ED228 Lesson Plan Format
Teaching Context
Teacher Intern Name(s): Mary Kate Bueltmann
Content area and grade level: 8th Grade English
Desired Results
Indiana Academic Standards Addressed: EL.8.7.13 2006
Deliver persuasive presentations that:
• include a well-defined thesis (position on the topic).
• differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive
language.
• anticipate and effectively answer listener concerns and counterarguments through the inclusion and arrangement of
details, reasons, examples, and other elements.
• maintain a reasonable tone.
Common Core Literacy Standards Addressed:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Enduring Understandings
Student Learning Outcomes/Objectives
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Prepare an argument for a debate
Anticipate the other side of an argument
Acceptable Evidence of Meeting or Exceeding Desired Results
Checklist of assessment strategies
Formative
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Class discussion
Ticket out
Student self-assessment
Teacher observation checklist
Homework check
Quiz
Listening to student conversations
Presentation
Thumbs up/down
Responses on personal white boards
Other __________________________________
Summative (probably not applicable for individual
lessons)
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Test
Project
Report
Presentations
Other __________________________________
Student Self-Assessment: ________________________
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Checklist of instructional supports
How are you supporting diverse learners (ELL, sp. ed., GT, multiple intelligences)?
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Student assets: Interested in Grammar, better at talking things out than writing them down
Anticipated challenges: Malik is not very comfortable with thinking on his feet, so a rebuttal could be potentially
difficult for him.
Strategies (How will you teach your students to be more efficient and effective learners?)
□ Schematic connections
□ text-self
□ text-text
□ text-world
Study Skills
□ Two column notes
□ Guided note taking
□ Opinion-proof chart
□ Problem-solution chart
□ Venn diagram
□ Cause and effect frames
□ Very important points
□ Creating metaphors
□ Other ________________
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Reading Strategy
□ KWL
□ 4 As
□ Text rendering
□ Reciprocal teaching
□ Save the last word for me
□ Anticipation guides
□ Opinionnaire
□ Coding the text
□ Open mind portrait
□ Sketch to stretch
□ Read-talk-write
□ Directed reading thinking
activity
□ Zooming in/ zooming out
□ Anomalies
Study skills: _____________________________
Reading strategy: _________________________
Writing strategy: _________________________
Vocabulary strategy: ______________________
Writing Strategy
□ Sentence frames
□ Paragraph frames
□ Imitation writing
□ RAFT
□ Sentence combining
□ Social-academic language
translations
□ Graphic organizers
□ Outlining
Vocabulary Strategy
□ Frayer model
□ List-group-label/affinity
mapping
□ Semantic feature analysis
□ Word maps
□ Alphaboxes
□ Tree map for wordsmithing
□ Vocabulary self-awareness
activity
□ Creating metaphors
□ Other ________________
□ Other ________________
□ Other ________________
Instructional grouping configurations (How will you engage your students in academic language use?)
□ Whole class discussion
□ Small group structured conversation between
students
Teaching students how to engage in
academic discussions
□ Paired communication
□ Language frames
□ Probing questions exercise
□ One-on-one instruction
□ Students working by themselves
Communicating to a partner
Communicating in small groups
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Say something
Block party
Inside-outside circles
Value lines
Instructional supports (How will you support student understanding?)
Think-pair-share
Chalk talk
Microlabs
Reading detective
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□ Realia (real life objects)
□ Demonstrations
□ ELL student opportunities to use their native
language
□ Adapted text/supplementary reading materials
□ Examples of exemplary assignments/projects
Graphic organizers
Photographs
Diagrams/charts
Drawings
Video
Role play
Hands-on manipulatives
IEP/ILP Instructional Accommodations
Malik is autistic so he needs to have things planned out for him to say before hand. The assignment begins
with filling out a worksheet that students can use during the actual debate.
Objectives (at least one content
objective and one language
objective).
The students will be able to…
Related Instructional Engagement
How will you scaffold students’
learning so that they will be able
to meet or exceed targeted
standards/objectives?
Prepare an argument for a debate
Students will have a worksheet
that has their argument written
out.
Anticipate the other side of the
argument
They will be able to discuss this
worksheet with their other group
members and the teacher before
the actual debate
The actual debate will be done in
groups so students can decide
which point they want to argue
and whether or not they want to
refute the oppositions argument,
or introduce a new point.
Assessment (Formative and/or
summative)
How will you determine how well
students have met each objective?
To what extent will students know,
value, and be able to do?
The students will perform their
debates in front of the class, so I
will be able to assess whether or
not their points are valid,
organized. I will also be able to
judge how well they anticipated
the oppositions argument.
I will also collect the worksheet to
see the thinking that went into the
debate, so even if one side got
dominated, I will still be able to
see that the other side was
thinking about points for their
argument and thinking about the
oppositions argument
Students who presenting will sit in
the audience and fill out
assessment forms for their peers.
This way they are paying attention
and showing that they know what
makes a good argument.
IEP/ILP Assessment Accommodations
Students can choose when they want to speak during the debate. So, since James is not comfortable with
quick thinking, he may choose to present the beginning speech in the debate, which he can have written down
word for word.
Lesson Planning
Lesson Component/Activity
What are the content
teacher, inclusion
teacher, and/or
instructional aide doing?
BEFORE
Teacher will show the
How will you introduce the
students a clip of the
lesson? How will you help
presidential debate.
students to become
Then as a class they will
interested in the topic? How discuss what kids know
will you will students to make about debates, how
prior knowledge, personal,
important they are in
and/or cultural connections? deciding the president,
who they think won the
debate and why, what
they thought of the
issues addressed etc.
DURING
Student will be given a
What instructional
handout with 4 squares:
engagement(s) will you use to one for their views on
support the academic,
the argument, one for
cognitive, and/or language
what the opponent
development necessary for
might say, one for what
students to meet or exceed
research says, and one
target standards?
for a counter argument.
Teachers will float
around the room helping
people individually if
they have questions or
need help.
AFTER
Teacher will observe
How will you help students to each group to determine
synthesize and/or evaluate
if they understand the
what they have learned?
concepts of a
debate/argument. The
teacher will also collect
the worksheets and the
peer assessment to use
as evidence of student
understanding.
A Summary of What You Have Learned
What are the students
doing?
Levels of Bloom’s
Taxonomy
Students are thinking about
what they already know
about debates. If some of the
students do not know much
about debates, they are
gaining some knowledge
about what a debate is, what
makes a good debate, what a
debate looks like, and why a
debate might be
important/applicable to the
real world.
Students will choose a topic
that interests them in groups
of 4 from a list of topics the
teacher has chosen. They will
then split from their groups
and fill out the worksheet
themselves. Then they will be
given the chance to
reconvene with their group
before the debate to decide
the order of speakers and
weed out any points that
seem irrelevant.
Two groups will go head to
head in a debate in front the
class. They have their sheets
with them and they may
choose their order, but
everyone must speak. The
students in the audience will
fill out a peer assessment
form, so that they are paying
attention to their peers
debates, but also to show
their understanding of what
makes a good argument.
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knowledge
comprehension
application
analysis
synthesis
evaluation
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knowledge
comprehension
application
analysis
synthesis
evaluation
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knowledge
comprehension
application
analysis
synthesis
evaluation
This lesson really retaught me about the importance of relatability and students’ personal connections to the
curriculum. I struggled a lot with the introduction to this lesson. I didn’t want to use the presidential debates because I
didn’t think student would find them interesting. I know that we learn in Vatterott that students in a middle school
setting are obsessed with justice, but I watched the presidential debates this year and I was bored. I ended up using
them because even if they are kind of boring (I wouldn’t make them watch the whole thing, and I would find the most
interesting and relatable part), talk of the debates is inevitably going around the school, their homes, etc. So, while it’s
not the most exciting clip in the world it really is relatable, and really shows kids the usefulness of debate skills. If I were
to go even further with this lesson, I think I would try and find other ways that debate skills are important in other
careers or have my students find ways. Because, even if they choose a topic that interests them, they might still not see
the importance of the actual debating process, and then it might just seem like torture. Even if we just discussed other
places where debates happen informally (family gatherings, sales pitches, etc.) it would be good for students to see that
the skill set is important, not just the topic.
Assessment Rubric for Lesson Plans and Reflection
Component
10 points
Student
characteristic
s&
anticipated
challenges
5 points
Standards &
objectives
10 points
Assessment
plan
10 points
Learning
1
2
3
4
Emerging
Basic
Competent
Proficient
Listed key content
area vocabulary,
potential language
difficulties, and
potential prior
knowledge
differences/difficultie
s do not reflect
research and theory
presented in classes
or are weak/ missing/
incorrect.
Lists some
vocabulary,
potential language
difficulties, and/or
potential prior
knowledge
differences.
Identifies key content
area vocabulary,
potential language
difficulties, and
potential prior
knowledge differences/
difficulties reflect a
general understanding
of the needs of
students.
Description of students’ learning
styles, and academic
characteristics included.
Standards and/or
objectives
inappropriate for
grade level or missing,
AND/OR unrelated to
the lesson plan.
Includes standards
and objectives.
Standards and/or
objectives unclear,
and/or unrelated to
each other.
Includes clear,
interrelated standards
and objectives.
Includes clear, interrelated
standards, content objectives,
and language objectives. These
elements reflect natural
opportunities for academic
language development.
Assessment criteria is
not consistently tied
to both content and
language objectives.
Few or no objectives
are taught and
assessed.
Assessment plan
delineates
assessment criteria
that connect to
content and/or
language objectives.
Most objectives are
taught and assessed.
Assessment plan
delineates clear
assessment criteria
that have explicit
connections to both
content and language
objectives. All
objectives are taught
and assessed.
Assessment plan delineates
clear assessment criteria that
have explicit connections to
both content and language
objectives. Assessments include
student products and teacher
observations. All objectives are
taught and assessed.
Few or no
opportunities for
schematic
Inconsistent
opportunities for
schematic
Provides students with
some opportunities to
make schematic
Provides students with many
opportunities to make
schematic connections (text to
Most relevant key content area
vocabulary, potential language
difficulties, and potential prior
knowledge
differences/difficulties listed
and based on the needs of the
students. They reflect research
and theory presented in class.
Component
support:
Schematic
connections
10 points
Learning
support:
Interaction
and active
student
engagement
10 points
Learning
support:
Reading,
writing, and/
or vocabulary
strategies
1
2
3
4
Emerging
Basic
Competent
Proficient
connections. Few or
no connections to
real-life problems.
Few or no
opportunities for
higher order thinking
planned.
connections.
Inconsistent
connections to reallife problems.
Higher order
thinking not
emphasized.
connections. Provides
opportunities for
student exploration of
higher-order thinking
real-life problems.
self, text to text, and text to
world). Opportunities planned
for students to be responsible
for posing questions and
exploring higher order thinking
real-life problems.
No opportunities for
meaningful student
engagement and
discussion. No native
language use is
encouraged.
Few opportunities
for meaningful
student engagement
and discussion.
Little use of the
native language is
encouraged.
Provides some
opportunities for active
student discussion and
engagement. When
more than one speaker
of a language is
present, students have
opportunities to clarify
their understanding in
their native languages.
Provides many opportunities for
student choice & active
engagement. When more than
one speaker of a language is
present, students have
opportunities to engage in
discussions in their native
languages and in English.
Student group conversations
have clear expectations (a
protocol) and explicit outcomes.
Missing one or more
language skills. No
academic language
development
strategies are
emphasized.
Provides
inconsistent
opportunities for
reading, writing,
speaking, and
listening. Strategies
and activities
support content
and/or language
objectives.
Students have some
opportunities for
reading, writing,
speaking, and listening
throughout the lesson.
Students practice using
a specific strategy that
they can use to become
better readers, writers,
listeners, and/or
speakers.
Students have opportunities for
reading, writing, speaking, and
listening throughout the lesson.
The teacher scaffolds
(modeling/coaching) the
students in learning a specific
strategy that they can use to
become better readers, writers,
listeners, and/or speakers. The
strategy is taught using
authentic text or conversation,
not using a worksheet or
workbook.
.
10 points
Researchbased
instruction
for
elementary or
secondary
school
students
10 points
Writing
Lesson plan does not
reflect an
understanding of
research, theory, and
practical strategies
addressed in Cores III.
Lesson plan reflects
some research,
theory, and practical
strategies addressed
in Cores I-II. There
is a lot of
inconsistency in
applying these
understandings to
lesson plan.
Lesson plan reflects
research, theory, and
practical strategies
addressed in Cores I-II.
Some inconsistency in
applying these
understandings to
lesson plan.
Exceeds expectations. Lesson
plan reflects a thorough
understanding of research,
theory, and practical strategies
addressed in Cores I-II. These
understandings are consistently
applied to lesson plan.
References missing.
Several language
convention mistakes.
Sentence fragments.
References
incomplete. Some
language
convention
References included for
all resources and
materials.
Exceeds expectations.
References included for all
resources and materials-
Component
1
2
3
4
Emerging
Basic
Competent
Proficient
Organization is
difficult to follow.
Difficult to
understand.
mistakes. Some
organizational
problems exist, but
the analysis is still
understandable.
Few language
convention mistakes.
Good sentence
construction.
Well-organized.
written in correct APA format.
No language convention
mistakes.
Ideas and language flow. Wellorganized. Easy to read.
Clearly articulated.
25 points
Reflection
Doesn’t describe what
the writer has
learned/
unlearned/relearned
about teaching and
learning from teaching
and reflecting upon
the lesson. Doesn’t
discuss strengths,
areas for professional
growth, and questions
about teaching and
learning in diverse
schools.
Neither makes explicit
connections to how
this new
understanding
influences his or her
beliefs about teaching
and learning nor how
these insights relate to
key concepts in
ED228.
Doesn’t suggest any
steps for professional
growth.
Describes what the
writer has learned/
unlearned/relearne
d about teaching
and learning from
teaching and
reflecting upon the
lesson. Discusses
some strengths,
areas for
professional growth,
and questions about
teaching and
learning in diverse
schools.
Makes few explicit
connections to how
this new
understanding
influences his or her
beliefs about
teaching and
learning as well as
how these insights
relate to key
concepts in ED228.
Doesn’t suggest any
steps for
professional growth.
Describes what the
writer has learned/
unlearned/relearned
about teaching and
learning from teaching
and reflecting upon the
lesson. Able to be
honest and open about
strengths, areas for
professional growth,
and questions about
teaching and learning
in diverse schools.
Makes some explicit
connections to how this
new understanding
influences his or her
beliefs about teaching
and learning as well as
how these insights
relate to key concepts
in ED228.
Provides a general idea
of how the writer may
take the next steps in
her or his professional
growth.
Describes what the writer has
learned/unlearned/relearned
about teaching and learning.
Able to be honest and open
about strengths, areas for
professional growth, and
questions about teaching and
learning in diverse schools.
Makes several strong, explicit
connections to how this new
understanding influences his or
her beliefs about teaching and
learning as well as how these
insights relate to key concepts
in ED228.
Outlines a research-based,
concrete example of how the
writer may take the next steps
in her or his professional
growth.