Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Rachel Sassine

Lesson Title: Writing from Multiple

Perspectives

Grade Level: 10

Lesson Goals
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.

To explore what we carry with us, synthesizing narrative strategies from mentor texts and creating personal narratives with thematic
elements that reflect individual growth experiences
Students will be reading one of our mentor texts, The Orphan Train, and recreate the narrative structure from an
alternate perspective. This relates back to the central focus, which is to give students the skills and tools to
synthesize narratives and narrative components through the readings of our mentor texts.
List the title, author, and write a short description of the text(s) used in this lesson.

Orphan Train, Christina Baker Kline- Blending the narratives of a private elderly woman an unsettled, self-identified Gothic
teenage girl, Orphan Train examines emotional baggage as it tells the story of the orphan train movement and the current state the
foster care system. Set in modern day Maine, Molly Ayer is misunderstood and unwanted by her foster mother and tries to disconnect
herself from several of her past homes as her current foster father is nothing more than an ineffective mediator. After stealing Jane
Eyre from the library, she is given 50 hours of community service and her boyfriend suggests that she helps clean out the attic of an
elderly womans house. She goes begrudgingly, and meets Vivian Daly, who can see behind the borrowed, uncustomary pink blouse
and un-kohled eyes. Cleaning out the attic triggers a series of memories for Vivian, from her childhood days in Ireland and as a new
immigrant in America when her parents knew her as Niamh, her struggles on the orphan train that transplanted in her Minnesota along
with several new names, to her reconnection and marriage to Dutchy, a boy from the orphan train now named Luke. Despite being
abused, neglected, and stripped of nearly all of her Irish heritage and personal identity during her time with foster parents, she is able to
overcome these hardships. To her surprise, Molly finds herself becoming friends with Vivian, and in a time of her own struggle, she
turns to her for help.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework:
I begin my lesson with a quick write to give the students an opportunity to perform low stakes writing each day. It

is allows the students to be reflective of their work and their progress, as well as make connections to the work
they will do (Burke 121). I have included scaffolding in this lesson, such as the character graphic organizer and
the summary of the main points, in order to help students develop their writing. This will enable them to think
through their topic before they begin creating the final product (Burke 78-80).This will also help students
understand that writing is a process, and the organizers will help them visualize said process (76).
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):

CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
IPTS Standard 2 - Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of content area
knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher
creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and
evidence-based practice.
IPTS Standard 4 - Learning Environment The competent teacher structures a safe and healthy learning environment that facilitates
cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and personal goal-setting.

Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
Students will be reading one of our mentor texts, The Orphan Train, and recreate the narrative structure from an alternate
perspective. This relates back to the central focus, which is to give students the skills and tools to synthesize narratives and narrative
components through the readings of our mentor texts. This lesson will give students the opportunity to develop dialogue, description,

and characterization. If they finish early, it will also give them practice revising their own work or peer editing anothers.

Materials/ Instructional Resources: Orphan Train, Quick Write Prompt (See attached), whiteboard, markers, writing utensil,
Character Map WS, and paper

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1: Students will be able to demonstrate a

knowledge of the parts of a narrative.

Related Assessment:
Quick write response, verbal response in class when
discussion parts of a narrative, and the inclusion of these
parts in their final write-up.

Explain the Assessments Alignment with the Objective:

Quick write response- This will display the students initial
knowledge of narrative structure.
Verbal response- This will be an informal way of assessing
initial student growth on the topic.
Final write-up- This component of assessment will tell me
How well they understood the parts of a narrative structure
Based on what they have chosen to include, as well as
The skill to which they can incorporate them.
Describe the form of Student feedback that accompanies
the assessment:

The responses to the quick write and verbal answers will

Be either brief written comments or immediate verbal
feedback. The feedback on the write-up will be written
feedback on the components of the narrative that they have
Included. It will also include one to two things they can do to
improve it.

Objective 2: Students will be able to examine and recreate

the narrative structure from a different point of view.

Related Assessment:

The written main points of the chapter

The character map
Final write-up of the scene
Explain the Assessments Alignment with the Objective:
The written main points of the chapter- When students
turn in their written main points, this will show to what
degree they were able to comprehend the reading
assignment. This will also give me insight into their
knowledge on the plot.
The character map- The character map will display an
ability to analyze the narrative structure for details. This
will scaffold their writing of the final scene, as they will
manipulate these to create their final scene.
Final write-up of the scene- This component of assessment will
demonstrate to what degree they are able to recreate the
narrative components and structure. This will also
demonstrate a knowledge of perspective.

Describe the form of Student feedback that accompanies

the assessment:
The written main points of the chapter- verbal check-in
during the lesson to discuss plot and main points
The character map- verbal check-in, as well as a collection of
the worksheet with written comments on their work.
Final write-up of the scene- Written comments on their
work. Some students will have peer edits or will have
made peer edits. I will give written corrections or praise
to these as well.

Lesson Considerations
Pre-Assessment:
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

Students will be familiar with the context of the novel, as well as the main plot of the novel up to their reading in this lesson.
Students will have worked with creating poems, so they will be familiar with writing narrative works in a different format.
They will also have just completed a lesson on tone, voice, and style, which will be incorporated into their writing for this
lesson. The week prior, they will have worked on creating narratives for people in photos. They will not have rewritten an
entire scene, however. So, this will be a developing skill that will be expanded upon in this lesson.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.

We have one student who is an English Language Learner. The ELL student is Congolese, which will provide an
interesting perspective to the idea of what a narrative is, as well as the perspective from which this student chooses to
write. As a majority of our students are white, they may also have relatives who went through similar experiences. This
can also be brought into the lesson, particularly when rewriting the scene.
Misconceptions:
Students may believe that they have to create a scene from the story, not rewrite one. They also may feel that they have to
make up a new character for the scene, as well. They may also misconstrue what scene refers to, so I will point to the
heading changes that denote a scene.

Language Objectives and Demands

Identify a Language Function:
Synthesize
Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary:

Dialogue
Setting
Plot
Point of View

Students will also choose 2 from the chapter to complete as homework.

Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:

For the student with Autism, I will speak with the Special Education teacher and discuss the students IEP or 504 plan in
order to create appropriate lesson accommodations that best fit the childs needs.
Accommodations for students who are not proficient uses of Standard English:

I will have the worksheets translated into French for the ELL students. They may also include a few French words or
phrases into their writing.
Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
This lesson is fairly individual with a few whole group activities or check-ins. This is because the students will
have been reading this text for quite some time, and they will be able to work through it on their own. Also, I
would like to see how they interpret a given scene on their own first and then with peer influence if they are able
to do a peer edit. This will allow me to better assess their writing skills, knowledge of the text, and understanding
of narrative structure.

Time

*Lesson Plan Details

Lesson Introduction
1. Students enter into the classroom and sit in their assigned seats.
2. The quick write will be projected onto the board. What are the parts of a narrative? What MUST be included?
What should be included? Explain.
3. Students will begin writing on the prompt for 5 minutes in their quick write journals.
Learning Activities 4. Once the timer goes off, I will call on students to write one of their answers on the board.
5. I will adjust the list as needed, and we will clarify what each one means.
6. I will then briefly introduce the assignment by saying that students will be writing a scene from the chapter
they are about to read from the perspective of a character other than the one it is told in.
7. Our discussion should create a framework for their reading. So, I will tell them to keep in mind what we just
discussed as we read, as well as to take notes if needed.
8. I will read the first page aloud to the class (pg. 190).
9. The students will read the rest silently (191-199). They will be instructed to raise their hand when they are
finished.
10. Once they have finished reading they will be asked to list the main plot points of the chapter.
11. As I notice most students finishing up, I will check-in with them on their reading to make sure they
understood it.
12. Once they have completed this, they will receive a character map (see attached). This will guide their
thinking and perspective when writing. They are to complete the map for the character whose perspective
their rewrite will be told from.
13. As I notice most students finishing up, I will check-in with them on to see if they have questions.
14. After they have done this, they will rewrite the scene they have selected from the perspective of the
character they have chosen on a separate sheet of paper.

Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.
The students completed worksheet, as well as their scene write-up will illustrate their understanding of the narrative
structure, the content of the scene, as well as the how to integrate the narrative components into their own writing.
Closure
This can be done for homework if it is not completed in class. It will be turned in along with the other worksheets, and we

will return to it later as we complete other activities later in the unit.

Extension
Students will be given the option to revise their writing alone or with a peer. They can swap papers and peer edit.
Then, if there is time, they can rewrite it, adding in the edits.

Resources and References (use APA or MLA listing the information from the conceptual framework above as
well as from any other categories where cited a source):
Burke, Jim. The English Teacher's Companion: A Completely New Guide to Classroom, Curriculum, and the
Profession. Fourth ed. Portsmouth: Heinemann, 2013. Print.

Attachments: handouts, assessments, etc.

1. Quick Write Prompt:

What are the parts of a narrative? What MUST be included? What should be
included? Explain.
Quelles sont les parties d'un rcit ? Ce qui doit tre inclus? Ce qui devrait tre inclus ? Explique.

Table des caractres

Remplissez le plan ci-dessous en regardant en arrire sur le chapitre que
vous venez de lire . Remplissez chaque section comme il convient les tats
Character
pages du livre citant . Vous pouvez
crire Map
sur la personne ou dans la bote .

Complete the outline below by looking back on the chapter you have just read. Fill out each section as
it appropriately states citing pages from the book. You may write on thece
person
or Hat
in personnage
the box.
que mon
pense
ce que mon
Hat
personnage dit

Hat thinks
What my character

What my character
Hat says
ce que mon
personnage
Hat
se sent
What my character
Hat feels

Hat

Hat

What my character
Comment
mon
does
personnage agit
Comment mon
personnage
ressemble
How my character
looks