Standards-Aligned Lesson Plan Template

Subject(s): English Language Arts Grade: 7th

Teacher(s): Amanda Newcomb School: __________________ Date:___________

Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA.W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence
logically. CA
b. Support claim(s) or counter arguments with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.

CCSS.ELA.W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

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.C.7.11.Ex: Justifying/ arguing

a. Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with
moderate support.
b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g.,
possibly/likely, could/would/should).

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

Students will be able to examine an excerpt from The Diary of Anne Frank and Today, I will learn how to cite
write a short essay, citing evidence from the text to support their opinions and evidence from a text and use it
arguments. to support my opinions when
writing.

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

Learning to cite evidence to support their opinions and arguments can be applied Learning this will make me a
to many disciplines and help them to become effective communicators and better writer.
writers.

6. Essential Questions (TPE1.5):

Why is it important to be able to support your ideas with evidence?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - 35
b. English Learners/Standard English Learners 7/28
c. Students with Special Needs 11, Autism and specific learning disabilities
d. Academic language abilities, content knowledge and skills in content area - Most of the students
in this class are comfortable with beginning academic language, but some might need definitions reiterated
several times. The reading levels in this class range from 1st-11th grades.

e. Linguistic background English, Spanish, Vietnamese, Mandarin

f. Cultural background (home/family) American, Hispanic, Vietnamese, Chinese
g. Health considerations (if any) There are no health considerations known at this time.
h. Physical development factors that may influence instruction in this academic content area At
this time, there do not appear to be any physical development factors that may influence instruction in this
content area.
 i. Social development factors that may influence instruction in this academic content area Some
of the students are uncomfortable working in partners or speaking in front of the class. Some of the
students have the opposite problem; they talk so much, it might be a hindrance to their productivity.

j. Emotional development factors that may influence instruction in this academic content area
Similar to the social development factors, some of the students are shy and might have difficulties in
working with their peers during the activity.

k. Interests/Aspirations (relevant to this academic area) Many of the students enjoy the book they are
reading, which might help keep them engaged during this activity.

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. )):
For Standard English learners, some difficulties might be in finding evidence to support their ideas and citing their
sources using the appropriate format.
For English learners, some difficulties might be in developing a claim and examining the text for evidence to support
their claim, as well as citing the evidence. They also might have difficulty with the writing portion of the assignment.
For the students with special needs, some difficulties might be in developing a claim and examining the text for
evidence. They also might have difficulty with the writing portion of the assignment.

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. )
For English learners, I can provide sentence stems to give them direction in their writing. I can also pair them with
stronger ELs so that they can work together and have the option of using their home language if they need to.
Students with special needs will have access to an aide, and I can pair them with an average student to help them
make connections with their peers as they learn.
 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):
The students will use and develop their communication and collaboration skills as they discuss with their elbow
partners, and in whole-group discussion. They will use creativity when they are writing their journal entries.
They will use critical thinking when answering the writing prompt questions and selecting their citations.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will use a computer with Internet and a projector to access pictures of Anne Frank, her family, and the Secret
Annex. I will also use them to display PowerPoint slides about citations.

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)

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:
The students will answer three discussion questions in at least a half page each, including at least 2 citations that
support their responses.

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?)
Journals, copies of the excerpt of The Diary of Anne Frank, a computer with internet access, a projector, PowerPoint,
paper, writing utensils

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
After going over the agenda (E) and learning goals with the students, I will ask them to get out their journals. H: On
the board, I will have already written the days journal prompt: If you had to leave your home forever, what would
you take with you? Why? After they write at least a half page on the prompt, I will give them a few minutes to share
with their elbow partners, and then I will ask if anyone wants to share. If I do not get any volunteers, I will randomly
call on students, using popsicle sticks with students names written on them. After we have discussed what students
would save and why, I will introduce todays reading material: an excerpt from The Diary of Anne Frank, in which she
describes having to leave her home. I will encourage the students to try to think about how they would react if they
were in a comparable situation. (20 minutes)

BODY:
I will pass out copies of the excerpt from The Diary of Anne Frank. I will read the excerpt aloud, as the students follow
along. As I am reading, I will pause periodically to ask clarifying questions about vocabulary and the events of the
diary entries in order to check the students comprehension (E). I will also pull up pictures of Anne, her family, and
the Secret Annex from the Internet, so that they have more context. After we are finished reading, (O) I will show a
PowerPoint presentation that reintroduces citations, why they are important, and how to use them properly.
I will then direct their attention to the three questions at the end of the excerpt, all of which require citations in the
answer. O: The questions ask things like, In what ways were the Jews discriminated against?; How was Annes
family affected by these events?; What items does Anne bring with her and why? How does she make the Secret
Annex feel more like home? Why do you think she did this? I will lead a discussion with the students using these
questions as a guide, but focusing on how the Nazis inflicted so much suffering of the Jewish people, but that there
were ordinary people willing to help others (such as Annes family) and they helped to make a difference (R). I will
instruct them to answer the questions in at least a half page each, including at least two citations to support their
responses (T). (60 minutes)

CLOSE:
I will ask the students to think about a time where they have seen or experienced discrimination and to think about
ways that discrimination can be challenged (R). I will ask them why it is important to stand up for others. I will then
ask them what role citing evidence has in this discussion, and then explain that being effective communicators who
can reason using evidence can help them to have an influence on how people perceive an argument (W). If they
have not finished their questions, they will be due at the start of the next class. (10 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

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.
 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?

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)

4. What would you change about the lesson and why (according to your data analysis)?

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.