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Emerging 7 07-17-18 Day in 2 52

Language Level Grade Date Minutes
Unit
Identity: Who am I?
Unit Theme and Question What factors make up your identity? How does what I do define who I am? Why is my identity important?

Who am I outside and Inside?

Daily topic:

STANDARDS LESSON OBJECTIVES

Which modes of Students can:
communication will be - recognize the meaning of new words related to character traits when
addressed? they are spoken or written.
 Interpersonal
What are the communicative Communication -listen to and interpret a read out loud poem.
and cultural objectives for the and  Interpretive
lesson? -define new vocabulary words on adjectives that describes a person using
Cultures  Presentational context and prior knowledge.

-engage in short written exchanges with peers and collaborate on simple

written texts on familiar topics.

N/A
Connections

If applicable, indicate how
Connections  Comparisons 
Communities  Common Core
will be part of your lesson.
Students compare the character’s in the poem self-identity to their own as well as their classmates
Comparisons identity to their own.
Learn to accept others and find an appreciation for diversity.
Communities

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CCSS.ELA-LITERACY.SL.7.1
Common Core Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
CCSS.ELA-LITERACY.L.7.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.7.6
CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on
a specific verse or stanza of a poem or section of a story or drama. (See grade 7 Language standards 4–6
for additional expectations.) CCSS.ELA-LITERACY.RL.7.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
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. (Grade-specific expectations for writing types are defined in standards 1–3
above.)

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Lesson Sequence
Gain Attention / Activate
Prior Knowledge
Provide Input
Keys to Planning for Learning, 2013
Materials  Resources 
Time*
Activity/Activities Technology
How many
What will learners do? Be specific. What materials will
minutes will this
What does the teacher do? you develop? What materials will
segment take?
you bring in from other sources?
The teacher starts with a question written on the white board: 5 minutes -the Whiteboard
Is it the same who we are outside and inside? And gives students time to
think through the questions. Then lets the students try to response by
giving them possible answers and let them decide what is the answer.
Students are engaged in the question. Then the teacher delivers the daily
objectives and students listen and ask questions.
The teacher asks students to turn to page 12 of the text book High Point, 20 minutes -an authentic resource (poem)
where they will find a poem. The teacher lets students know what the -the textbook
poem is about and then before starts reading at loud of the students, the
teacher asks students to highlight words that are new to them and goes
over those words with the students by guiding students to understand the
meaning of the word by reading the sentence. The students follow the
reading and answer questions on vocabulary words that the teacher asks
for definition to check for understanding.
The teacher goes over instructions for next task on creating a chart on a
piece of paper following an example provided that indicated what the girl
does in the poem and what the girl is like. Students look for the words
with a partner. Then the teacher asks students to add more words they
know that can fit in the chart. The teacher monitors students as they fill
out the chart to check for understanding. Then as a class the teacher goes
over the chart with students.
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The teacher lets students know what they will do next and students 22 minutes -the textbook
listen. The teacher asks students to create a poem with a partner -provides examples of written
Elicit Performance / Provide using an interesting person or character in a story. The teacher goes poems that describes one-self.
Feedback over the instructions and example from page 13 of the text book and
students follow along. The teacher gives students time to work on
their poem with a partner and provides examples. The teacher walks
around and monitors the students’ progress while checking for
understanding and answers questions and gives feedback as needed.
Then the teacher asks students to compare their self-identities to the
character in the poem.

Not applicable

Provide Input

Not applicable

Elicit Performance / Provide

Feedback

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The teacher gives students an exit slip where students have to write two 5 minutes -A flashcard
things they learned from today’s lesson and one question about today’s
lesson.
Closure

N/A

Enhance Retention &

Transfer

Reflection – Notes to Self
 What worked well? Why?
 What didn’t work? Why?
 What changes would you
make if you taught this
lesson again?
 ????
This lesson worked well because it helped students comprehend who we are inside and out and how that defines our identity.
There was room for question discussions and a hands-on activity where students used their creativity to come up with a poem
that describes them. Students gained more knowledge on self-identity, which is the intention of the interpretative mode. They
were also able to compare identities and changed their view towards their perspective on diversity and how we identify
ourselves at. I would not make changed for this group of students because the lesson went well. I also believe that delivering the
lesson objectives prepared students on what to expect and do better in today’s tasks. However I will make modifications to other
group of students according to their needs because all students have different learning needs.

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

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Appendix M. Blank Lesson Plan Template

Keys to Planning for Learning, 2013

Appendix M. Blank Lesson Plan Template

Keys to Planning for Learning, 2013