Towson University

Department of Secondary Education

Lesson Plan Template

Name: Terah Minor-Jones Date: 09/18/18

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations): ​26 student, 8th grade, on-level, 90
minute, ELA class. There are three students in this class that I would consider to be ​classroom
leaders (Hailley, David, and Cassandra)​. I can typically look to them whenever I need assistance
or for them to help their peers. There are currently three students in class that have an​ ​IEP in place
(Shawn, Rishon, and Marquis)​. Specifically, Shawn has special communication needs where he
will need the teacher to break down assignments in smaller parts. Rishon has an IEP but it is not clear
at this time of what it is exactly. Simply be in tuned with this student; he typically can stay on task
without help. Marquis is rather quiet and he has a specific learning disability. He has trouble attending
and concentrating in the classroom, and will need to do calming exercising in order to manage his
anxiety. Use of proximity and nonverbal cues will help to keep these students on task. There are also
two students in class with​ ​504’s in place (Kori and Hailley - who was also mentioned as a
class leader)​.​ Collectively, they are working on concentration. Along with concentration, Kori is
working on learning and comprehension. She will need breaks upon request and chunking of
assignments. Hailley is working on thinking and processing information. She needs leadership
opportunities and extended time on assignments. There are no ELL students.
This class is my first class of the day, so their energy is down since it is morning - but as class
continues, the enthusiasm comes. They are a talkative bunch and will need to be encourage to work
diligently and to stay on-task. ​Darian, Arya, Ahmad, and Camille ​are students that are often
engaged in conversation. With reminders they are able to get centered and focus on assignments, but
they will need reminders. I have some best friends in this class who sit in seats 22, 23, and 24
(​Shawn, Karl, and Dylan​). They typically quiet down after a few warnings.
Phones should be in lockers and we have not been having issues with this. If one is present, I simply
ask them to place their phone in their lockers and make note of it.

Unit: Lesson Topic: Prior Knowledge (How do you know students are
ready for this lesson?): ​We have engaged in a
Reflecting on “Long Way Down: teacher-facilitated poem discussions numerous times
Personal Class Discussion” throughout the start of this quarter. There is an understanding
Challenges on how to annotate poetry and communicate to each other
effectively. This understanding of communication will be
extended today. They are also familiar with annotating
literature, so this will be good practice as well.

Alignment:
Standard(s): Objective: Assessment: Activity(ies):

RL.8.1 Cite the textual SWBAT - Use textual Formative - During Class Discussion
evidence that most evidence in order to the class discussion,
strongly supports an support an analysis of students are expected
analysis of what the what the text to bring with them a

1
text says explicitly as explicitly says as well sheet of paper or
well as inferences as what may be journal where they
drawn from the text. inferred. would have wrote 3
explicit takeaways
from the poem with
exact line numbers as
well as 1 inference
with line number.
SL.8.1 Engage SWBAT - engage Formatively - During Group Work
effectively in a range effectively in group group work, students Class Discussion
of collaborative and class discussions will be able to express
discussions in order to discuss the their own questions
(one-on-one, in texts so that they may and thoughts on
groups, and build on others ideas sticky notes as well as
teacher-led) with as well as express go around to other
diverse partners on their own clearly. group posters and
grade 8 topics, texts, comment on those as
and issues, building well.
on others’ ideas and
expressing their own
clearly.

TPDS.5a. Professional Teacher WBAT - Summatively - After Discussion Closing

development fosters a Develop a safe and the assignment, I will
safe, inclusive, inclusive space in give out a survey that
equitable learning order for students to will be collected
community where participate in asking how the
teachers, maintaining a discussion went and
administrators and classroom climate of about the climate of
students participate caring and respect. the classroom during
in maintaining a the discussion.
climate of caring and
respect.

Materials Needed:
Students will need sticky notes that are color-coated for each specific group (there will be 5
groups), writing utensils, class journals and/or sheet of lined paper, and poster board.

Technology Integration/Needs:
Besides the powerpoint, there will be no technology used for this lesson. Students do not have
their devices.

2
Lesson Procedure:
Opening Activity (describe your warm-up, engagement/hook/motivation):
Do-Now: Defining Explicit

Students will be taking out their journals and answering the Do-Now.

Teacher Language: ​Good Morning class, I hope you were able to get some good sleep last
night. The Do-Now activity is already up on the board. You will need your journal and something
to write with in order to complete it. ​(Show the Do-Now slide on PP)​ The Do-Now is asking you
to answer some questions based off what you believe the word ​explicit​ means. Once you’re done
you may share your thoughts with your neighbor. After about 5 minutes, we’ll be pausing to get
centered as a class, then go over this Do-Now.

​ -7 minutes
​Time Allotted: 5

​Adaptations (for IEP, ELL, culture, and other special needs):

For my IEP students:​ This Do-Now clearly states what is expected of them. As I go around the
classroom, I will check in with them individually to ensure they know what they should be doing
as well as answer any lingering question.

For my 504 students: ​As I go over the Do-Now instructions, I will make eye-contact with both
Hailley and Kori. This way I can visually see if there is any confusion on their faces while
I’m explaining. When walking around the classroom as the students work, I will check in with
the girls in order to answer any lingering question.

Ahmad: ​He had broke his glasses last week. In order for him to see the Do-Now, he will need to
move up to the board.

​Transition (explicitly linking concepts/activities/objectives):​ ​So, now that we

know a little bit more about the word explicit, I want you all to keep our definition in the back of
your minds for the remainder of class; we will be referring back to it later. Right now, I need you
to clear your desks off completely and get ready to go over the agenda for the day. ​(Show Agenda
slide on PP)

Activity 1 (describe activity): ​Poster Annotations

Teacher Language:​ As mentioned in the agenda, we will be completing Poster Annotations.

You will be split into four groups. Each group will have a section from the same poem titled ​The
Sadness. T​ he group will be annotating together. There are five jobs within a group, one for each
member. The jobs are: ​(Show the Jobs slide on PP) W ​ hen I say go, you will have 10 seconds to
put yourselves in groups and to be sitting in the four corners of the classroom. If you are not in a
group by 0, you will be placed in one. Ready? Go!

Now that you are in your groups. You will have another 30 seconds to assign jobs. Go! (​I will
give the students a countdown once it gets to the remaining 10 seconds.​) Alright, thats time!
So let’s see who is who: reader raise your hand, worder, questioner(s), expert, goosebumper.
Great! You now have 7 minutes as a group to annotate your poster. Time starts now.

3
 ​ -10 Minutes
​Time Allotted: 7

​Adaptations:

For my IEP students:​ The instructions for this assignment may need to get chucked down
smaller for ​Shawn​. Really make sure he understand the job he chose to do and I may even take
a lap then come back to his group to see how he’s doing. As I take this lap, I’ll check in with
Marquis​ to make sures he’s on task/encourage him to stay on task. I will also check in with
Rishon​ as well.

For my 504 students: ​While doing a lap around the classroom, I will thank and encourage
both ​Hailley​ and ​Kori​ to continue to stay on task. ​Kori​ may still need instruction broken down
for her.

​ ransition:​ ​Finish up your last few thoughts in 10, 9, 8, (...). OK, pause your hands, sit
T
down, and wait for the next portion of the directions! Remember to keep the jobs that you had
during this activity. You will have the same job as we move onto the next one.

Activity 2 (describe activity): ​Around the Room

Teacher Talk: ​In the same groups that you’re already in, you are going to rotate around the
classroom three times, clockwise. You’ll read the other sections of the poem and what other
groups had to say about them. Then your group will write directly onto the visiting poster. These
are some of the annotations you can write on their paper: ​(Show the Around the Room slide on
PP)​ When I say “go”, your group, and your colored-stickies that you’ve been using, will rotate to
the next poster on the left of your group. Can someone tell me what I am asking everyone to do?
(Hopefully a students will raise their hand and explain. If no one does, I can typically call on
one of my ​classroom leaders​ to do this for me. After, I will reiterate it again to make sure
things are very clear.)​ Okay, you have 4 minutes at each visiting poster and your time starts
now, GO! ​(After 4 minutes, I will let the students know when to switch groups and in what
direction they should be going in. When they are at their last group, I will come by with a piece
of tape for them to not touch but have.)

​Time Allotted: ​20 Minutes

​Adaptations:

For my IEP students:​ The instructions for this assignment may need to get chucked down
smaller for ​Shawn​. Really make sure he understand the job he chose to do and I may even take
a lap then come back to his group to see how he’s doing. As I take this lap, I’ll check in with
Marquis​ to make sures he’s on task/encourage him to stay on task. I will also check in with
Rishon​ as well.

For my 504 students: ​While doing a lap around the classroom, I will thank and encourage
both ​Hailley​ and ​Kori​ to continue to stay on task. ​Kori​ may still need instruction broken down
for her.

​ s you all return to your original poster, you’ll find a piece of tape close to it.
​Transition: A
Send one person up to the blackboard to tape your groups poster and everyone else return to

4
 your seats. You will be receiving this poem in order and in its entirety on paper. Do not flip it
over yet, just wait for further instructions.

Additional Activity(ies) – add as necessary with time allotted, adaptations and

transitions:

Class Discussion Prep

7 Minutes

Teacher Talk:​ Let’s read the poem now in the order you all placed them on the board. Raise
your hand if you’re still confused by this poem? It is completely okay. Poems in general are super
complicated to understand and this poem being out of order isn’t helping, is it? When I say go, I
want you all to turn the poem over and read it in its entirety. ​(Show Class Discussion Prep slide
on PP)​ One time simply to read. Another time to write in your own annotations. Now
annotations are all that we’ve been writing on our poster sections. It is fine and in fact
encouraged that you come up to our taped boards to take inspiration to write on to your own
person copy of this poem. No one’s copy should be blank. Let’s not have anymore than 3 people
up at a time at the posters at a time. Okay, ready, go!

​Adaptations:

For my IEP students:​ The instructions for this assignment may need to get chucked down
smaller for ​Shawn.​ I really want to make sure he knows that if he wants to go up to the taped
boards and take ideas from the class set of annotations that it is ok. I take a lap around the
classroom then come back to him to see if he has questions. As I take the lap, I’ll check in with
Marquis​ to make sures he’s on task/encourage him to stay on task. If necessary, I will reiterate
the directions for him. I will also check in with ​Rishon​ as well. Again, his IEP is not clear, so I
will offer him any support he may need.

For my 504 students: ​While doing a lap around the classroom, I will thank and encourage
both ​Hailley​ and ​Kori​ to continue to stay on task. I may utilize Hailley and have her pass out
the poems for me, faced down. This gives her a leadership opportunity. Kori may still need
instruction broken down for her, but I won’t go to her if she looks like she is working confidently.

Transition: ​So we’ve read and dissected the poem ​The Sadness,​ first in small groups and then
independently. Now I want you to take all the information you gathered from these activities and
your own personal copy of your poem and get ready to move into a circle for a class discussion.

Class Discussion

25 Minutes

Teacher Talk: ​During our discussion, there are a few things I want you to keep in mind: (​Show
Class Discussion slide on PP​, I’ll read over the slide that will have our discussion norms listed as
well as learning targets). When I say go, those of you who are not sitting along the perimeter of
the circle may move. Then we will start with our launching question. Okay, go!

​Adaptations:

5
For my IEP students:​ As students are moving their seats, I may quickly go by Shawns desk to
see if he understands what the assignment is. I will also answer any lingering questions. It is
likely that ​Marquis​ will not be using this time to participate - he is typically quiet during this
period. I will try my best to ask some option based questions where students can participate by
raising their hands. I will also check in with ​Rishon​ as well. Again, his IEP is not clear, so I will
offer him any support he may need.

For my 504 students: ​While doing a lap around the classroom, I will thank and encourage
both ​Hailley​ and ​Kori​ to continue to stay on task. During this time, I may direct specific
questions towards Kori that would require her to make sense of any claims she may make as a
means for practicing comprehension. As well as direct specific higher order thinking questions to
Hailley in order for her to practice thinking and processing.

​Transition: ​Wow, what a great discussion. I really liked the way we did ___ and appreciate
everyone who took the time out to guide your classmates to the text. Remember annotating
poems can be difficult. It is okay if you did not get a chance to speak today, but I do hope that we
can build up enough confidence, so that soon everyone can participate. Please move back to your
original seats.

Closing Activity: (summarize learning and/or revisit objective)

Exit Ticket

5 Minutes

Teacher Talk: ​On the back of your poem paper, I want you to write the following: ​(Pull up Exit
Ticket slide on PP. I’ll read the directions from the slide.)​ Please write as much as you can and
note that you will be turning in this paper right before dismissal.

Extension/Follow-up (homework, etc. – optional): ​N/A

Safety Valve (What will you have students do if you have time left in class?):

Creative Writing : Write about a time when… ​If there is extra time, I will have the
students take out their journals for a free write.

Teacher Talk: ​So after discussing the poem together, we have decided that this poem is about
____ (insert whatever the class decided was the theme). Now I want you to write about a time
where you’ve experienced this same “theme” or “feeling”. It’s okay if its a ramble. It’s okay if it
doesn’t make sense at first. I just want you to write okay? Get your journals out, and get started.
When the bell rings you may pack up and wait for me to dismiss you. Remember, you are turning
in your poems to me. Go ahead and get started.