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Lesson Planning Organizer
Class Description
Eighth grade language arts; required reading level; medium/high cognitive ability; varied reading ranges; constructivist learning (students achieve through interactive methods); Demographic: one African American student, one Asian American student, one Hispanic American student, 24 Caucasian students; thirteen boys, fourteen girls
Unit Title
Classic Literature
Lesson Topic
Dramatic Representation of Chapters thirty-four through thirty-nine in Charles Dickens’ Oliver Twist
Type of Lesson
Development and/or Review
National Content Standard/Voluntary State Curriculum Standard
Standard 1.0 General Reading Processes
Topic E. Students will use a variety of strategies to understand what they read (construct meaning).
Indicator 2. Use strategies to prepare for reading (before reading)
Objectives 1: Select and apply appropriate strategies to prepare for reading the text
Indicator 3. Use strategies to make meaning from text (during reading)
Objectives 1: Select and apply appropriate strategies to make meaning from text during reading
Indicator 4. Use strategies to demonstrate understanding of the text (after reading)
Objectives 1: Identify and explain the main idea or argument
Assessment limits: Of the text or a portion of the text
Objective 2s: Identify and explain information directly stated in the text
Assessment limits: In the text or a portion of the text
Objective 3: Draw inferences and/or conclusions and make generalizations
Assessment limits: From the text or a portion of the text
Objective 4: Confirm, refute, or make predictions
Assessment limits: The development, topics, or ideas that might logically be included if the text were extended
Objective 5: or
Assessment limits: The text or a portion of the text
Objective 6: Connect the text to prior knowledge or personal experience
Assessment limits: Prior knowledge or experience that clarifies, extends, or challenges the ideas and/or information in the text or a portion of the text
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
Students will have completed chapters one through forty in Charles Dickens’ Oliver Twist, and will be able to recall elements and concepts of the novel, in order to present a dramatic representation of their groups’ assigned chapters in the text.
Lesson Objective(s):
Objective 1 – Students will be able to complete a drill in order to prepare for the beginning of the class.
Objective 2 – Students will work in groups of four or more, in order to provide the class with a dramatic, visual representation of chapters thirty-four through thirty-nine.
Assessment(s):
Assessment for Objective 1 – Students will submit their drills for feedback and scoring
Is this a formative or summative assessment? Summative
Would you characterize this assessment as a traditional or performance assessment? Traditional
Why did you select this assessment strategy to measure student learning?
This assessment strategy encourages students to make their initial priority of the class period to be prepared and on task.
Assessment for Objective 2 – Students will be graded according to their knowledge and preparation of the chapter that their group is assigned.
Is this a formative or summative assessment? Summative
Would you characterize this assessment as a traditional or performance assessment? Performance
Why did you select this assessment strategy to measure student learning?
Students must use their creativity, as well as their knowledge of the text, to show an understanding of the content of the novel; their creativity will only be successful if they understand the content of the novel
Materials Needed for Lesson
Writing Utensils
Novels
Paper
Creative Minds; any props they feel are necessary, which they themselves have made
Adaptation for IEP Student(s)
IEP students will be provided with accommodations according to their individual IEPs (No known IEPs in this class)
Incorporation of Technology (if appropriate)
*If you are using a website, be sure to include the website citation.
PowerPoint for Drill
Reading strategies
Small Group Reading
Individual
Oral Reading
Lesson Development
Teacher
Drill/Motivational Activity –
Teacher will begin class by ushering the students to become focused on the front screen so that they might complete their drill.
“Good Morning! Come in, take your seats, and complete your morning drill. In five minutes will share our responses.”
Transition
Teacher will move on to the main assignment of the class period.
“Now that we’ve had a chance to share our drills, we will now get into our groups and create short plays of chapters 34 through 39.”
Activity 1 –
Teacher will assign the students to groups of four or more, based on the class roster.
“Group 1 will include…Group 2 will include…(etc.)”
Key Questions
“What are the main points of each chapter?”
“Which character interactions are the most important in each chapter?”
“Which characters create the main focus of the chapter?”
Transition
“Now that we’ve had time to prepare our presentations in our groups, we are going to present our dramatic talents to the class.”
Activity 2 –
Teacher will ask each group to present their dramatic representation of their assigned chapter to the class.
Summary/Closure/Revisit Objective
“Everyone did an excellent job today! Are there any questions in regards to the chapters presented that anyone would like to ask, so that everyone understands these chapters?”
Safety Valve
Teacher will ask the students to write a short response to whether or not they understood or enjoyed the class assignment.
“Since we have a few minutes left in class, everyone take out a sheet of paper and write a short paragraph explaining whether or not they understood and/or enjoyed today’s assignment, and include why.”
Students
Anticipated Responses?
Students will enter the classroom and take their seats.
Students will retrieve paper and writing utensils from their belongings and complete their beginning drills.
Students will share their individual responses to the drill with the whole class.
Anticipated Responses?
Students will put submit their drills for scoring.
Students will retrieve their copies of the novel and prepare to join their assigned groups.
Anticipated Responses?
Students will join their assigned groups.
Students will take notes (in their assigned groups) on which parts of the chapters (they are assigned too) are the most important to remember.
Students will take notes (in their assigned groups) on which character interactions (in their group’s assigned chapters) are the most important for the class to know.
Students will determine which characters create the main focus of the chapter.
Anticipated Response?
Students will prepare to present their group’s dramatic representation of their assigned chapter.
Anticipated Response?
Students will present their group’s dramatic representation of their assigned chapter.
Anticipated Response?
Students will ask questions according to their lack of understanding and/or need for clarification or something specific in the assigned chapters.
Anticipated Response?
Students will write a five to seven sentence paragraph response as to whether or not they understood and/or enjoyed the class assignment, and why.
Time
8 minutes
1 minute
15 minutes
1 minute
20 minutes
5 minutes
5 minutes

Feedback on Lesson Plan 1
- If you have further difficulties with wikispaces, contact Prof. Martin as I explained when we began to work on wikis in February.
- This lesson plan is skeletal, and you need to add a lot for it to be adequate. I will just identify a few things:
1. Include number of students, gender distribution, and special needs in class description. Also, spell out "CC" level. I don't know what you mean by, "medium cognitive ability/achievement." Please be more precise.
2. Classic literature is not a theme, but you are required to write thematic unit. You need to narrow your unit to a theme. What idea are you looking at within classic literature?
3. Underline or italicize book titles.
4. Why is your first lesson of the unit a review for a test? You are beginning a unit, not ending it.
5. Proofread throughout the lesson plan.
6. Write out specifically what you will say and what you predict students will say for EVERY activity, including the warm-up and closing.
7. 35 minutes is too long for any single activity. Keep it down to no more than about 12 minutes.
8. You must include at least 3 activities for every lesson plan.
9. Where is the closing/summary?
10. Where is your safety valve?

April 15, 2011
Lesson Planning Organizer
Class Description
Eighth Grade Language Arts; Above level; High Cognitive Ability; Wide Reading Range; Constructivist learning (students achieve through interactive methods);
Demographic: One African American Student; Eight Caucasian Students
Unit Title
Literature from 1940 to 1960
Lesson Topic
Class discussion of “The Wave” by Todd Strasser
of Lesson
Developmental
National Content Standard/ Voluntary State Curriculum Standard:
Topic
E.
Students will use a variety of strategies to understand what they read (construct meaning).
Indicator
· 1. Apply and refine comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
Objectives
socio-economic background
2.
2. * Read various genres
3.
3. Discuss reactions informal situations
Indicator
· 2. Use strategies to prepare for reading (before reading)
Objectives
the text
Indicator
· 3. Use strategies to make meaning from text (during reading)
Objectives
during reading
Indicator
· 4. Use strategies to demonstrate understanding of the text (after reading)
Objectives
or argument
Assessment limits:
the text
2.
2. Identify and the text
Assessment limits:
the text
3.
3. Draw inferences make generalizations
Assessment limits:
the text
4.
4. Confirm, refute, make predictions
Assessment limits:
were extended
5.
5. [[javascript:openPopupWH('/share/vsc/glossary/reading/summarize.html',200,200)|Summarize]] or [[javascript:openPopupWH('/share/vsc/glossary/reading/paraphrase.html',200,200)|paraphrase]]
Assessment limits:
the text
6.
6. Connect the personal experience
Assessment limits:
the text
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
Students will have completed chapters one through six and will be able to discuss the literary elements of the novel.
Students will have already developed personal opinions about the novel and would be able to explain those opinions using textual evidence.
Lesson Objective(s):
Objective
Objective 1 – the material
Objective 2 – Students will be able to discuss the first six chapters of “The Wave,” by Todd Strasser, in order to understand the literary elements of the novel.
Assessment(s):
Assessment for Objective 1 – Vocabulary Quiz
Is this a formative or summative assessment? Summative
Would you characterize this assessment as a traditional or performance assessment? Performance Assessment
Why did you select this assessment strategy to measure student learning? Designed to challenge the student’s intellect and understanding of a text in a manner of verbal expression.
for Lesson
Quiz
Quiz
Class copies of “The Wave,” a novel by Todd Strasser
Pencils or Pens
Any notes on the novel
IEP Student(s)
IEP Students will be provided with accommodations according to their individual IEPs (No known IEPs in this class)
(if appropriate)
*If
*If you are website citation.
Use of classroom SmartBoard
Reading strategies
Whole Class reading when necessary for understanding of concepts and topics presented by each student during discussion
Lesson Development
Teacher
Drill/Motivational
Drill/Motivational Activity –
Teacher will ask students to sit quietly in their seats and prepare for a quiz on the vocabulary terms presented over the week.
Teacher will pass out quiz materials to each individual student and explain the contents of the test to the class as a whole.
Transition
“Now that we’ve completed our quizzes, lets move on to our next adventure. We are going to discuss the novel “The Wave,” by Todd Strasser, as a class. We are going to review such topics as the character analysis, the relationships between each character, and various themes that are presented in the text.
1 –
Teacher will have the students sit in a discussion circle to discuss various literary elements of the novel.
Key Questions
What is a theme?
What are some themes presented in the novel? What evidence supports them as themes?
Transition
Teacher will get students prepared for dismissal.
“Alright then, everyone gather your materials and prepare for dismissal.”
Summary/Closure/Revisit Objective
Safety
Safety Valve
Teacher would have students complete a short writing assignment explaining how the students felt about the discussion and what they learned from it.
“Because we still have a lot of time left before dismissal, we are going to go back to our seats and complete a very short writing activity. We are going to write about how we thought the discussion went today, as well as what we learned during that discussion. This activity should consist of no less then a full paragraph and will be handed in before you leave.”
Students
Students will complete their vocabulary quizzes independently.
Students should be able to show their understanding of each vocabulary term by answering each quiz question accurately and efficiently.
Anticipated Responses?
Students will turn in their quizzes for grading and feedback, and take out their copies of the novel for class discussion.
Anticipated Response?
Students will gather in a discussion circle and discuss each individual character, the relationships between them, and themes presented in the novel, using textual evidence to support their claims.
Anticipated Responses?
Students will respond that the main characters of the story are Robert Billings, Brad, Laurie Saunders, Amy Smith, Mr. Garbond, Ben Ross, Christy Ross, David Collins, Coach Schiller, Jeff Billings, Brian Ammor, Carl Block, and Alex Cooper.
Students will provide textual evidence of how each character is described, as well as the relationships between the characters.
Students will respond that a theme is a reoccurring concept found in a work of literature that is meant to assist in the meaning of the work as a whole.
Students will respond that some themes include equality, desire for power, control of mass media, etc.
Anticipated Response?
Students will return to their assigned seats and prepare for dismissal from class.
Anticipated Response?
Students will return to their seats and begin a short writing assignment.
Students will provide the teacher with their individual feedback on the success/or failure of the discussion, as well as a short summary of what they learned during the discussion.
Time
Fifteen Minutes
Twenty minutes
Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
Updated summer 2010

Peer Editing
A classroom discussion is a great way to gauge student understanding of the novel. It is also a good way to involve every student in developing different interpretations of the literature. You are very organized in your layout of your lessons.
My main suggestion would be to finish filling out the last portion of the lesson plan. Also, maybe add another activity that involves an application of the knowledge they have gained from the discussion.
For editing, the standards still appear to be in the format that you have copied from the website. Just edit it to fit with the rest of your text on the page. Also, try to formulate your information into complete sentences for the lesson and description.
Great job with this lesson!

Peer Editing
Using different texts is a great way to teach literature. It shows the application of your theme in pieces other than novels/books. Also, the fact that the connection you are making includes differences and similarities across cultures makes your students more culturally aware. Your activities facilitate a good method of instruction, where students are able to develop ideas as a group and then individually.
For the differentiation portion of the lesson plan, I would maybe explain the accommodations you may have to make for specific students.
As far as editing, the only main issue I see is the alignment again. I am still trying to figure out how to fix it too. Also, maybe elaborate on your sentences explaining the activities.
Once again, nice job!

March 10, 2011
Lesson Planning Organizer
Class Description:
Eleventh Grade English; CC Level; Medium Cognitive Ability/Achievement; Varied Reading Range; Constructivist Learning (Students achieve through interactive methods); Demographic: Predominantly Caucasian, with few other ethnicities.
Unit Title:
Classical Literature
Lesson Topic:
Review Game for The Scarlet Letter
of Lesson:
Review
National Content Standard/Voluntary State Curriculum Standard:
· Explaining the effectiveness of text(s) in accomplishing a purpose
· Explaining connections within or between texts
personal response
· Specific words and phrases
· Details
· Symbols
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
the novel
Students will have begun to review the novel
their content
Lesson Objective(s): Students will be able to complete a whole-class review game using texts, as well as other forms of class notes.
Objective 1 – In two teams, students will be able to complete “The Scarlet Letter: A Baseball Game,” in order to review for a test on the novel.
Objective 2 – Individually, students will be able to answer various questions based on their level of difficulty, in order to achieve “runs” for their team, as well as show a written, short explanation to gain extra points.
Assessment(s):
Assessment
Assessment for Objective 1 –
Students will answer various questions about The Scarlet Letter to show their understanding of the text.
Is this a formative or summative assessment? Summative
Would you characterize this assessment as a traditional or performance assessment? This is a performance assessment because the students are performing the task of identifying and locating previously acquired information to achieve a goal.
Why did you select this assessment strategy to measure student learning? I selected this assessment strategy because the students will be required to show their understanding of the text by verbally answering questions correctly about The Scarlet Letter without the assistance of their novels or class notes.
2 –
Students will answer questions of various difficulties to achieve “runs” and extra points for their teams to show their individual participation in the class activity.
Is this a formative or summative assessment? Summative
Would you characterize this assessment as a traditional or performance assessment? This is a performance assessment because the students are using the information they have gathered to individually achieve assist their group by showing their individual understanding of the content.
Why did you select this assessment strategy to measure student learning? I chose this assessment strategy because it allows students to not only use information that they found with their peers, but it also provides them with the opportunity to express their knowledge of the content. While it is important to know how the class as a whole is doing academically, it is also important to know how each student is achieving individually, for the benefit of themselves and the rest of the class.
for Lesson
1. Student copy of Nathaniel Hawthorne’s The Scarlet Letter (Condensed Version)
2. Individual notes
IEP Student(s)
IEP Students will be provided with accommodations according to their individual IEPs
(Various IEPs in this class)
(if appropriate)
*If
*If you are website citation.
(No incorporation of technology necessary for this assignment)
Reading strategies
· Individualized Reading
Lesson Development
Teacher
Drill/Motivational
Drill/Motivational Activity –
Teacher will ask the class for any obvious knowledge about the game of baseball.
“Someone share with us what they know about the awesome game of baseball.”
Transition
Teacher will begin by separating the class into two teams and allowing them to choose their team names based off of a symbol in The Scarlet Letter.
1 –
Teacher will provide the students with their activity, and then proceed to facilitate the proceedings of the lesson.
“Those of you with the number 1, move to this side of the room; those of you with the number 2….”
Transition:
Teacher will inform students that dismissal is approaching and they should prepare to leave.
Students
Anticipated
Anticipated Responses?
Students will answer arbitrarily with their individual knowledge of the American-based sport
respond with:
· Baseball is a game played by the Orioles
· You hit a ball with a wooden bat to run around bases and achieve runs
· “Changed for the better because life now is less harsh…
is non-existent…
Anticipated
Anticipated Responses?
Students will quickly get into their teams and think of names for their teams.
Students will choose names like:
· The A’s
· Meteors
Anticipated Responses?
Students will work in their groups to answer various questions provided by the teacher.
Students will use prior knowledge and retained information from their novels to answer various questions based upon their levels of difficulty.
Anticipated Response:
Students will return to their seats and prepare for dismissal.
Time
4 minutes
1 minute
35 minutes
5 minutes
and application?
Students did not understand the review activity of the lesson—allow students to assist in altering the assignment.
Students did not understand the game---alter it to the specifications to their learning levels
Could also have the students compete against each other, and make it a different type of sports game.
Updated Summer 2010

Lee Sackman Peer Edit
I really like the concept of this lesson, it relates to students lives by using the game of baseball. The baseball game is a good way to review for the test, it provides a different method of reviewing the material. Will you have the students stand as if they were on a baseball diamond with the teacher standing in the pitcher position? Or is it a group activity type of review? Either way sounds fun and engaging!
Perhaps you could include a little more explanation or development in the lesson plan to make your transitions clearer. In the final version will you include the different questions the teacher will ask for the game? Other than that it seems like a great outline of the lesson!
For editing, my main suggestion was also my main problem with lining up the columns under lesson development. You may also want to add to your class description, including a little more detail.
I think this is a great lesson plan!