SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Sara Humzeh 889094082 English
Class Title Lesson Title Unit Title Grade Levels Total Minutes
The American Dream
English 2 Expl 10 90
in novel
CLASS DESCRIPTION (including specific special needs and language proficiencies)
There are 40 students in the class. I have 18 EL students, 8 special needs students, 4 advanced students, and the rest are striving readers and/or
writers. Many of my students have not achieved a 3 on any of the state tests, testing below the standard in reading and writing especially. Of my 18
EL students, 8 are fluent-proficient, 3 are limited, and 7 are reclassified. I do not have any standard English learners.
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they
interact and build on one another to produce a complex account;
provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning and tone, including words with
Given character quotations, the
multiple meanings or language that is particularly fresh, engaging, or
student will develop lines of
beautiful.
dialogue or action that complete Modify speech so that I speak
the quote in 45 minutes with 80% slower and enunciate. I control my
CCSS.ELA-LITERACY.W.9-10.3
accuracy and completion. vocabulary so that it pertains to
Write narratives to develop real or imagined experiences or events
(cognitive) the lesson.
using effective technique, well-chosen details, and well-structured
event sequences.
Given character quotations, the I can have some students
students will devote time to volunteer to come up to the
UDL Representation: Students are actively involved in their own
coming up with interpretations whiteboard and write their
learning (cognitive theories/basic theoretical assumption. Students will
that show involvement in the answers like they did in the
analyze complex themes for the novel. They will use a graphic organizer
process within 45 minutes. Think- handout for my kinesthetic
to make sense of the major themes, but they are brainstorming their
pair-share style. learners.
own thinking using word associations. Students will brainstorm again in
(Affective)
a group and hear their peers’ ideas and perspectives which also helps
Grouping/grouping configurations
them verbally engage with the content. This will help students hear
Given brainstorm words with mixed abilities will help
about unique experiences. EL students and striving learners who
associated with the given theme, students support language and
struggle with brainstorming will benefit from the peer interaction. I will
students in groups of 3-4 will build content objectives
also show visuals and a short movie clip to help students. I will be using
on their understanding of abstract
the doc camera so students can also watch me model the process. This
themes by writing keywords on a Wait time for student responses
engages the students in their kinesthetic learning.
Venn diagram for two minutes as
a guided response and early stage Sentence starters/frames
UDL Expression: Learning is knowledge-dependent; people use current
to prepare for the next task.
knowledge to construct new knowledge. (Constructivism/basic
(Psychomotor)
theoretical assumption). Students will be able to use their own life
experiences to reflect on themes of love or carelessness using their own
funds of knowledge. Students will also be able to add onto their
character quotations handout to build their own creative content with
drawings, skits, or finishing off the quote with their own dialogue to
connect with the character. Students will learn how to address,
examine, and make inferences regarding the quotations using their own
assets to make sense of the quotes. They can personally connect with
them, make guesses as to how it affects character, and write their own
creative responses.
UDL Engagement: Learning can only be assessed by examining what
students demonstrate. (Behavioral Theories/Assessment). Students will
have to brainstorm as a group and then present to the whole class their
findings while also explaining their rationale for one of the keywords
they come up with. The exit slip strategy also helps the nonverbal
students to participate. I’m going to explain why we are learning about
the novel and the themes. I will also ask them questions to see how
they relate to the multiple themes presented in class in their own lives.

Human centered listening framework

Rooted in indigenous culture, human centered listening practice is
giving equal time, uninterrupted, confidential listening between people.

This lesson engages multiple modalities of learning. Visual, auditory,

and kinesthetic.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Carelessness/recklessness.
LOVE. HATE. GENDER. FAMILY. MARRIAGE. ANALYZE. DEFINE.
Disillusionment
INTERPRET. INFER. (THESE THEMES WILL BE GIVEN TO MY STRIVING OR
Wealth vs. self-made men
STRUGGLING READERS INCLUDING MY EL STUDENTS BASED ON
The American Dream
GROUPING)
Emptiness/loneliness
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
Students will review these Giving definitions ahead of time
objectives with me in class. that they keep for the unit.
Part I: Interacting in Meaningful Ways Corresponding CA CCSS for
ELA/Literacy* A. Collaborative 1. Exchanging information and ideas with Students must know how to Redefining the vocabulary for
others through oral collaborative discussions on a range of social and determine the meanings of words them on the whiteboard before
academic topics 2. Interacting with others in written English in various and themes. Students will be able the lesson.
communicative forms (print, communicative technology and to determine the meanings of
multimedia) 3. Offering and justifying opinions, negotiating with and words and provide keywords for Scaffolding the lesson so that they
persuading others in communicative exchanges 4. Adapting language an assigned theme. Students will have to come up with definitions
choices to various contexts (based on task, purpose, audience, and text be able to orally describe their using the brainstorming keyword
type) SL.11–12.1, 6; L.11–12.3, 6 W.11-12.6; WHST.11–12.6; SL.11–12.2; keywords that act as synonyms of activity.
L.11–12.3, 6 W.11–12.1; WHST.11–12.1; SL.11–12.1, 4, 6; L.11–12.3, 6 the theme to a partner.
W.11–12.4–5; WHST.11–12.4–5; SL.11–12.6; L.11–12.1, 3, 6 Giving students ample time to
Students will be able to complete the handout and come
summarize in writing the meaning up with keywords.
of a quotation and how it relates
to them.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
Differentiation for my EL learners will be:
Literature Circles. Assign open ended questions. Audiobooks or videos.
Journaling. Audiobooks or videos. Easy-to Use worksheets like Story
Learning logs. Word-to-word dictionaries/translation devices for my EL
Map or graphic organizer. Preferred seating.
students. If I can get someone to help me recreate the handouts in the
native languages of my students, that would be amazing.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Participation within groups. Roaming between the groups See if active participation and
To focus on the themes that to see what they are discussing collaborative work makes
they will see/read. and writing so I can give reading and understanding
EL: See how actively they feedback to my students on Shakespeare less daunting and
participate. See how their what they should be thinking more fun.
ideas are accepted by their about or to challenge more
Graphic organizer/Venn
EL peers. vague answers, so they can If the material is challenging to
Diagram
Assessment is based off how move beyond writing basic my EL learners, I can help make
well they accomplish the task answers into more complex the issues less complicated by
and if they struggle with these answers. addressing the whole class, so
abstract ideas to incorporate the student feels like they are
more visuals or alternative Direct questions to EL not the only one confused by
methods to help them learners/Special Needs the topics or the novel.
 understand what the themes
mean.
Their group explanations and
completion of the diagram will
help me formatively assess
their ability to take abstract
concepts and apply it to their
own background knowledge. I
can also assess their
understanding and
communication/speaking/liste
ning skills when a student from
each group must stand up and
present their theme.
EL Learners/Special Needs
Students: To bridge any gaps of
cultural or literary challenges
they might encounter by
offering multiple ways of
creatively connecting with the
character quote.
PM
I want to see how my EL
students do if I give them one
main/important quote from
the text and how they can
make sense of it through
collaborative discussion and
interpretation.
Repetition to reinforce what
they learned as well as see if
they will respond uniquely to
the question without
regurgitating what they did in
class within groups.
S according to the choices they
Students are working towards
a literature analysis essay that
covers one of the themes they
were introduced to in class
today.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does
SRL Approach: Prereading Activity—Think-Pair-Share
I will introduce the content objectives and how we will achieve
them in class today.
I will introduce the lesson to the students knowing that they have
already learned Fitzgerald’s background, the historical context of
his era, the basics of what makes the novel popular and worth
reading, and his writing style.
This pre-knowledge part of the lecture will focus on the novel’s
Character Analysis/Quotations
Exit card
End of unit: Lit Analysis Essay
students to examine their
critical thinking skills. I would
treat them as the group leader
and ask them directly but allow
the whole group to answer any
questions I have.
I can ask questions about a
character, so my students can
move beyond the literal into
more figurative interpretations
of the quote. I can also ask my
students to think about being
the character and what they
Informs my teaching because I
would do.
will know if my students are
able to take a quote out of
EL Learners/ Special Needs
context as well as support their
Students: Examine their ability
ideas within context. I can also
to decipher characters. Read
gauge if the quotes are too
what they’ve written on their
easy, so I can challenge them
worksheets. I can also see how
later, or if I chose quotes too
well these students do when
difficult to tailor my lesson
they are assigned random
according to student need.
groups rather than be with
students they are already
comfortable with.
For my excelling students, they
would get a more complicated
quotation to analyze.
Will give me the chance to see
what ways I need to reform
these strategies. The exit card
and character quotations
Feedback is dependent on how
analysis will allow me to see if
the students decide to answer
my students understood the
the question. I must respond
assignment, felt confident in
thinking critically, and
make and ways they can think
responding uniquely to the
further or perhaps better ways
quotes using their own
to support their ideas.
backgrounds to reinforce the
ideas. It will also help me gauge
how I will continually prepare
them for the essay.
Student Does
Teacher Example:
American Dream(positive connotations only)
1. What is the American dream? Success. Acceptance.
Societal power.
2. How do we go about achieving the American dream?
Working hard. Being a dreamer. Having an education.
Can we think of negative aspects related to the American dream?
 greater themes and ideas and a cold introduction to characters. Student will do the same but with their own assigned theme.

But to attract their attention and bring to life what the novel is Students will complete the Venn diagram and turn it in.
like seen on stage, I will show a short promotion of the newest
movie on YouTube. My striving students and EL students might
feel a bit discouraged, so these activities and the video will help
ease the tension.
1. Begin with an introduction of the theme “the American
dream” by writing it on the board. I will start off with
one word and then as a whole-class we can brainstorm
words that they think are associated with it. This way I
am scaffolding and modeling the process for the
students before I have them work on the rest of it on
their own and in their groups.
2. Next, I will allow the students to separate into groups of
3-4 randomly (using Flippity or numbering system) and
assign themes that they will encounter in the novel.
Then the students will be given a Venn diagram
worksheet to brainstorm their own ideas about that
theme as they collaborate. First, they must silently
come up with keywords on their own for one minute
for the theme I give them. Afterwards, they will
collaborate to come up with new words. Each student
must be given a worksheet to be turned in separately.
Have each group stand up and briefly explain what their theme is
and some keywords they listed on their diagram. The students
should explain to the class what they’ve written down. Each
student in each group will say one keyword they came up with
and why. They can share one they wrote personally, then share
one they came up with as a group and we will do a quick
classroom whip-round doing this, so each group goes once. The
students who are actively listening will write down 1 or 2 new
themes they learned from their peers and 1-2 keywords they
heard in the middle part of the Venn diagram.
This will build trust with my students because they will be taught
that their own personal engagement with the content is
important. As we progress throughout the unit, the students will
continually explore and build on these themes as they relate to
their own ethnicities/races and the world in general. It will also
teach them to be active and mindful learners since they have to
share their ideas and beliefs with each other.

Accommodations to challenge students: Come up with a creative

sentence using at least 3 of the keywords students came up with
on the back of the Venn Diagram. These creative sentences must
incorporate the keyword and it has to have something to do with
their given theme.

Lesson Body
Time Teacher Does
SRL Approach: During Reading—Character Quotations
1. Students will remain in their groups, however, each
student will complete the handout independently. They
may collaborate and discuss with each other, but each
student will be required to answer the questions on
their own. The group collaboration helps the EL
students focus on the possible meanings while hearing
their peers come up with answers. Each student must
complete their own handout to ensure all students
work fairly. I am anticipating same answers for most of
the handout and that’s okay. The assignment is to
monitor how students work together to come up with
answers for quotes that are out of context. Completing
Student Does
My students will develop the knowledge, skills, behaviors and
attitudes identified in the objectives by have discussions about
the character development while having control of the reading
and writing process.
Each student must be given their own worksheet to be turned in
separately.
My students will
1. Analyze the quote, why it is important when critically
examining the character, and how it might influence his
or her actions. Their interpretations must be backed up
by a short reflection, but otherwise they are free to
examine the quotes outside of context to begin
 the handout is to ensure an equitable experience. I practicing their analytical skills as an interactive learning
don’t expect the creative conclusions to be the same process.
because it is where the student will be able to express 2. Questions they will answer:
themselves and relate to the content. A. What do you think this quote means? How can you
2. Assign a character as well as a significant quote for the interpret the character’s feelings? Can we infer
students to examine. The quotes they will get will anything from this quote that would give us any
match their theme that they were randomly assigned. insight about this character later in the novel?
So, if they created keywords on the theme of love, then B. Write down 1-2 following lines after this quote that
they will get a quote that is love related. reveal your ideas.
3. Allow the students time to decipher what the quote Or instead of writing down lines of dialogue, students can instead
means for the character, what that character might be respond to the quote with an action scene/skit/drawing/poster as
feeling in the moment, and how it might affect them. an accommodation to help my students with different learning
The students must also make predictions on how they modalities as well as incorporate the use of visuals.
think the character will resolve his/her problem. This is a
free-writing, interpretative process to get students to
think about out-of-context literature/language that
they witness everyday outside of the classroom.
4. The students should also take the quote out of context
and write 1-2 more lines of dialogue or action
sequences that follow the selected quote. Students are
encouraged to be as creative and comedic as they wish
if it is appropriate and makes sense with the quote
assigned.
5. I will assess these students based on their ability to read
a quote and use their learned annotation skills to make
sense of the line as a group and then independently. I
will assess them formatively on their group
work/collaboration skills, and their reading and writing
skills.

The extra credit opportunity is to engage the excelling students in

completing the task.

The reasons for my planning decisions are to ensure that every

student feel ready to take on the material as well as be ready to
engage with the learning. By modeling for my students with the
Venn Diagram, I can demonstrate what I want from the class, how
I would go about completing the task effectively, and what they
can do with the assignment. Through bridging, I can help my
students make that personal connection to the novel as well as
the themes they encounter as they collaborate with the think-
pair-share assignment and their own diagram handout. The
contextualization will provide visual aids and other examples
before this assignment as well as during and after that build on
the concepts we learn during this lesson and later. The schema
building will be taught during group projects and then finally at
the end when they hand in the exit cards. By learning about the
themes from each other, thinking about the themes during
character analysis, and finally responding to the over-arching
question with their exit cards, my students will be reinforcing and
integrating the knowledge of the themes so it builds knowledge
as they read. It will allow me to assist in building up their
background knowledge of Fitzgerald and his time in general as
well the novel. Themes in the novel are recurring not just in his
own work but also across literature. The metacognitive
development will be achieved as they aim to decipher the
character identities, the reasons behind their actions and beliefs,
and how it pertains to the student’s directly and if it still has
relevance to society today. This self-monitoring of their own
thought processes and belief systems will be seen through the
assignments given. They must think about their thinking when
examining character, character motivations and actions, as well
as what the character might say or do when they creatively write
their own 1-2-line dialogue or action sequences. And finally, the
text re-presentation is made through the last assignment where
 the students will use the exit cards as well as the assignment that
engages them to think up resolutions for the characters.

Lesson Closure
Time Teacher Does Student Does
SRL Approach: After Reading—Exit Card/Learning Log
I will summarize the learning that has occurred by reinforcing the
themes we learned in class. This repetition of themes during this
class will carry on repeatedly until the entire novel is read. The
repetition of the themes we encounter and the ideas we
discussed in class will allow them to consider these concepts as
they continue reading.

All of this will help my students process and organize the new
knowledge, skills, behaviors, and attitudes by showing them how
simple it is to breakdown foreign or abstract concepts such as
love or disillusionment. When they understand how to define
intangible elements, back up their ideas with evidence from the
Students will turn in their Venn diagrams and character quotation
novel, and share their experiences within their groups and the
worksheets with their names written on each page with their exit
class, the students will be reinforcing what they learned three-
cards.
fold.

If time, I will have students share their interpretations and

My students will do an exit card anonymously so if they had any
creative conclusion. If the handout isn’t complete, they may take
concerns with the assignments or if they wish to give constructive
it home to finish.
feedback to make the lesson better or more engaging they will
feel more secure with releasing that information namelessly.
Exit Card/Learning Log Instructions:
1. Write down a concluding question from the lesson on
The question the students must respond to is:
the board that students will respond to.
What are two themes you learned about in class today? Why are
2. Pass out notecards five to ten minutes before class
they important? How do you think they will shape your
ends. They do not have to write their name down.
understanding of the novel we will read?
(Students may also use their own notepaper if they feel
compelled to write lengthier responses).
Feel free to write down any questions/concerns about today’s
3. After responding to the question, students will also
lesson or about the novel we will read that you would like me to
write down their perceptions of how and what they
answer or know.
learned that class period. (The learning log might be
after the whole novel is read instead of after each
Learning Log Basic Outline for students to answer:
chapter).
1. What I learned today.
4. Students must also write down any questions or
2. Why I think it’s important to the class or life in general.
concerns they had during this class period either about
3. How I worked in class.
the group assignments, any issues with understanding
the lesson or any questions they might have in
anticipation for the next class as we read the novel.
5. Collect the notecards from the students so they can be
used in the next class period. This is a great way to see
what the students learned, if there were any
misconceptions or lapses in instruction that kept my
students from comprehension. It is a great way to
gauge what students liked in the class, what problems
they encountered, and what they wish they could have
done in class to refine the instruction.

Instructional Materials, Equipment, and Multimedia

Required equipment: Television or projector with computer to display a multimedia video with audio that is web-based.
The Great Gatsby. Scribner Paperbacks.

I plan on showing my students the party from the movie to give them an idea on the setting of this novel.

After reading the novel, if I were to assign a test, I would separate the students into groups, so they can win 5 extra credit points on the test (or for
homework/participation points) if they win the most points on this Jeopardy game. It’s a great way to test the students in a fun, challenging space
while also helping them study for the test.
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES
NA

The SIOP Model includes teacher preparation, instructional indicators such as comprehensible input and
the building of background knowledge. It comprises strategies for classroom organization and delivery of
instruction.

Ask yourself:

Teacher Preparation
1. Do I have (and will I post) clearly defined content objectives for students?

2. Do I have a plan to review the objectives at the beginning of the lesson and provide an opportunity for
students to state at the end of the lesson whether the objectives have been met?

3. Are the concepts I plan to teach appropriate for the age and educational background of students,
(students' L1 literacy, second language proficiency, and the reading level of the materials)?

4. Have I planned to incorporate supplementary materials (charts, graphs, pictures, illustrations, realia,
math manipulatives, multimedia, and demonstrations by teacher and other students) to promote
comprehension?

5. Have I planned to adapt content to ELL’s needs through use of graphic organizers, outlines, labeling of
pictures, study guides, adapted text, and highlighted text?

6. Have I designed meaningful activities that integrate lesson concepts with language practice
opportunities in listening. speaking, reading, and writing?

Indicators of Instruction:
Building Background
1. Am I linking concepts to students’ background experience (personal, cultural, or academic)?

2. Am I linking past learning and new concepts?

3. Am I emphasizing key vocabulary and introducing a limited number of new vocabulary items in
context?

Comprehensible Input
1. Am I using speech that is appropriate for students' language proficiency?

2. Am I explaining tasks in a clear, step-by-step manner with visuals?

3. Am I using a variety of techniques to make content concepts clear? Am I focusing attention selectively
on the most important information? Am I introducing new learning in context? Am I helping students learn
strategies such as predicting and summarizing?

Strategies
1. Am I explicitly teaching students how to use learning strategies? Am I providing ample opportunities for
students to use learning strategies? Am I encouraging students’ independence in self-monitoring?

2. Am I consistently using scaffolding techniques throughout the lesson? Do I introduce a new concept
using a lot of scaffolding and decrease support as time goes on?
3. Do I use of a variety of question types, including those that promote higher level thinking skills?

Interaction
Do I provide the following for ELLs:
1. frequent opportunities for interactions about lesson concepts which encourage higher level thinking
skills;

2. grouping which supports language and content objectives. Cooperative groups, buddies, pairs, large
and small groups;

3. ample wait time for responses;

4. opportunities for clarification in native language, if possible?

Application
Does my lesson include:

1. hands-on materials or manipulatives for student practice;

2. activities for students to apply content and language knowledge in the classroom;

3. activities that integrate all language skills :listening, speaking, reading and writing?

Lesson Delivery
1. Are my content objectives supported by lesson delivery?

2. Are my language objectives supported by lesson delivery?

3. Are my students engaged 90% to 100% of the period?

4. Is the pacing of the lesson appropriate to students’ ability level?