University of Utah, Department of Special Education: MCE Lesson Plan

Content Area: ELA Grade level: 7th Name: Rachel Ellis Date: 3/11/20
Core Standard(s): RI.7.3 “Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
Language Objective(s): Students will be able to evaluate two “cause and effect” sequences on three different
characters in the book “Refugee”, by using a graphic organizer and working in small groups.
IEP Goal(s):
Actual: NA
Revised (SMART): After given various information, STUDENT will use text organizers to locate and categorize
information in printed material, 4/5 times with 90% accuracy.

Instructional Objective(s): Students will be able to connect our essential questions as we discuss, analyze and write
the cause and effects of specific events in our classroom novel we have finished reading. I will know students are
understanding the lesson objective as they fill out the cause and effect graphic organizer and have a verbal
discussion with the class and their small group.
Behavioral Objective(s): Students will be able to follow the classroom “P’S”, which include be prepared, be polite, be
prompt, be positive, be productive.

Key Vocabulary & Key Concepts: Holocaust, concentration camps, “wet foot, dry foot”, Civil War

Multicultural Strategies Used (including WHY): The multicultural strategy used is the use of a graphic organizer. I’ve
chosen to implement the strategy of a graphic organizer because it allows multicultural students the ability to express
their knowledge in an organized, simple manner. It gives them an organized space to write out their thoughts and
ideas. It encourages students to organize their thought process out in a neat and organized way.
I will also implement the strategy of “think-alouds” by having a class discussion and when students are discussing in
their small groups. I am implementing this specific strategy because it allows peer interaction and teacher interaction
and gives the students the opportunity to speak and hear English spoken aloud.
Nonlinguistic Representations Present (including WHY):
The nonlinguistic representations include a “cause and effect” graphic organizer based on our classroom novel. I’ve
chosen to implement this graphic organizer because it encourages my students to organize their thought processes
using a graphic organizer. It allows students to organize their thoughts in a different way.
Student Groupings (whole class, partner, small group, etc.)
I will begin the lesson by I do, we do, you do. I will teach the lesson as a whole class, explaining what is expected of
them and working together to begin the graphic organizer. I will then break the students into small groups, so they
can discuss with their table and continue filling out the graphic organizer.
Instructional Materials Needed:
Materials needed include the novel “Refugee” and the pre-created graphic organizer.
Overview of Lesson (including building background knowledge, opportunities for interaction, practice and application,
etc.)
I will begin the lesson by building background knowledge. I will use a pre-created PowerPoint that includes 3 key
vocabulary words (Holocaust, concentration camps, “wet foot, dry foot”, Civil War), the definition, and pictures. I will
lead a discussion with the class about these vocabulary words and how they were implemented in our classroom
novel. After vocabulary, I will dive into the graphic organizer assignment. I will explain how we are going to fill out a
“Cause and Effect” graphic organizer to create a sequence of main events from the novel. I will have students use
their personal learning journal to keep track of this graphic organizer. I will give an example of what I’m looking for, I
will discuss as a whole class, then I will let the students work in small groups to complete the assignment. This will
allow students the opportunity to hear, write and speak English.
Adaptations/Modifications/Accommodations:
I will modify the lesson plan by allowing specific students to write fewer sentences, giving a specific student his iPad
so he can type rather than write, use the microphone for students who are hard of hearing, enlarge the print for
students who have trouble with sight.
Reinforcement Procedures (how will the students know when they are correct in their thinking? What will I say/do?):
I will wander the classroom making sure students are on task, having appropriate discussions, and writing down
correct answers in the graphic organizer. I will reinforce student work by saying, “That is a great answer!” Or “great
conversations! Keep it up.” I will also
Assessment
a. Before lesson: Before the lesson students will be assessed by grading their previous written assignments that
involve the class novel we have been reading. As I grade their written assignments, I will look for any students
who are struggling with understanding the characters, the plot, etc.
b. During lesson: During the lesson I will assess students by wandering the classroom, listening to small group
discussions, reading what students are writing, etc. If students are not following instructions, I will remind them
of the classroom “P’S” and will redirect them back to the assignment. If students are not understanding, I will
explain the assignment one-on-one with them and give them a one-on-one example.

Post Evaluation (complete after you teach the lesson and write what you would change/keep/throw out):
COMPLETE AFTER I TEACH

Follow-up Activities:
I will do a follow-up activity that involves quotes from the novel. It will go along with the cause and effect sequences
we discuss in this lesson. This follow-up activity will have given students 5 quotes from the novel, they will get to
choose 3 quotes, and write about the meaning of the quote and explain it in their own words.