Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

21st Century Instructional Plan: Student Population

Arthur Rafus
EDU 645
January 19, 2015
Dr. Amy Gray

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

21st Century Instructional Plan: Student Population

Common Core Aligned Lesson Plan Template

Subject(s):___ELA_Grade:7th
Teacher(s):_Mr.Rafus_______School:____H.E.S._________
LESSONELEMENT

STUDENTFRIENDLYTRANSLATION
(#2,3,4only)

1. Common Core Learning Standard(s)

Addressed:
CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences.

2. Learning Target(s)/Lesson
Objective: (What will students know
& be able to do as a result of this
lesson?)

Students will be able to write coherent

narrative pieces that have a distinct
conflict, plot and resolution. Students
will also improve on their use of
descriptions in their writing.

3. Relevance/Rationale: (Why are the

outcomes of this lesson important in
the real world? Why are these
outcomes essential for future
learning?)

Becoming a better writer is a skill that

is required even if you are not a writer.
Honing your writing skills will serve
you well through school, as well as in
your everyday lives. The use of
detailed and accurate description is a
skill used in many professions, not just
authors and journalists.

4. Formative Assessment Criteria for

Student Prompt (Critical Question):

Can you think of any occupations that
require the use of detailed and
accurate descriptions?
At the end of the lesson, students

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

Success: (How will you & your
students know if they have successfully
met the outcomes? What specific
criteria will be met in a successful
product/process? What does success
on this lessons outcomes look like?)

should understand, and be able to

identify and define, the basic elements
that make up a story (Characters,
Setting, Plot, Conflict Resolution)
(DOK 1 &2). Students will also be
able to practice writing with these
elements in mind. Students will also
have a better understanding about how
to use descriptions to enhance their
writing (DOK 3 & 4).
I will assess my students by evaluating
their participation in the activities and
also by reviewing the story they will
write for homework that is built upon
the lesson's activities. When I grade
their stories I will be looking for the
clear presence of the five elements as
well as an enhanced use of
descriptions.

5. Activities/Tasks: (What learning

experiences will students engage in?
How will you use these learning
experiences or their student products as
formative assessment opportunities?)

Pre-assessment (15 minutes) Four photos will be displayed on

the smart-board depicting
different people, places or things.
Students will be prompted to pick
one of the four and write a short
paragraph in their journals about
the picture using detailed
descriptions. Students will then
be offered to share what they
have written with the class.
Modeling (I do/we do) (10
minutes) - Teacher reads a sample
of writing that displays rich use of
descriptions. Students are
prompted to write at least three
examples they hear of good
descriptions in their journals.
Independent Work (We do/You

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

do)(20 minutes)- Students will

receive the definitions of the five
elements of a story via lecture and
worksheet and will also work
through an example of how a
popular movie of their choice is
broken down into the five
elements of a story. Students will
then choose a movie listed on the
worksheet and complete the
worksheet, breaking down their
chosen movie into the five
elemental categories.
Students will draw slips of paper
from a hat, jar or other
receptacle. These slips will
randomly assign the students four
of the five elements of a story.
Students will have to develop
their own characters to fit within
these assigned parameters.
Students are prompted to use the
rest of class working in teams or
with a partner to brainstorm ideas
for their stories. Students are
encouraged to record all
suggestions given by classmates
for possible consideration (You
do it together).
Students will use their slips and
feedback suggestions from the
brainstorming session to write a
rough draft of a story for
homework(You do it alone).

6. Resources/Materials: (What texts,

digital resources, & materials will be
used in this lesson?)

Worksheet: The five elements in

the movies.
Images for writing prompts
Google Translate
Read aloud writing example
Journals

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

Writing prompt slips and

receptacle to hold them
Penfriend (Audio playback device
to aid in independent reading)

7. Access for All: (How will you ensure

that all students have access to and are
able to engage appropriately in this
lesson? Consider all aspects of student
diversity.)
Students who cannot write for
themselves will have a teacher or aid
scribe for them or may be allowed to be
assessed orally. ELL students will be
given a copy of what is read that contains
versions in both English as well as their
first language. ELL students will be given
the option, based on their fluency, to
have their responses translated to English
using Google Translate. ELL students
will be encouraged to share orally (in
English) after translation. Class time will
be dedicated to them to encourage the
practice of writing and sharing with their
classmates in English.
8. Modifications/Accommodations:
(What curriculum modifications and/or
classroom accommodations will you
make for Students with Disabilities in
your class? Be as specific as possible.)
Students with disabilities will be assessed
based on their true capabilities. These
capabilities can be determined by past
work, an IEP, or recommendations from
the school's SPED team. These students
will be continually pushed to improve
their work but will be assessed only on
what they are capable of and how much
effort they show towards improvement.
The use of a Penfriend, an audio device
that uses stickers to play recorded
content, may be applied to help illiterate

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

students feel more independent on

assessments that involve worksheets and
handouts as references to performance.
Students with ADHD or other similar
learning disabilities will be seated next to
classmates who will be less likely to
distract or respond to the student(s)
distractions. Student(s) may be seated
next to a student who is willing, and
capable of, helping them stay on task.
Students with attention limits will be
helped to stay on task by teacher cues
such as a private signal, and by an extra
effort from the teacher to make sure the
student stays involved with whatever is
going on. The activities in this lesson are
short and engaging and should be easier
for students with attention disorders to
follow.
Part Two: Description
My plan starts with a check for previous knowledge and ability level. I know that by
starting the activity with a pre-assessment, I will be able to gauge which students have strengths in
writing descriptively. I will also be able to tell by observation and by student sharing, whether or
not students need extra time and guidance to grasp the concepts I am teaching.

By having students use their journals to record each assessment I am able to systematically
see their progress, from the first picture prompt to the rough draft of the story they will complete
for homework; I will be able to easily tell if they made any progress over the course of the lesson,
as the journal will read like a learning road map.

I included some peer-review/collaboration into my activities to promote 21st Century

skills (Communication and Collaboration) and to promote students in using their knowledge to

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

critique student work (DOK 4), and to get used to having their work critiqued; an essential part
of becoming an effective writer.

I based my decisions for accommodations and modifications on the notion that all ELA
lessons could and should be beneficial to students of all learning abilities. My goal was to not let
reading or language form a barrier to the lesson. Even though some students may be impaired in
reading and writing, there is plenty to learn about language in most ELA lessons. What is taught
in this lesson easily applies to language on or off the page, proving itself valuable even to students
who may never read or write or who are still learning to speak English. With the implementation
of the new CCSS, all students, including those with learning disabilities, will have increased
expectations in English Language Arts (ELA) and content area literacy (Straub, 2013).

The use of translators, although tedious for both student and teacher, can help break down
the language barrier standing in the way of the student's assessment and the ability for the student
to receive ample information to complete the assignment as well as the student's ability to share
and interact with their peers.

The use of teachers/aids to assist in tasks related to reading and writing also ensures
students receive ample information to complete tasks and assignments and are offered the ability
to participate in those tasks by having someone who can write for them. To promote
independence and raise student confidence, students who have difficulties writing are also given
the option of being assessed via audio response. Handouts and copies of reference material will
also be enhanced with an option for the student to listen to what is on them by using the
Penfriend.

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

Making sure the students with special needs feel included and have a fair shot at learning is
essential to reinforcing positive attitudes towards learning from these students. It is key that we
give students the ability to perform and not necessarily lower the expectations of their
performance, at least not openly in front of them. The influence of teacher attitudes is powerful.
For example, negative attitudes and low expectations by teachers can result in reduced
opportunities for students to learn. This, in turn, may impair students self-beliefs causing them
to reduce their expectations and leading to a deficit cycle. However, positive attitudes can
enhance opportunities for students to learn, which may improve their performances, selfexpectations and self esteem(Woodcock, 2013).

This lesson sets students up to work independently on their own at some point. The next
step in the process after this lesson would be to remove the prompts and leads of the writing
assignment and allow the students to use what they have learned about story structure and
description to create an original piece of work that displays their comprehension of the concepts
covered.

Not all students will be assessed the same, as I mentioned in the lesson plan. Some
students will already have enough prior knowledge and skill to succeed before I even begin the
lesson. Those students, of whom probably developed their writing skills by being dedicated
readers, will be given advanced feedback, while other students may be graded solely on their
understanding of the concepts taught in the lesson. A student should receive a satisfactory grade
if they master the basic concepts and are able to apply them. Feedback, and time to act upon that
feedback will be given to all students, regardless of skill level or quality of work.

Running head: 21st CENUTRY INSTRUCTIONAL PLAN: STUDENT POPULATION

Students with disabilities will be assessed based on their true capabilities. These
capabilities can be determined by past work, an IEP, or recommendations from the school's SPED
team. These students will be continually pushed to improve their work but will be assessed only
on what they are capable of and how much effort they show towards improvement.

References
Woodcock, S. (2013). Trainee Teachers' Attitudes towards Students with Specific
Learning Disabilities. Australian Journal Of Teacher Education, 38(8),
Straub, C., & Alias, A. (2013). Next Generation Writing at the Secondary Level for Students
With Learning Disabilities. Teaching Exceptional Children, 46(1), 16-24.