Standards-Aligned Lesson Plan Template

Subject(s): English Language Arts Grade: 8th

Teacher(s): Amanda Newcomb & Ann-Marie Krenik School: Costa Mesa Middle School
Date: April 25, 2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA.RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
CCSS.ELA.W.8.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
CCSS.ELA.W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

N/A

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)

ELD.P1.B.8.1.Br. Analyzing language choices: Explain how phrasing or different words with similar meanings (e.g.,
cunning versus smart, stammer versus say) or figurative language (e.g., Let me throw some light onto the topic)
produce shades of meaning, nuances, and different effects on the audience.
ELD.P2.A.8.1.Br. 1. Understanding text structure: Apply understanding of the organizational structure of different text
types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are
organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments,
informative/explanatory texts and narratives.
 4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION

Students will be able to write a poem using passages from the novel Night by Elie Today, I will learn how to write a
Wiesel. Students will learn how to organize their thoughts and create something poem using the book Night by
new. Elie Wiesel.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION

Students learning to reorganize the material to create something new will help
them to be better writers. Using the novel Night by Elie Wiesel to write the poems I will write my own original
gives the students a way to learn how to write poetry without the pressure of poem.
creating something entirely on their own.

6. Essential Questions (TPE1.5):

How can writing poetry help me learn about poetry? How can using another work of literature to write a poem help
me to learn about poetry?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - 29
b. English Learners/Standard English Learners 2/27
c. Students with Special Needs 0
d. Academic language abilities, content knowledge and skills in content area - 3rd 12th grade

reading levels
e. Linguistic background English, Spanish
f. Cultural background (home/family) Caucasian, African-American, Hispanic
g. Health considerations (if any) One student has asthma, but that does not pertain to this particular

lesson.
 h. Physical development factors that may influence instruction in this academic content area
There are no physical development factors that will impede this lesson, as of yet.

i. Social development factors that may influence instruction in this academic content area
Students are talkative and some have a difficult time sitting still.

j. Emotional development factors that may influence instruction in this academic content area

None are known at this time.

k. Interests/Aspirations (relevant to this academic area) Many of the students enjoy reading the novel
Night by Elie Wiesel.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):

The students are intimidated by poetry, so writing the poems might be challenging for them. Also, finding a
passage to write the poem from might be challenging.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

For my redesignated EL, I can provide a passage for him to write his poetry from so that he does not have to
look through the book.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Students will use critical thinking skills to select a theme and words and phrases from the text to construct a
poem. They will be creative when writing their poem.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

A PowerPoint presentation will be used to introduce found poetry and model how to do it.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for 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?)

a. Formative:
The students will write a poem based on a passage of their choosing from the book Night by Elie Wiesel. The
poem should be at least 14 lines long, have a creative title, demonstrate a clear theme, and MUST include
Found in Night by Elie Wiesel.

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
 Part V - INSTRUCTIONAL PROCEDURE
14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Night by Elie Wiesel student copies, computer with internet access, projector, PowerPoint, pens/pencils, paper

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
The warm-up for the day will be a journal prompt: What do you know about poetry? Do you like poetry? Have you
ever written poetry? After the students write at least a half page, they will be instructed to share with a partner or
their table groups, and then I will call on random students to share with the whole class. After the discussion, I will
open a PowerPoint presentation introducing Found Poems: what they are, why they are useful, and how to write one.
(25 minutes)

BODY:
I will model it for them by showing them a Found Poem that I wrote and walk them through the steps I took to write
it, such as underlining words or phrases I liked, deciding on a theme, reorganizing my selections into a poem. Then, I
will show them a sample paragraph and walk through the steps with them as we write a Found Poem as a class. After
we have written at least part of it, I will instruct them that their task for the day is to write their own Found Poem,
using Night by Elie Wiesel. They can pick any passage they want. The requirements for the poem are that it has a
clear theme, it is at least 14 lines long, has a creative title, and must have the words Found in Night by Elie Wiesel
(these are not their words; they must cite their source). The students will have the rest of the period to finish the
poem. If they do not finish by the end of class, it is due at the start of the next class. (55 minutes)

CLOSE:
I will ask the students how they felt about their poems and ask if anyone wants to volunteer to read their poem.
After, (even if nobody volunteers), I will tell them that I like Found Poems because I dont feel confident in writing
poetry, but Found Poems give me something to write about. They take the pressure off because I dont have to make
everything up on my own. I will remind the students that this is a good technique for studying figurative language
because it forces you to pay closer attention to it. (10 minutes)

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs

The students will write a poem based on a passage of their choosing from the book Night by Elie Wiesel. The
poem should be at least 14 lines long, have a creative title, demonstrate a clear theme, and MUST include
Found in Night by Elie Wiesel. See attached rubric.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

I would say that about 90% of the class met the lesson objective. They really seemed to have fun with this
activity.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

The only students who did not meet the lesson objective failed to include at least 14 lines, a creative title,
or indicate that the lines were Found in Night by Elie Wiesel.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

I introduced the Found Poem to them and then modeled it for them by showing them how to write one. Then, I
guided them through writing one as a class before setting them loose to write their own.

4. What would you change about the lesson and why (according to your data analysis)?

I think this lesson went well. The students were engaged, despite being intimidated by poetry. I think that I
perhaps should have gone more slowly when introducing and modeling for them. I already had my model poem
written beforehand, but I think that it might also be beneficial for me to just do it with them so that it forces me
 to go more slowly and they can see my thought process.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.