Standards-Aligned Lesson Plan Template

Subject(s): English Grade: 8

Teacher(s): Amanda Newcomb & Ann Marie Krenik School: Costa Mesa Middle School Date:
March 14, 2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS: ELA.RL8.2 Determine a theme or central idea of a text and analyze its development over the course of the text
including its relationship to the characters, setting, and plot. Provide an objective summary of the text.
CCSS: ELA.RL8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

N/A

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.B.8.6B.Br: Express inferences and conclusions drawn based on close reading of grade-level texts and
viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences)

4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION

Students will interpret the mood and tone of chapter 2 of Night by Elie Wiesel by Students will interpret the mood
examining the imagery and figurative language used in the chapter. and tone of chapter 2 of Night
by Elie Wiesel by examining the
imagery and figurative language
used in the chapter.
 5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION

By understanding the strategies that authors use to convey a mood or tone, Understanding the language
students will be able to decode an authors purpose and message in a deeper way. that an author uses can help us
to understand the authors
purpose.
6. Essential Questions (TPE1.5):
How can the language an author uses influence the audiences perspective or perception of their work? How can this
influence the message that an audience takes away from what they read?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - 29
b. English Learners/Standard English Learners 2/27
c. Students with Special Needs 0
d. Academic language abilities, content knowledge and skills in content area - 3rd 12th grade

reading levels
e. Linguistic background English, Spanish
f. Cultural background (home/family) Caucasian, African-American, Hispanic
g. Health considerations (if any) One student has asthma, but that does not pertain to this particular

lesson.
h. Physical development factors that may influence instruction in this academic content area

There are no physical development factors that will impede this lesson, as of yet.
i. Social development factors that may influence instruction in this academic content area

Students are talkative and some have a difficult time sitting still.
j. Emotional development factors that may influence instruction in this academic content area

None are known at this time.

k. Interests/Aspirations (relevant to this academic area) Many of the students enjoy Disney movies,
 which I am incorporating in the warm up

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
The two redesignated ELLs might have some difficulty with the academic or figurative language.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

I chose a graphic organizer to provide a visual representation of the concepts.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Students will think deeply and critically about the word choice used in the chapter and show its relationship to the
tone and mood. They will communicate with each other and with the teacher when discussing their ideas. They will
write elaborative sentences based on their own ideas and critical thoughts on the chapter that they read.
 11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will use a projector to display a Youtube video for the students to watch.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
The students will be watching a video, a movie trailer for Disneys Frozen, edited to look like a horror movie.
They will be learning of the importance of music and colors in conveying meaning through visual and
performing arts.
Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)
13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
Students will create a thinking map to demonstrate their thinking and the connections that they make with the mood
and tone of the chapter, using evidence from the text. They will need to postulate one or more ideas of the mood of
the text and support their ideas with five different examples, words or phrases from the text with an explanation as
to how it contributes to the mood.

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)

Part V - INSTRUCTIONAL PROCEDURE

 14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Night by Elie Wiesel, Chapter 2
Computer with Internet access, Youtube, projector

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
At the beginning of the class, the teacher will play a YouTube video, a movie trailer of Frozen, which has been edited
to appear to be a horror movie. After they watch it, the teacher will lead them in analyzing the imagery (music,
colors) and mood of the video, on which they will write a quick write to be collected by the teacher when completed.
After the students finish their quick writes and they are collected, the teacher will introduce imagery, tone, and
mood, with a PowerPoint slide with definitions of each. The teacher will discuss these elements with the class. The
teacher will ask for volunteers to share what they thought the mood of the video was, and why. The template of a
brace thinking map will be written on the whiteboard so that the teacher can model it for the students; the teacher
will choose an example of imagery from the Frozen trailer and provide an explanation as to how it connects to the
tone and mood. The teacher will then ask the students to provide an example of imagery from the video and then
ask them how this demonstrates the mood. The teacher will explain that this is what they will be doing while they
read. The teacher will advise the students to pay attention to these elements as they read chapter 2 of Night by Elie
Wiesel. (15-20 minutes)

BODY:
The teacher will provide copies of a brace thinking map on which the students will show the relationship between the
imagery and figurative language and the tone and mood of the chapter, to be turned in at the end of class. The
teacher will read chapter 2 of Night by Elie Wiesel aloud and the students will follow along. When the teacher comes
to a quote, she will model the thinking map with a quote from the text quote (for example, There was nothing there;
only the darkness (p.19).) by selecting the mood, quote, and providing an explanation. The teacher will advise the
students to try to pay attention to what they are feeling as they read and what words or phrases are evoking those
emotions. After we finish reading, the teacher will ask the students how they feel after having read the chapter, and
why (have them talk about specific parts) and have them discuss with their table partners. Then, the teacher will ask
the students to provide a quote they think contributes to the mood and an explanation. The students will have time
to finish their thinking maps. They will need to postulate one or more ideas of the mood of the text and support their
ideas with five different examples, words or phrases from the text with an explanation (The first will be modeled by
the teacher; the second will be guided practice.) The teacher will be walking around to each group, monitoring their
progress and checking for understanding. The teacher will ask for volunteers to share their ideas. (25 minutes)

CLOSE:
The teacher will ask the students why the mood and tone is important to the purpose of a story or piece of writing,
especially Night, and ask for volunteers to share their ideas. The teacher will encourage the students to pay
attention to the tone and mood as they continue to read this novel, as well as other reading that they do. (5 minutes)

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs
The students were provided with a brace thinking map on which they were to write one or more moods of the
chapter, along with five quotes and explanations of how those quotes demonstrated the mood. I wanted them to
focus on imagery when selecting their quotes. Some of the students did quite well, but some of them wrote words
that are not even moods, which tended to throw off their work.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.
Some of the students were successful in explicitly connecting their quote to the mood they chose and made
a valid argument. One student went above and beyond and did exactly what I had wanted, but that was
only because she is an over-achieving student. Most of the students did not do this because I failed to direct
them properly.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?
Many of the students failed to explicitly connect their quote to a mood. Some of them wrote words that were not
actually moods, which makes me realize that I should have provided examples of what moods are and what they are
not. They also had a tendency to pick out quotes that seemed kind of random, rather than focusing on figurative
language. I think this was mostly due to my failure in providing written directions on the worksheet, as well as failing
to focus more on the imagery of the chapter.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
 pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)
I modeled the thinking map for the students using the video that we watched, and then again when we read
the chapter. I also guided them through another mood, quote, and explanation. During the lesson, I presented
a PowerPoint focusing on imagery, mood, and tone to introduce or refresh their knowledge of these concepts.
When reading, I pointed out examples of imagery. When they were working, I walked around to monitor their
progress.

4. What would you change about the lesson and why (according to your data analysis)?
I would put written directions on the worksheet (Im not sure why I did not think to do this initially). I would probably
redesign the layout of the worksheet I provided to have a space by each box that allows them space to explicitly put
which mood connects to which quote, because some of the students forgot to do this. I would also provide them with
examples of what their explanations should look like, in regards to being very explicit about how each quote reflects
the mood they chose. Because many of the students seemed a little confused about what words qualify as a mood, I
would have provided them with a list of examples of mood and a list of nonexamples. While I was teaching, I should
have done more checking for understanding. I would focus more on imagery when designing the worksheet, and
would have made looking for examples of imagery a requirement, in order to give their search for quotes more of a
focus.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.