

Standards
Interdisciplinary
Standards

Instructional
Design:

Hook:
Input/Modeling or
Present Information
Check for
Understanding/Provide

Instruction customized towards a specific learner including individual educational plan (IEPs) and/or Section 504. Feel free to also include
modifications/accommodations to other learners if it enhances learning outcomes.
Lead the learner to the overall Big Idea. Some of these questions may not have a correct/incorrect answer. Visit the curriculum with the district to locate these
questions.
Objectives describe the specific skill the learner should acquire after the lesson is complete. Visit Blooms Taxonomy on the four domains of learning and action
verbs to support Higher Ordering Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS). Also visit the districts curriculum to access objectives for
the course. Note: The higher level of objective, the greater the learning.
Align the objectives of the course with standards set by New Jersey Core Curriculum Content Standards (NJCCCS), Common Core, New Jersey Core
Curriculum Content Standards (NJCCCS) for Technology, and the International Society for Technology in Education (ISTE)
Include standards that relate to more than one content area; (Ex: You are a freshmen science teaching identifying the parts of the microscope. When addressing
these parts, you also provide the historical background of the how the microscope changed by several scientists over the past 200 hundred years (history
connection) and you also explain how to calculate the magnification of the eyepiece and objective (math connection). You will include standards from both
history and mathematics that show the interconnection between several disciplines. Use the standards from NJCCCS, Common Core, and/or ISTE.
Provide a means to motivate/involve/gain interest in the lesson.
Provide a detailed summary of how the information will be provided to the learner.
Check to see if the learner makes sense of this material and/or provide learner with strategies to learn material.

Learner Guidance
Guided Practice /
Elicit Performance
Independent
Practice/Provide
informative feedback
Closure
Assessment
Enhance/Transfer

Recommen
dation:

Student Feedback
Teacher Feedback

Provide an opportunity for the learner to perform the objective with coaching if needed and watch to see if there are any problems with the learning.
Provide further application (alone) to the learner. The teacher will provide detailed, constructive criticism, and correction.
Provide the wrap-up of the lesson while reinforcing/clarifying any areas of confusion.
Process of gathering information to determine if the objectives were successfully met. The objectives of the lesson must match the assessment of the lesson.
Opportunity to make a connection from one lesson to the next and make the learning stick.
Provide the learner the opportunity to give feedback regarding the lesson as well as self-reflection. The learner will determine what went well and needs to be
tweaked regarding all components of the lesson. The learner also does a self-evaluation on how he/she can improve his/her learning.
Provide the teacher to reflect on what went well and what needs to be changed for the following day and/or the next time this lesson will be done. Also allows the
teacher to hone skills of how student learning can increase doing different strategies. The teacher will also learn from the standpoint of the learner what went well
and what needs to be re-evaluated.