Adolescent English Education: Lesson Planning Tool
SEDC 32100/ 321FW/ 72100/ 721FW
1.
Context for Lesson Plan: This section should serve as the contextual overview for your lesson plan. In a clear and concise manner, state your
Essential Question(s), Enduring Understandings and Summative Assessment(s) for the unit. In addition, you should consider the following
questions: Where does this lesson plan fit within your larger unit plan? What content and skills have your students been working on to this point?
Be sure to explain your class and grade level. How has an assessment of your students’ needs informed your lesson plan?
2.
Aim: What is the aim for this lesson? What broader question or content/skill set do you aim to cover?
3.
Lesson Content and Skill Goal(s): What are your Content (Students will know…) and Skill (Students will be able to…) Goals for this particular
lesson? (NCTE 3.1) How has an assessment of your students’ needs informed your lesson goals? Skill goals engage students in activities central
to the role of arts and humanities in learning (for example, your students learn how to identify the quality of sources which is a skill to be applied
to future activities across the arts and humanities.) How have you helped students become more familiar with their own and others’ culture?
(NCTE 2.2). Have you strongly demonstrated your knowledge, and skills in the use of, the English language throughout your lesson plan?
(NCTE 3.1). How are practices of oral, visual, and/or written literacy evident in your lesson plan? (NCTE 3.2). How are practices for guiding
your students in selecting appropriate reading strategies for print and/or nontprint text evident in your lesson plan? (NCTE 4.9). What activities
link skill goals to the role of arts and humanities in learning? (NCTE 2.6).
4.
Assessment(s): How will you use Summative and/or Formative Assessment(s) to measure your Content and Skill Goal(s) for the lesson?
Include the actual assessment(s) you will be using with students during the lesson and note any differentiation in product. (NCTE 4.10)
5.
Materials: What materials will you need for this lesson? How do materials build on students’ backgrounds to build new understandings? How
does the use of these materials help the lesson make meaningful connections between the curriculum and developments in culture, society,
and/or education? (NCTE 2.5). Include print and non-print materials as well as any technology being used and note any differentiation in
content. (NCTE 3.6)
6.
Lesson Sequence: This section provides a detailed, step-by-step description of your lesson’s sequence. It should be written in manner so that
another teacher would be able to pick up this lesson sequence script and carry out the lesson him/herself. The lesson sequence focuses on what
the students are doing as well as what the teacher is doing. This section divides into the following component parts: Anticipatory Set, Main
Activities (Mini-lesson/Guided Practice/Independent Practice) and Assessments, and Lesson Closure. Each of these parts should be
cohesive, where one activity activates or builds prior knowledge and scaffolds the next. Note how you will Differentiate instruction (process)
within each of these components.
7.
Differentiation Summary: Briefly describe how and why have you Differentiated for content, process and product in this lesson based on the
needs of your students. Explain how a differentiated classroom will help to engage students in learning (NCTE 2.1). Explain how a
differentiated classroom will create and sustain learning environments that promote respect for, and support of, individual differences of
ethnicity, race, language, culture, gender, and ability (NCTE 4.4). Explain how you have aligned curriculum and teaching strategies and the
organization of classroom environments and learning experiences to promote (appropriately) whole-class, small-group, and/or individual work
(NCTE 4.2).
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8.
Supporting Documents: Include any documents that you are providing to students.
GLOSSARY:
Essential Question(s) frame the teaching and learning, point to key questions and ideas, and suggest meaningful inquiry into the content.
Enduring Understanding(s) are summaries of the unit’s big ideas and the desired insights you want students to realize and uncover.
Content Goals are based on standards, and are what students will know at the end of your unit or lesson plan. “Students will understand…”
Skill Goals are based on standards, and are what students will be able to do at the end of your unit or lesson plan. “Students will be able to…” Engage
students in activities that link skill goals to the role of arts and humanities in learning (for example, your students learn how to identify the quality of sources which is a skill to be applied
to future activities across the arts and humanities)
Formative Assessments inform and guide your instruction; they can include checking for student understanding, observation, discussion, academic
questions/prompt/problems, conferencing with students, etc.
Summative Assessments are cumulative in nature and synthesize your essential questions, enduring understandings, and unit content and skill goals;
they can include performance and/or project-based assessments.
Differentiation is the modification of content (materials), process (instruction), and product (assessment) for different learning styles and abilities and
for cultural and linguistic diversity.
Anticipatory Set is primarily concerned with engaging students at the opening of your lesson and activating student prior knowledge in order to focus
student attention around the lesson content, skills, and goals.
Main Activities include what the students and teacher are doing in support of the lesson content, skills, and goals.
Lesson Closure reinforces what students have learned and how this lesson will connect to future instruction.
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Lesson Plan Rubric
Criteria
Above Standard
At Standard
Below Standard
No
evidence
No
evidence
(0 points)
Not clear or thorough in explaining
the demographics and context; many
requirements are missing or
descriptions are of poor quality.
(1-2 points)
It is unclear how you plan to use the
English Language Arts to help
students become familiar with their
own and others’ cultures. (1 points)
No
evidence
(0 points)
Limited and/or inappropriate
integration of reading, writing,
speaking, listening, and viewing
skills. (1 points)
It is unclear how you plan to guide
students in selecting appropriate
reading strategies for print and/or
nonprint texts (3 points)
No
evidence
(0 points)
Context (5 points)
Class, grade level,
essential questions,
enduring
understandings,
demographics and
students’ needs
All context requirements are included. The context
requirements are high quality and include: a
compelling explanation of how the lesson plan fits
within the larger unit plan; an in-depth description
of what content and skills your students have been
working on; a compelling explanation of how an
assessment of students’ needs informed the lesson
plan; and an in-depth explanation of the class and
grade level (5 points)
Content and Skill
goals
(12 points total)
content and skills
goals
(NCTE 2.2)
Comprehensive, substantial, and clearly articulated
plans describe ways to use English Language Arts to
help your students understand how their own
cultural assumptions are operating in relation to
others’ cultures. (3 points)
Most to all of context requirements are included.
The context requirements are clear and include:
a concrete explanation of how the lesson plan
fits within the larger unit plan; a clear
description of what content and skills your
students have been working on, a clear
explanation how an assessment of students’
needs informed the lesson plan; and a clear
explanation of the class and grade level (3-4
points)
Clearly articulated plans identify ways to use
English Language Arts to help your students
understand how their own cultural assumptions
are operating in relation to others’ cultures. (2
points)
(NCTE 3.2)
Clear, appropriate, and thorough integration of a
reading, writing, speaking, listening, and viewing
skills at key points throughout the unit. (3 points)
Clear and appropriate integration of reading,
writing, speaking, listening, and viewing skills.
(2 points)
(NCTE 4.9)
Comprehensive, substantial, and clearly articulated
plans for guiding students in selecting appropriate
reading strategies for print and/or nonprint texts (3
points)
Clearly articulated plan for guiding students in
selecting appropriate reading strategies for print
and/or nonprint texts (3 points)
(NCTE 2.6)
Clearly, appropriately, and meaningfully engages
students in activities that strongly and accurately
link skill goals to the role of arts and humanities in
learning (for example, your lesson plan identifies
ways for students to learn how to identify the quality
of sources—a skill to be applied to future activities
across the arts and humanities)
(3 points)
Clear, comprehensive, and rich description of
summative and informal assessment tools. Clear,
appropriate, and highly convincing rationale for the
selection of each assessment grounded in course
readings and understandings. Clear and thorough
explanation of what each assessment tool is intended
to measure. Appropriate explanation of alignment
between assessments and the designated essential
questions, enduring understandings, content, and
skills. (5 points)
Appropriately engages students in activities that
accurately link skill goals to the role of arts and
humanities in learning (2 points)
There is a weak or ambiguous
connection between this lesson plan
and activities that demonstrate the
role of arts and humanities in
learning. (1 point)
No
evidence
(0 points)
Clear description of summative and informal
assessment tools. Clear and appropriate for the
selection of each assessment grounded in course
understandings. Clear explanation of what each
assessment tool is intended to measure.
Appropriate explanation of alignment between
assessments and the designated essential
questions, enduring understandings, content,
and skills. (3-4 points)
No
evidence
(0 points)
A variety of materials necessary for the lesson are
included; informed choices in materials make rich,
Materials necessary for the lesson are included;
curricular choices reflect clear connections to
Description of summative an
informal assessment tools is
inappropriate or incomplete.
Rationale for the selection of each
assessment is lacking reference to
course readings and discussions.
Explanation of what each assessment
tool is intended to measure is
inaccurate or lacking. Alignment
between assessments and essential
questions, enduring understandings,
content and skills is inappropriate or
incomplete. (1-2 points)
Materials necessary for the lesson
are missing or are of poor quality;
Assessment
(5 points)
Summative and/or
formative
assessments
(NCTE 4.10)
Materials
(6 points)
No
evidence
(0 points)
No
Evidence
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clear, and meaningful connections between the
curriculum and developments in culture, society, and
education.
(3 points)
Choice in curricular materials demonstrate
thoughtful and extensively developed knowledge of
the range and influence of print and nonprint media
and technology in contemporary culture. (3 points)
developments in culture, society, and education.
(2 points)
Component parts are included and comprehensively
developed via explanation: Anticipatory Set, Main
Activities (Mini-lesson/Modeling; Guided Practice
and Independent Practice), and Lesson Closure are
exceptionally cohesive; a detailed, step-by-step
description of your lesson’s sequence is provided that
could be replicated by another teacher; strongly and
thoroughly focuses on what the students are doing as
well as what the teacher is doing. The result of such a
well-developed sequence and differentiation is the
creation of an exceptionally inclusive and supportive
learning environment in which all students can
engage in learning. (4 points)
There exists clear and thoughtful alignment between
curriculum and teaching strategies and the
organization of classroom environments and
learning experiences to promote (when appropriate)
whole-class, small-group, and/or individual work.
There are clearly articulated, thoroughly explained,
and well-supported reasons for having students work
independently, in small groups, as a whole-class, or
any combination of these three possible
organizational structures. (4 points)
Lesson sequence and differentiation clearly and
comprehensively create and sustain a learning
environment that promotes respect for each of the
following in detail: individual differences of
ethnicity, race, language, culture, gender, and ability.
A richly articulated rationale for how the lesson
achieves this goal is provided. (4 points)
Component parts are included and are clear. The
result of a clear sequence and differentiation is
the creation of an inclusive and supportive
learning environment in which all students can
engage in learning. (3-2 points)
Supporting
Documents
(5 points)
All documents (student handouts and content)
included and are of high quality (i.e., language highly
accessible for young adults and strongly reflects
students’ needs) (5 points)
Most to all documents (student handouts and
content) included and are of good quality (i.e.,
language accessible and adequately reflects
students’ needs) (3-4 points)
Language and
Conventions
(5 points)
(NCTE 3.1)
The lesson plan demonstrates mastery of standard
English. The lesson plan is free from all errors in
spelling, grammar, punctuation, and mechanics. (5
points)
The lesson plan mostly demonstrates mastery of
standard English. The lesson plan contains few
errors in conventions. (3-4 points)
(NCTE 2.5)
(NCTE 3.6)
Sequence and
Differentiation
Summary
(12 points)
(NCTE 2.1)
(NCTE 4.2)
(NCTE 4.4)
Materials clearly demonstrate knowledge of the
range and influence of print and nonprint media
and technology in contemporary culture. (2
points)
There is clear evidence that curriculum and
teaching strategies align with the organization of
the classroom environment and learning
experiences to promote (when appropriate)
whole-class, small-group, and/or individual
work. A clear reason for the organization of the
classroom is provided.
(3-2 points)
Lesson sequence and differentiation clearly
creates and sustains a learning environment that
promotes respect for, and supports, individual
differences of ethnicity, race, language, culture,
gender, and ability. A plan for how this lesson
achieves this goal is provided.
(3-2 points)
materials lack meaningful
connections to developments in
culture, society, and education. (1
point)
Materials may be missing and poorly
reflect knowledge of the range and
influence of print and nonprint
media and technology in
contemporary culture. (1 point)
Component parts are missing or are
of poor quality; Sequence is limited
and difficult to follow; unclear focus
on what the students are doing as
well as what the teacher is doing;
points for differentiating instruction
within each of the components are
missing or of poor quality. The result
of poor communication of sequence
and differentiation ambiguously or
does not create an inclusive,
supportive learning environment for
all students. (1 point)
Weak evidence that curriculum and
teaching strategies align with the
organization of the classroom
environment. (For example, students
may be working in small groups
without a rationale provided) (1
point)
(0 points)
Lesson sequence and differentiation
poorly or ambiguously creates and
sustains a learning environment that
promotes respect for, and supports,
individual differences of ethnicity,
race, language, culture, gender, and
ability. A plan for how this lesson
achieves this goal is superficial or
absent. (1 point)
Missing documents (student
handouts and content) or documents
are of poor quality (i.e., language not
accessible for students’ needs or of
poor quality) (1-2 points)
The lesson plan lacks demonstration
of standard English. The lesson plan
has many errors in conventions. (1-2
points)
No
evidence
(0 points)
No
evidence
(0 points)
No
evidence
(0 points)
No
evidence
(0 points)
No
Evidence
(0 points)
Meaning
is lost.
(0 points)
TOTAL POINTS
OUT OF 50
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