Appendix A

Lesson Plan Templates for Signature Assignment and Mini-Teach

Choose the template that best fits your lesson

Direct instruction
Teachers: Justin Sand Subject: 9th Grade English Language Arts

Standards:

9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of
literature, drawing from a variety of literary texts.
9-10.RI.4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone.
9-10.RI.7: Analyze various accounts of a subject told in different mediums (e.g., a persons life
story in both print and multimedia), determining which details are emphasized in each account.
9-10.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis
of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one,
in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building
on others' ideas and expressing their own clearly and persuasively.
c. Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own views and understanding and make new
connections based on the evidence and reasoning presented.
9-10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate
volume, and clear pronunciation.
9-10.L.1: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
Objectives (Explicit):

Students will create a small booklet using drawings, symbols, poetry, descriptive words, etc. that
represent and reveal information about themselves.
Students will present their personal books to the class to better get to know each other.
Evidence of Mastery (Measurable): Each student will have a small booklet
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will fold a sheet of paper into a six page booklet with a secret compartment in the
center.
Students will compose at least one short poem.
Students will draw at least one illustration.
Students will explain to a small group their booklet.
Students will listen to several of their peers create booklets of their own.
Key vocabulary: booklet, rhyme scheme, illustration, symbol Materials/Technology Resources to be Used:
projector screen, youtube video, website (folding
booklet tutorial), colored pencils, paper, scissors,
desks organized in groups

Opening (state objectives, connect to previous learning, and make relevant to real life)

Class will open with this quick video: https://www.youtube.com/watch?v=GMMotw3wRY4, which shows Patrick Star
from the TV show SpongeBob Squarepants asking Who are you people? With this being the beginning of the year, this
is a humorous video that in a way personifies the way many students (and teachers!) feel about being in a new class
with people they don't know. Students will be seated in table groups of four with their desks all facing each other to be
more conducive to interaction.
Inst Teacher Will: Using the website tutorial on http:// Student Will: Watching my demonstration, the
ruct myhandboundbooks.blogspot.com/2007/11/secret-fold- students will follow along with their own sheet of
ion notebook.html I will demonstrate to the class how to paper and fold it to make a booklet. When they are
al fold the paper into the booklet step-by-step after finished folding, they will take turns with the scissors
Inp passing out colored pencils to each group along with a making the final cut to finish their booklet.
ut sheet of paper for each student to fold into the booklet
and one pair of scissors per group (for safety reasons).
Co-Teaching Strategy/Differentiation: Projecting the images on the screen will appeal to all visual learners
while it will also really helping ELL students who may be struggling to understand the directions verbally. The
directions will still be communicated verbally, and special attention will be given to students who do not
understand a step. As we move from step to step I will also be folding an example in the front of the room that I
can take around the room to show those students who are still struggling. Extra sheets of paper will be kept at
the front of the room for any student who needs another.
Gui Teacher Will: My job during this time will not require Student Will: For this stretch of class time students
ded any direct instruction from the front of the room; will be working on their booklets. They will be able
Pra instead I will be walking around the class and seeing to talk with each other in their groups while working
ctic how the students are doing with the assignment. I will as long as they stay on task of course. At least one
e be providing guidance and clarification in case there is poem and at least one illustration (a drawing, symbol,
any confusion and ensuring that each table is on task etc.) must be put into the books. No basic sentences,
and being creative. this is a project that centers around creativity and art.
Co-Teaching Strategy/Differentiation: The entire concept of this project is to have a project that has to do with
making art (such as drawing), a concept that could appeal to those students who struggle with English
composition, writing, reading, etc., such as ELLs. Having the students in groups will also provide additional
scaffolding for any students who may not be able to understand any part of the project, not to mention having
me as the teacher walking around as well.
 Ind Teacher Will: Allow the students time to share their Student Will: Share their booklets with their
epe booklets within a gallery walk type activity. I will classmates in a gallery walk method. To the other
nde explain first how this will work: one student from each three students at their table the student who is
nt table will share their booklet with the others at said currently sharing will go through their book, sharing
Pra table. After two minutes, all the other students from each page before finally getting to the middle of the
ctic each table will rotate to another table, until the sharers book, which describes the heart of who they are.
e have shared their booklets with everyone else in the The other three listening students will be paying
class. After this, a different student at each table will attention to their classmate who is sharing and, if that
begin sharing and the process will repeat until every student finishes sharing before the time is up, the
student has had their chance to share. other students will get a chance to ask any questions
they may have or make any comments. Ideally,
though, they will be letting the student who is sharing
have the floor.
Co-Teaching Strategy/Differentiation: Having the students only share their booklets with a few students at a
time will hopefully help ease some of the nerves that some students may have about sharing with the entire
class, especially if they are ELLs and may not be comfortable speaking in front of a lot of people. I will hone in
on these particular students when they are presenting and see if they need any additional assistance with their
presenting when it comes to vocabulary.
Closing/Student Reflection/Real-life connections: When all students are done sharing their booklets and are back at their
original tables, each student will have to write a quick ticket out the door about three ideas they saw within other
students books that they found to be creative/interesting/similar to something they had in their book. For any students
who are struggling to remember, they can check again the books of their group members. To leave class, students will
have to turn in to me their three observations and their booklets to be placed at the front of the room. Any extra time
could be used for any student who wants to share aloud with the class any creative ideas they found in another students
book.

My booklet has my name on the front.

Page 1: poem about my family:

Mom hails from the land of the badgers and cheese.

Dad comes from the plains and the tractors and trees.

They both grew on farms where the cows and dogs run.

But soon they would meet in the valley of sun.

July was the month when I first saw the world.

The firstborn, with blue eyes and brown hair that curled.

About two years later came Tyler in May.

He instantly was my best friend and wed play.

Then Michael came in the millennium year.

Together we made the new three musketeers.

First baseball then swimming and basketball too

We three did it all and had fun at home too.

Through trials and joys, through valleys and peaks,

This family grows closer by each passing week.

We travel, we hang out, we argue, we love.

While always remembring were blessed from above.

Page 2: Drawing of Arizona landscape (where Im from).

Page 3: Drawings of basketball, baseball, football, fantasy football page, college basketball on TV,
swimming pool, book (hobbies).

Page 4: Images of Lord of the Rings, Harry Potter, and a short story I am writing (my English
background).

Page 5: Image of St. Pats Life Teen logo (youth ministry), ASU logo, and Teachers College logo.

Page 6: Teaching, coaching, family and youth ministry images for my future!

Secret Compartment: Rosary (Catholic faith) with my family members names by each decade (faith and
family at the heart of who I am).