CEPT SEC 352 Critical Performance Planning for Student Diversity

Kentucky Teacher Standard(s) Assessed:

Standard 1 Applied Content Knowledge
Standard 3 Creates/Maintains Learning Climate
Standard 7 Reflects on & Evaluates Teaching/Learning
Standard 8 Collaborates with Colleagues/Parents/Others
Standard 9 Evaluates Teaching & Implements Professional Development
Purpose and Use Statement: This critical performance is an evaluation of Kentucky
Teacher Standards 1, 3, 7, 8, and 9. Completion and uploading of this performance into
the electronic portfolio is a requirement for a passing grade for SEC 352.
Graded Product: Lesson plan and teaching reflection
Your Tasks: Understanding the diversity in a classroom allows a teacher to effectively
plan and modify instruction to address individual needs and communicate high
expectations using a variety of instructional strategies and assessments. You have
completed background readings, a research project, and several table rounds that have
enabled you to become more familiar with the diverse learner needs in typical high
school classrooms. Your assignment is to plan and teach a differentiated lesson for a class
of diverse high school students.
I. Contextual factors - Describe the student characteristics for your clinical class. You
should include descriptions of special needs of students, including those with IEPS,
GSSPs, diverse ethnic backgrounds, varying ability levels, learning preferences, or any
other diversity factor that might affect the learning of the content. Meet with your adjunct
faculty member to discuss the learners in the class. As you describe these learners, make
sure to explain HOW and WHY you are targeting this lesson to meet their needs. Explain
your rationale for choosing the strategies, assessments, or making the modifications
based on content learned in the diversity part of the CEPT class. (You might want to
include this type of sentence: Due to this characteristic, the lesson will include....) This
section should be 3-4 paragraphs because diversity is the focus of this lesson plan.
II. Lesson Plan - Using the CEPT lesson plan format, design a lesson that differentiates
for any of the following using any methods discussed in class:

Learning preferences
Choice of content, process, or product
Student interests
Abilities or readiness to learn
Specialized learning needs

Some Ideas for Differentiated Instruction:

Differentiation for learning preferences or interests- Allow students to choose an

assessment task or product (think-tac-toes, cubes with learning preferences), provide
some choice of topics to study within the class (ex. World War II weapons, causes,
battles, etc.) and provide different readings on various topics.
Differentiation for ability or readiness to learn tiered assignments, Blooms chart,
Venn diagrams, leveled cubes, scaffolded graphic organizers, leveled questions.
A variety of Strategic Teacher strategies could work as long as you are intentionally
planning how you will use them to meet the needs of diverse learners.
III. Teaching Reflection - Teach the lesson, collect your formative assessment data, and
use that data to reflect upon your teaching and student learning.

CEPT SEC 352 CP Scoresheet - Planning for Student Diversity

Name:_______________ Lesson Topic:_______________
Lesson Plan Review: Remember to attach all materials from the lesson.
Contextual Factors: (28 points; each bullet is a maximum of 7 points)

Describes the students in the clinical class (i.e. learning needs including IEPs, GSSPs, cultural background, ability levels,
learning preferences, and/or other diversity factors)
Provides a rationale for HOW this lesson addresses the needs of these learners
Explains WHY the strategies, assessments, and modifications were made based on specific examples of content learned
class. If a pre-assessment was given, include how this lesson incorporates that student data.
This section is 2-3 paragraphs long in paragraph format; relatively free of grammar and mechanics errors

Alignment:

(24 points; each bullet is a maximum of 4 points)

_________

Standards written out completely. One/two standards used per lesson. (SS-use literacy/content standard.)
Objective(s) includes a behavioral verb, aligns to the standard, and is clear.
Learning target(s) is listed and aligned to the objective and standard.
Blooms level is correctly identified.
Strategy aligns to objective, target, and standard; is student-centered; provides connects to students interests; and engag
students in critical thinking.
Formative assessment aligns to the objective, target, standard, and strategy. The scoring tool is indicated and attached to
lesson plan. All assessments have Learning Targets clearly identified at the top.

Procedures: (28 points; each bullet is a maximum of 4 points)

_________

__________

Provides a detailed lesson plan for 1 class period (write out ALL questions, instructions, etc.) that includes

Bell work reviewing previous information.

A hook that is creative, attention-getting, and focused on lesson objectives.
A bridge that clearly states an I can statement describing the content the students will learn.
Strategies that intentionally and appropriately incorporate students interests, abilities, learning preferences, and/or specialized lea
needs. Choice is included, if possible.
Active learning. Lesson follows the 80/20 rule (20% introduction/demonstration, 80% students working).
HOT questions throughout
Closure reviews key ideas with HOT questions and a reminder of the I can statement.

Reflection Section: (20 points; each bullet is a maximum of 4 points)

Reflection section includes thoughtful response to the following prompts:

How many students met the learning target? What does your data show?

How many students didnt meet the learning target? What does your data show?

What are some possible reasons why these students didnt meet the learning target?

How can this lesson plan be modified to more effectively meet the needs of the specific learners in your class? Address t
diversity factors described in the contextual factors section.

Reflection provides specific PGES data (CEPT Team, AF, peers) as evidence to for strengths and areas for growth from th
teaching experience.

Strengths

Suggestions and/or Areas for Growth

Total Possible Points: (100)

CEPT SEC 352 Scoring Rubric Planning for Student

Diversity
Standard
Not Met
(1)
Lesson plan
contains
little
explanation
of students
in classroom;
no rationale
provided.

Standard
Partially
Met (2)
Lesson plan
includes a
general
description
of diverse
students in
clinical
classroom
OR rationale
lacks
evidence.

Lesson Plan

Lesson plan
reflects little
effort and is
lacking
major
details.

Differentiated
Strategies

Lesson lacks
strategies
that are
appropriate
for diverse
learners.

Teaching

Teaching

Lesson plan
is unclear,
hard to
follow, or
lacking
major
details.
Some
strategies
may not be
appropriate
for the
specific
needs of
diverse
learners or
have a
significant
lack of
details.
Teaching

Contextual
Factors

Standard
Met
(3)
Lesson plan
includes
some
description
of diverse
students in
clinical
classroom;
provides an
accurate
rationale,
but some
evidence
may be
lacking.
Lesson plan
is clear, easy
to follow, but
may be
lacking
detail in
some parts.
Lesson
includes
strategies
appropriate
for the
specific
needs of
diverse
learners, but
strategies
may lack
some detail.

Exceeds
Standard
(4)
Lesson plan
includes a thorough
description of
diverse students in
clinical classroom;
provides an
accurate rationale
with evidence.

Teaching

Teaching reflection

Lesson plan is
clear, easy to
follow, and all parts
are included.

Lesson includes
strategies
appropriate for the
specific needs of
diverse learners;
strategies are
thoroughly
explained.

Reflection

reflection
does not
answer all
questions.

Surface Errors

Lesson plan
and
materials
contain
numerous
distracting
grammatical
and
mechanical
errors

reflection
does not
answer all
questions
OR little data
is provided
as evidence.
Lesson plan
and
materials
contain
numerous
distracting
grammatical
and
mechanical
errors

reflection
targets all
questions,
but may lack
specific data
as evidence.

targets all
questions, is
thorough, and
provides specific
data as evidence.

Lesson plan
and
materials are
relatively
free from
grammatical
and
mechanical
errors

Lesson plan and

materials are
virtually free from
grammatical and
mechanical errors

CEPT Lesson Plan CP - Planning for Student

Diversity
Name: Paige Dennis
Date of Lesson: November 17, 2015
AF Name: Sonya Walker
Class Period/Subject: 4- English
Contextual Factors
The classroom I will be presenting the following lesson plan is composed of
thirteen male and eight male freshmen students. Within these students,
there are several different ethnic backgrounds and cultures. There are 6
African American, 2 Hispanic, 1 Asian, 1 American Indian, and 11 Caucasian
students. Due to this characteristic, I have implemented poetry from
different time periods and different races so these students feel they are of
equal importance.
Another contextual factor is the ELL student that is in the classroom with
the other students. To differentiate for this student, I implemented visuals
into the independent bell work. While the vocabulary in this lesson could be
hard for the student to understand, the visuals on the board will make it
easier for the student to associate meaning to that word. Another way I am
differentiating for this student is having a formative assessment over the bell
work content to quickly visualize the students comfort level with the
material.
A final contextual factor in the classroom is the varying ability levels that
are in the classroom. Based on the students star reports, the reading level in
the classroom ranges from a 4.2 (fourth grade) to an 11.7 (almost twelfth
grade) level. I am differentiating to this factor in the classroom by grouping
the students based on their Lexile levels. I am putting an even mixture of
high, medium, and low level students within the groups.
Standard:
(EOC) A.3.a- Identify, analyze, and evaluate the characteristics of literary
forms (e.g. short stories, novels, poems, plays, biographies, essays, plays,
myths, speeches) from various cultures and of nonliterary forms

(CCS) SL 1C- 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
or conclusions.
Objective #1: Students will be able to identify various literary devices from
complex poems
Learning Target: Identify literary devices from poems and analyze the specific
impact of literary devices on the poem as a whole.
Blooms Level: Understanding- For the first learning target, we are starting
with a lower level of Blooms Taxonomy and then scaffolding up through
other levels. In order to continue moving forward, we must ensure students
have a basis of knowledge. I will make sure the students understand the
basic levels of poetry elements before they are working on their own
applying these elements to other works.
Strategy/Activity: The students will look at visual representations of different
poetry elements shown on the board. With each picture, there is a poetry
element listed. The students will make a sentence based on what they see in
the picture that includes the given poetry element.
Assessment/Scoring tool: The formative assessment I will use in order to
ensure the students have a basic understanding of the material is with paint
sample cards. I will give each student a paint card on their way in the
classroom. After they complete the bell ringer, I will have them hold up the
color that best represents their understanding. The darker the color, the
deeper the understanding. This will give me a quick visual on how well the
students understood the material. If they did not understand what we just
went over, I will probe students to ask questions on portions they did not
understand.
Standard:
(EOC) A.3.a- Identify, analyze, and evaluate the characteristics of literary
forms (e.g. short stories, novels, poems, plays, biographies, essays, plays,
myths, speeches) from various cultures and of nonliterary forms
(EOC) A.3.d- Identify and interpret works in various poetic forms (e.g. ballad,
ode, sonnet) and explain how meaning is conveyed through features of
poetry, including sound (e.g. rhythm, repetition, alliteration), structure (e.g.
meter, rhyme scheme), graphic elements, and poetic devices.
(EOC) A.5.e- Identify, analyze, and evaluate the ways in which the devices
the author chooses achieve specific effects an shape meaning in increasingly
challenging texts
(CCS) RL 10- By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9-10 text complexity
band proficiently, with scaffolding as needed at the high end of the range.

(CCS) SL 1C- 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
or conclusions.
(CCS) 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.
(CCS) SL 5- Make strategic use of digital media in presentations to enhance
understandings of findings, reasoning, and evidence to add interest.
(CCS) LS 4- Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9-10 reading and content,
choosing flexibility from a range of strategies.
Objective #2: Students will be able to apply their knowledge of literary
devices and evaluate their selected poem
Learning Target: Identify the literary device within your selected poem.
Describe what the specific devices add to the poem. Present your findings to
the class.
Blooms Level: This learning target will be on the evaluating/creating level of
Blooms Taxonomy. When students transition into the second activity, they
will be asked to create a visual representation of their identifications. They
will also be evaluating the authors intentions in the poem.
Strategy/Activity: Affinity Diagram within groups, presentations/Threes
Company Organizer
I will divide students into the groups that are listed on the PowerPoint and
their assigned poem will be listed too. When they are in their groups, they
will first read the poem, aloud or to themselves. After reading, they will
identify any poetry elements they saw in the poem and then write the line
they found it in on a post-it note. After they have written all of the elements
they can find, they will categorize them on a poster. For example, they will
put all examples of alliteration together, all examples of metaphors together,
and so on. When they are finished, they will present their findings to the
class. While groups are presenting, students will complete the Threes
Company Organizer on the other groups findings. This will ensure everyone
is engaged. Following the presentations, students will complete an organizer
based on their group work.
Formative Assessment: Team-O-Graph Organizer
Procedures
The procedures for the day are listed under each heading: Bell work,
Learning Target, Activity One, Activity Two, and Closure with detailed
instructions underneath. There is also a designated amount of time listed so

the pacing of the lesson is appropriate and to ensure everything is

completed by the end of the class period.
Before class begins, get on the internet and pull up a stopwatch so you
can display it on the board. When the students are working on a specific
portion of the lesson, display the stopwatch with the designated time
allotted. This will ensure the students are on task and it also gives the task a
sense of urgency because the students will know they only have that set
amount of time to have it completed.
Bell work/Lesson Hook: (10 minutes)
As the students are entering the room, I will have the bell ringer posted
on the board so they can see what they will be responsible for within
the first portion of the class. The question will ask them to write a
picture for each of the three pictures presented. With each picture,
there is a poetry element listed. The sentence they write should relate
to the picture, but encompass that poetry element. Doing this exercise
will activate any prior knowledge the students possess on poetry
elements while refreshing on a few elements they may have forgotten.
After their time is up, I will randomly call on students by pulling their
names out of a bag to have them share a sentence they wrote with the
class.
Bridge/Learning Target: (5 minutes)
After they complete the bell ringer, I will have a quick formative
assessment to see how comfortable each student is with poetry
elements. To do this, I will pass out paint sample sticks at the
beginning of the class period and ask the students to rank their
comfort with the poetry elements based on the shade of paint, darker
being the deepest understanding. If I see any student with light shades
of color, I will be sure to address them when they are engaged in their
group work, rather than singling them out in front of the class.
Following the assessment, I will have students gather all materials they
need in order to prepare for the group work. They will then divide into
predetermined groups based on Lexile levels and have a poem
assigned to each specific group. The students names and groups are
listed on a PowerPoint slide. The slide also contains the assigned poem
with the group number.
Strategy/Activity #1 (15 minutes)
Group work- Affinity diagram: After the students are organized into
their groups, they will read the poem their group was assigned. The
group can decide if they would like to read it aloud or to themselves.
After reading the poem, the students will work together in identifying

examples of poetry elements in their assigned poem. When they find a

poetry element, they will write the example on a provided post-it note.
They will continue to do this for at least five different elements, but
finding as many as they can. After identifying the specific examples,
the students will group the sticky notes by the specific element. Ex: Put
all of the forms of alliteration together in a group, all the similes, etc.
While they are identifying all of the poetry elements, the students
should consider what each specific element adds to the poem as a
whole. They should consider why the author included that element into
the writing. While the students are working, the stop watch should be
counting down from fifteen minutes so the students know how much
time has passed and how much they have remaining.
Strategy/Activity #2 (20 minutes)
Group presentation of findings- Threes Company organizer when not
presenting
After working together to complete the affinity diagram, the students
will come to the front of the room to present their findings. They will begin
their presentation by reading the poem they were given as it will be
displayed on the Smart Board, then pointing out the specific poetry
elements they found to their classmates. When they are pointing out the
specific elements, they will also tell us why they think the author added
that specific element and what the element added to the poem overall.
The overall presentation time should not exceed 5-6 minutes, but will
require every student to speak to the class.
When the students are watching the other groups present, they will be
taking notes on the other poems on a two-sided Threes Company
Organizer. This organizer will ensure the students are engaged in the
other students material and are not being disruptive during their
presentation. The organizer asks for three of the presented elements in a
box of their own. The fourth box on the bottom of the page asks what the
specific elements added to the story. Their classmates will provide them
with the answer, but they will have to be paying attention in order to fill
out their chart completely.
Closure: (5 minutes)
Reminder of Learning Targets:
-

Analyze the authors purpose in the use of literary devices

Students will be able to identify various literary devices from complex poems

Activity: After everyone presents their findings from their individual groups,
the students will move their chairs back to rows and complete an exit slip

called Team-O-Graph. This activity will be done independently until the bell
rings. This exit slip asks the student to assess the overall group productivity
and the productivity of the individual student on a scale from 1-5, one being
the lowest. There are the ranking questions, followed by open-ended
questions.
HOT Questions: What do these specific literary devices add to the poem?
Reflection
BEFORE: With all of the activities I plan to due during the class period, I
believe the biggest problem I could face is running out of time. However, the
closure I have planned is not something that has to be done in order for the
lesson to be complete for the students; it is more geared for my personal
knowledge. I planned this closure because it will give me feedback on how
the students felt they did in the intentional grouping atmosphere and how
comfortable they were with the content. It is also giving the students that
prefer working alone a chance to show me that they were really interested in
the content and understand it, but they are not as comfortable working in
groups. With the pacing that I have lined out and the stop watch that I am
implementing, not only will the students be on task during their work time,
but I will also be able to keep effective pacing throughout the class period.
AFTER TEACHING
18 students met the learning target; They were comfortable in not only
identifying the literary elements, but describing what each added to
the poem.
2 students did not meet the learning target; They identified they were not
comfortable with the literary devices we were discussing.
I believe these two students did not meet the learning target because they
did not find the material relevant anywhere else other than English class.
Making the lesson relevant to the students is a main goal that I have for my
next lesson.
I think this lesson addressed diversity well overall. The only aspect I would
change would be to print off the individual poems for the students, rather
than just having the group share copies. If they each had a copy to look at, I
think they would be able to study the poem closer and more easily identify
the literary elements.
My strengths on this lesson were managing student behavior, which was
my personal goal for this lesson. As you can see in the notes Mrs. Wood
created, the classroom I chose to do my full lesson in was a very difficult one.
In order to manage their behavior and keep them on task, I involved myself
in each of the groups that were working. I chose the first group I engaged

myself in based on their initial reluctances to begin the task.

My next strength was the pacing of my lesson. Before I gave the lesson, I
had exact time increments on how long I would give the students to
complete certain aspects of the activity. I kept these times and we were able
to get through each part of the lesson and the exit slip as well.
A weakness for this lesson would be the students did not understand the
importance of the content, therefore they were just rushing to get the
assignment completed, not taking their time to produce quality work. For my
next lesson, my goal needs to be making the lesson as relevant to the
students as possible. This will make them put more effort into the work they
are producing.

PowerPoint Slides
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