Adolescent Education: English
Description of the Lesson Plan Collection
The lesson plan collection presents three lesson plans that describe course of instruction for three individual
lessons. The lesson plans should demonstrate your ability to plan writing and reading activities and to think
about what kinds of literature can work with a targeted urban student population and how you plan to connect
the lessons to developments in culture, society and education. Although I ask that you follow the below
guidelines, please be as creative as you wish. The guidelines outlined in “Content of the Lesson Plans”
identify the required components that each of the three lessons plans must include; it also identifies some
additional elements that must be incorporated into at least one of the lessons, depending on the lesson’s
objective.
NCTE Standards Assessed
2.1 Candidates create an inclusive and supportive learning environment in which all students can
engage in learning.
2.2 Candidates use ELA to help their students become familiar with their own and others’ cultures.
2.4 Candidate use practices designed to assist students in developing habits of critical thinking and
judgment.
2.5 Candidates make meaningful connections between the ELA curriculum and developments in
culture, society, and education.
3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language.
3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.
3.3 Candidates demonstrate their knowledge of reading processes.
3.4 Candidates demonstrate knowledge of different composing processes.
3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature.
3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and
technology in contemporary culture.
4.1 Candidates examine and select resources for instruction such as textbooks, other print materials,
videos, films, records, and software, appropriate for supporting the teaching of English language arts.
4.2 Candidates align curriculum goals and teaching strategies with the organization of classroom
environments and learning experiences to promote whole-class, small-group, and individual work.
4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and
learning process for students.
4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and
informal assessment activities and instruments to evaluate processes and products, and creating
regular opportunities to use a variety of ways to interpret and report assessment methods and results
to students, parents, administrators, and other audiences.
Content of the Lesson Plans
NOTE: Items are required in each of the three lesson plans, except those marked with asterisks (**).
The marked (**) items must be included in at least one of the lesson plans, depending on the lesson’s
objective.

Essential Question(s) and Unit Goals: This section should serve as the contextual overview
for your individual, 45-minute lesson plan. In a clear manner, state your essential question(s)
and any sub-questions along with a description of how these questions create the context for
your teaching of this lesson. These questions should be then linked to your stated goals for
the larger unit plan. Goals are often written as broad educational or unit goals that adhere to
state or national curriculum standards. Think in terms of the following questions: What are
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the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for
this unit? What do you expect students to be able to do by the end of this unit? Goals should
be written in “Students will…” language.

Daily Objectives: Daily objectives are the goals for your 45-minute lesson plan and answer
the question: What will students be able to do after this lesson is completed? Daily objectives
are drawn from and align with the stated Unit Goals. Daily Objectives should be written in
“Students will…” language.

Assessment: The Assessment includes the actual assessment you will be using with students
during the 45-minute lesson. You should show how you will use formal and/or informal
assessment activities to measure products and processes and to provide useful evidence of
student learning. Also, write out your explanation as to how your assessment answers the
question: How will students demonstrate that they have learned and understood the Daily
Objectives of the lesson? (Standard 4.10)

Materials: List all the materials needed for this lesson including:
o **Texts from the humanities, the arts (Standard 4.1)
o **Print and non-print materials drawn from contemporary and non-contemporary
sources, technology, etc and from the arts, humanities, and other disciplines.
(Standards 3.6, 4.3)
o In addition, talk to how you will plan for the architecture of the room such as
placement of desks, whole-class discussions, small-group work, and teacher
movement. (Standard 4.2)

Lesson Sequence: This section provides a detailed, step-by-step description of your lesson’s
sequencing. 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 rather than what the teacher is doing. This section basically
divides into the following component parts: anticipatory set, main activities, and exit strategy.
There are, however, several different ways to sequence a lesson and creativity here is
welcomed.
o Consider the following questions for your anticipatory set: How will you immediately
engage students in the thinking associated with this lesson? How will you introduce
the ideas and objectives of this lesson? How will you gain students’ attention and
motivate them in order to hold their attention? How will you make appropriate
connections to developments in culture, society and education (Standard 2.5)? How
will you help the students become familiar with their culture and others cultures**
(Standard 2.2)? How will you accommodate different developmental levels, English
language learners, students with disabilities, and students with a range of learning
styles (Standard 2.1)? How can you tie lesson objectives with student interests and
past classroom activities? What will be expected of students?
o Consider the following questions for your main activities: What is the focus of the
lesson? How would you describe the flow of the lesson to another teacher who will
replicate it? What does the teacher do to facilitate learning and manage the various
activities? What are some good and bad examples to illustrate what you are
presenting to students? How can this material be presented to ensure each student will
benefit from the learning experience? What questioning strategies will you use to
stimulate students’ critical thinking (Standard 2.4)?
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o Consider the following questions for your exit strategy: What will you use to draw the
ideas together for students at the end? How will you provide feedback to students to
correct their misunderstandings and reinforce their learning? What will you do to
ensure student interest and engagement in the waning moments of your lesson? Your
lesson sequence should also include time estimates for each segment of the lesson and
you should have plans for differentiated instruction strategies throughout.
o Lessons must provide
 **appropriate background or contextual information for literature and other
texts used (Standard 3.5)
 **incorporate appropriate reading strategies (Standard 3.3)
 **incorporate writing activities that demonstrate knowledge of different
composing processes. (Standard 3.4)

In-class Assignments and Homework: Include the actual in-class assignments and homework
assignments associated with this lesson plan. Write out a clear reflection on how these
assignments/homework reinforce and align with your unit goals, lesson objectives, and
assessment.
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Lesson Plan Rubric
Instructions: Use the rubric as a guide for evaluating a lesson plan. The rubric provides general descriptions of the performance levels for each category. The ratings are
based on a scale of 1 to 4 (1. Not Acceptable, 2. Developing, 3. Proficient, and 4. Exemplary). Check which boxes  best reflect candidate performance for each area.
In determining the overall score for each category, partial credit may be awarded (i.e., 3.5 would indicate performance between proficient and exemplary).
To calculate the final score, add the points from each category and divide by the total number of categories.
Category
Category
Not Acceptable
Developing
Proficient
Average
(1.0 to 1.9 point)
(2.0 to 2.9 points)
(3.0 to 3.7 points)
(1-4)
(Below C)
(C, C+, B-)
(B, B+, A-)
1. Goals/
 1a.1) Essential questions/
 1a.2) Essential
 1a.3) Essential
Essential
goals are unclear and do not
questions/goals are somewhat
questions/goals are clear,
Questions/
connect to the lessons.
clean and do not entirely
appropriately focused and
Anticipatory
connect to the lessons.
connected to the lessons.
Set
 1b.1) Objectives are not
 1b.2) Some objectives are
 1b.3) Objectives are
grade/skill appropriate.
grade/skill appropriate.
grade/skill appropriate.
2. Materials
and
Resources
Standard 3.2,
3.6, 4.1, 4.3
 1c.1) The anticipatory sets
are dull and not likely to
capture student interest. The
openings do not set the
purpose for the lessons or
connect well to them.
 1c.2) The anticipatory sets
are somewhat creative, likely
to capture some student
interest, and are somewhat
related to the content. The
openings set the purpose for
the lessons and are somewhat
engaging.
 1c.3) The anticipatory sets
are creative, likely to capture
student interest, and related to
the content. Openings to the
lessons introduce students to
what they are doing that day
and why. The openings
contextualize the content to be
studied, set the purpose for the
lessons, and engage students.
** 2a.1) Little or no
** 2a.2) Lesson plans
** 2a3) Lesson plans
attention to incorporating
technology into lessons or
technology is used
inappropriately.
** 2b.1) Lessons do not
include sufficient print and
non-print materials drawn
from contemporary and noncontemporary sources and
from the arts, humanities, and
other disciplines and/or
materials are inappropriate to
the lessons.
 2c.1) Lesson plans so not
include adequate treatment of
oral, visual, and written
literacy. (Standard 3.2)
identify some ways to use
technology appropriately to
enhance learning.
adequately identify ways to use
technology to present and
enhance new information.
(Standard 4.1)
** 2b.3) Lessons include an
adequate array of both print and
non-print materials drawn from
contemporary and noncontemporary sources and from
the arts, humanities, and other
disciplines. Materials are
largely appropriate to the
lessons. (Standards 3.6, 4.3)
 2c.3) Lesson plans include
adequate treatment of oral,
visual, and written literacy in
ways that are appropriate to the
lesson. (Standard 3.2)
 2d.3) Room is arranged
appropriately for planned
activities.
 2d.1) Room is not arranged
appropriately for planned
activities.
** 2b.2) Lessons include
fewer than adequate print and
non-print materials drawn from
contemporary and noncontemporary sources and the
arts, humanities, and other
disciplines, and/or materials
included are not adequately
matched to the lessons.
2c.2) Lesson plans include
some degree of attention to
the treatment of oral, visual,
and written literacy. (Standard
3.2)
 2d.2) Room is arranged
somewhat appropriately for
planned activities.
Exemplary
(3.8 to 4.0 points)
(A, A+)
 1a.4) Essential questions/goals are very clear
and focused and are tightly connected to the
lessons.
 1b.4) Objectives are grade/skill appropriate
and designed to challenge students of different
development levels.
 1c.4) Anticipatory sets are very creative, likely
to capture a high level of student interest, and
meaningfully related to the content in significant
ways. References to motivation are integrated
throughout lessons and seen as integral. There
are clear and concise openings to the lessons
that introduce students to what they are doing
today and why. The openings engage students,
make sophisticated connections to previous and
future content, and motivate students by
connecting to their lives.
** 2a.4) Lesson plans identify significant or
sophisticated ways to use technology to present
and enhance new information, reinforce
knowledge, and engage students.
(Standard 4.1)
** 2b.4) Lessons include a rich array of both
print and non-print materials drawn from
contemporary and non-contemporary sources
and from the arts, humanities, and other
disciplines that are appropriately chosen to
enhance learning. (Standards 3.6, 4.3)
2c.4) Lesson plans include high level of
attention to the treatment of oral, visual, and
written literacy to enhance learning. (Standard
3.2)
 2d.4) Room is arranged thoughtfully and
highly appropriately for planned activities.
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Category
3. Lesson
Development &
Content
Standards 2.2,
2.5, 3.3, 3.4,
3.5
Category
Average
(1-4)
Not Acceptable
(1.0 to 1.9 point)
(Below C)
Proficient
(3.0 to 3.7 points)
(B, B+, A-)
Exemplary
(3.8 to 4.0 points)
(A, A+)
 3a.1) Lesson plans are not
well organized or well
sequenced.
 3a.2) Lesson plans are
somewhat organized but
organization and sequencing of
activities needs strengthening.
 3a.3) Lesson plans are organized
and coherent and include clear,
thoughtful sequences of steps to carry
out the lessons.
 3a.4) Lesson plans are well organized and
coherent with a very well thought out
sequence of steps to carry out the lessons.
** 3b.1) Lesson plans do not
** 3b.2) Lesson plans
** 3b.3) Lesson plans demonstrate
** 3b.4) Lesson plans demonstrate deep
demonstrate knowledge of and
uses for a range of literature.
demonstrate partial knowledge
of and uses for a range of
literature.
adequate knowledge of and uses for an
extensive range of literature. (Standard
3.5)
knowledge of and uses for an extensive range
of literature. (Standard 3.5)
** 3c.1) Lessons do not
** 3c.2) Lessons incorporate
** 3c.3) Lessons incorporate
** 3c.4) Lessons incorporate a full range of
incorporate reading strategies
that are appropriate for young
adults.
reading strategies somewhat
appropriate for young adults.
appropriate reading strategies for
young adults. (Standard 3.3)
reading strategies appropriate for young
adults, and challenge more advanced readers
while supporting struggling readers.(Std 3.3)
** 3d.1) Lessons include
** 3d.2) Lessons include
** 3d.3) Lessons include writing
** 3d.4) Lessons include writing activities
writing activities that do not
demonstrate sufficient
knowledge of different
composing processes/ or
lessons do not include
appropriate writing activities.
 3e.1) Lessons do not make
adequate appropriate
connections to developments in
culture, society and education.
writing activities that
demonstrate some knowledge of
different composing processes.
activities that demonstrate adequate
knowledge of different composing
processes. (Standard 3.4)
that demonstrate a sophisticated
understanding of different composing
processes. (Standard 3.4)
 3e2) Lesson plans make
some connections to
developments in culture, society
and education and/or
connections are partially
appropriate.
 3e.3) Lesson plans make adequate
connections to developments in culture,
society and education.
(Standard 2.5)
 3e.4) Lesson plans make exceptionally well
thought out and highly appropriate
connections to developments in culture,
society and education.
** 3f.1) Lessons do not help
** 3f.2)
Lesson plans
somewhat help students to
become familiar with their culture
and other cultures.
4a.2) Lesson plans incorporate
some questioning strategies, but
these do not fully promote critical
thinking by learners.
** 3f.3) Lesson plans adequately
** 3f.4) Lesson plans use exceptionally well
help students become familiar with their
culture and other cultures. (Std 2.2)
thought out and highly appropriate methods
for students to become familiar with their
culture and other cultures (Std 2.2)
4a.4) Lesson Plans use a rich array of
questioning strategies to promote significant
critical thinking by learners. (Standard 2.4)
 4b.2) Lesson plans identify a
limited range of teaching
strategies and do not fully align
goals and strategies with the
organization of classroom and
learning experiences to promote
whole-class, small-group and
individual work.
 4c.2) Lesson plans make
some adjustments for individual
student differences and learning
styles.
4b.3) Lesson plans identify an
appropriate range of teaching
strategies and appropriately align these
goals and strategies with the
organization of classroom and learning
experiences to promote whole-class,
small-group and individual work.
(Standard 4.2)
 4c.3) Lesson plans adapt to diverse
learners by adequately accommodating
individual student differences, including
different developmental levels, ELL, &
student with disabilities and different
learning styles. (Standard 2.1)
students to become familiar with
their culture and other cultures.
4. Teacher’s
Role and
Differentiated
Instruction
 4a.1) Lesson plans pay little
or no attention to questioning
strategies.
Standards
 4b.1) Lesson plans do not
include a variety of teaching
strategies and do not align
goals and strategies with the
organization of classroom and
learning experiences to promote
whole-class, small-group and
individual work.
 4c.1) Lesson plans make
little or no adjustment for
individual student differences,
including different learning
styles.
2.1
2.4
4.2
Developing
(2.0 to 2.9 points)
(C, C+, B-)
 4a.3) Lesson plans adequately
identify varied questioning strategies to
promote critical thinking by learners.
(Standard 2.4)
 4b.4) Lesson plans identify a range of
teaching strategies, showing sophisticated
alignment of goals and strategies with the
organization of classroom and learning
experiences to promote whole-class, smallgroup and individual work. (Standard 4.2)
 4c.4) Lesson plans show significant or
sophisticated knowledge of how to adapt to
diverse learners by accommodating individual
student differences, including different
developmental levels, ELL, and student with
disabilities and different learning styles.
(Standard 2.1)
Page 5 Rev. 9-08
Category
5. Conclusion/
Summary and
Follow up
6. Assessment
Standard 4.10
7. Language
Use and
Convention
Standard 3.1
Sum of Points
for Areas 1-7
Average for
Areas 1-7
Category
Average
(1-4)
Not Acceptable
(1.0 to 1.9 point)
(Below C)
Developing
(2.0 to 2.9 points)
(C, C+, B-)
Proficient
(3.0 to 3.7 points)
(B, B+, A-)
Exemplary
(3.8 to 4.0 points)
(A, A+)
 5a.1) Lesson plans lack
appropriate follow-up activities
or homework.
 5a.2) Lesson plans include
follow-up activities or
homework that reinforce
knowledge to some extent.
 5a.3) Lesson plans include followup activities or homework that
adequately reinforce and build on
knowledge.
 5a.4) Lesson plans include follow-up
activities or homework that substantially
reinforce and build on knowledge and
encourage students to think critically.
 5b.1) Lesson plans lack
conclusions/summaries.
 5b.2) Lesson plans provide
less than adequate
conclusions/summaries.
 5b.3) Lesson plans have
appropriate conclusions with
appropriate concluding activities.
 5b.4) Lessons plans have sophisticated
conclusions with creative and appropriate
concluding activities.
 6a.1) Lesson plans do not
include assessment activities
and/or assessment activities
are inappropriate to the
lessons.
 6a.2) Lesson plans include
somewhat appropriate
assessment activities that
provide somewhat useful
evidence of student learning.
 6a.3) Lesson plans include
adequate formal and/or informal
assessment activities to measure
products and processes, and provide
useful evidence of student learning.
(Standard 4.10)
 6a.4) Lesson plans include appropriate
formal and/or informal assessment activities
to measure products and processes,
provide highly useful evidence of how
students know or do something better as a
result of the lessons. (Standard 4.10)
 7a.1) Lesson plans contain
significant errors in grammar,
punctuation, and spelling that
interfere with comprehension
of the material.
 7a.2) Lesson plans contain
some errors in grammar,
punctuation, or spelling in
standard English.
 7a.3) Lesson plans contain only
minor errors in grammar,
punctuation, or spelling and uses
appropriate sentence structure.
(Standard 3.1)
 7a.4) Lesson plans contain no errors in
grammar, punctuation, and spelling and
uses sentence structure that shows mastery
of standard English. (Standard 3.1)
 If average is below 2.0
(Below C) = Not Acceptable
 If average is 2.0 to 2.9
(C, C+, B-) = Developing
 If average is 3.0 to 3.7
(B, B+, A-) = Proficient
 If average is above 3.7
(A, A+) = Exemplary
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