Ela Lesson plan Template 9-12 Web viewELA Lesson Plan Template 9-12 (Revised to . ... What is the format or design of the assessment? ... general understanding;

ELA Lesson Plan Template 9-12(Revised to align with Shelby County School’s Instructional Plan Analysis and Preparation Guide &

Achieve the Core’s Instructional Practice Guide)

Green Highlighted Text denotes an alignment with the Instructional Practice Guide (IPG).Yellow Highlighted Text denotes an alignment with SCS’s Instructional Plan Analysis and Preparation Guide. Cyan blue Highlighted Text denotes information from SCS’s Instructional Plan Analysis and Preparation Guide that are NOT addressed in components of the iZone ELA Lesson Plan Template 9-12

Individual Lesson Planning (Weekly) Analyze and process the lesson enough to make it your own. Do not read the lesson verbatim with

students! Have the actual text from the lesson in your hand when planning; most activities link back to the text. Keep your students’ needs in mind. Some lessons may need adaptation. Be sure any adjustments you

make align to the lessons’ learning targets and TN State Standards, and that your students are the ones doing most of the reading, writing, thinking, and talking.

When annotating the instructional plans, consider the following routine to ensure you have reviewed all sections of the lesson. Note - Underlined terms refer to specific sections of the HS English lessons.

1. Read and analyze the assessment first: What is assessed? How is it assessed? What do the students need to know and be able to do? What text(s) will the students read? How will they be expected to navigate the text? What graphic organizers or note-catchers are used? (Look for these in the lessons leading up to

the assessment lesson). What is the format or design of the assessment? What times of questions are included? What

type of writing is required?2. Always start by thinking about your students. What do they know? What do they need?3. Do a “first read” of the full instructional plan all the way through to get the gist of what is being taught

and how.4. Analyze the Guiding Question and Learning Target: What is the purpose of this lesson?5. Re-read the lesson, stopping after each agenda step. Keep in mind:

Does the flow of the lesson make sense to you? What adaptations might you need to better meet the needs of your specific students?

6. Focus on any vocabulary words highlighted in the lesson: Where does the vocabulary work happen in the lesson? What words may be most challenging for students? In order to help ELLs understand key concepts, what scaffolds might be needed (e.g. visuals,

glossaries, etc.)? Are there any unidentified words in the text that may be barriers for student comprehension?

7. Review the Materials (located in the left column): Where and how is each piece introduced/used? What differentiation is needed? What preparation must be done to have all materials ready? Which materials are provided by packets or LearnZillion GuideBooks? Which will I need to project

during the lesson? Are there any that need to be photocopied?8. Step back and think again about your students. What do they know? What do they need?

Consider and plan additional scaffolding. What schema do they already have on the skill be assessed? What do they not know?

What are the suggested grouping structures, and how will those serve your students

Adapted from CORE, Inc. and Shelby County Schools by SCS iZone Advisors 2017

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Teacher: Course:Anchor Text(s): Supplemental Text(s): Core Action 1: Focus each lesson on high-quality text (or multiple texts)

PREPLANNING (TEACHER ACTIONS)Text Complexity Level: Measure Used:Considerations for qualitative elements, reader and task (Summarize below):

Closely read the text and annotate (use annotations for modeling with students) Build a plan for student initial read and re-readings (Chunking of the text).Core Action 1: Focus each lesson on a high-quality text (or multiple texts)

Identify Key Information from the text: 2.Always start by thinking about your students. What do they know? What do they need?

Key concepts/details:

Background knowledge:

Potential problems:

Connections or extensions:


Big Ideas/Guiding Questions

#4. Analyze the Guiding Question and Learning Target: What is the purpose of this lesson?

Culminating Task/Assessment

Standards

1.Read and analyze the assessment first: What is assessed? (Standards), How is it assessed? What do the students need to know and be able to do??

Skills 1.Read and analyze the assessment first: What is assessed? (ie: Skills, Academic Vocabulary, etc.), How is it assessed?(ie;Expository Essay, Argumentative, etc.) What do the students need to know and be able to do? (ie; Required Prior

Knowledge...) What is the format or design of the assessment? What types of questions are included? What type of writing is required?

Standards Aligned Daily Objectives (I

Can...)

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1. Focus on any vocabulary words highlighted in the lesson: Where does the vocabulary work happen in the lesson? What words may be most challenging for students? Are there any unidentified words in the text that may be barriers for student

comprehension? In order to help ELLs understand key concepts, what scaffolds might be needed (e.g. visuals, glossaries, etc.)?

Words to Pre-teach(Tier 2 Vocabulary)

Words to Define at Point of Use (Tier III Vocabulary)

Words where Context or Structure help Determine Meaning

Core Action 2: Employ questions and tasks, both oral and written that are text specific and reflect the standards. Indicator C: Questions and tasks attend to the words, phrases and sentences within the text.

Determine the Close Reading Tools to Teach and Include (if appropriate) 1. Read and analyze the assessment first. What text(s) will the students read? How will they be expected to

navigate the text?

1: SOAPStone 4: Arguments and Evidence

2: Text-Self-World Connections 5: Appeals: Logical, Ethical, Emotional

3: Three Levels of Questions 6: Assumptions

Determine the Additional Close Reading Strategies for Literary Texts to Teach and Include (if appropriate) 1. Read and analyze the assessment

first. What text(s) will the students read? How will they be expected to navigate the text? What graphic organizers or note-catchers are used? (Look for these in the lessons leading up to the assessment lesson).

1: Identify concrete and abstract language to identify themes

2: Process of induction (observe, infer, induce)

3: Identify and annotate for specific literary devices (identify devices to focus on)

4: Annotate for DIDLS (diction, imagery, details, language, and syntax)

5: Identify the writer's or speaker's tone

6: Connect DIDLS and tone to make a tone assertion

Core Action 3: Provide all students with opportunities to engage in the work of the lesson. Indicator D: The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently.

Create Text-Focused Questions Develop a series of questions to support deepening understanding of text according to the standard(s) of focus: general understanding; important details; vocabulary and structure of the text; author’s purpose questions; inferential questions; and opinions, comments, connections, and conclusions (always based on textual evidence).

Standard Standard Question: Apply and Analyze

Basic: Remember/Understand/Scaffold (Anticipated Misconceptions)

Expanded: Evaluate and Create


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Core Action 2: Employ questions and tasks, both oral and written that are text specific and reflect the standards.

Core Action 3: Provide all students with opportunities to engage in the work of the lesson. The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle.

Gradual Release Lesson Plan Be sure to plan: (1) Opportunities and Structures for Discussion (Organize the space, structure, and “ground rules.” Determine the methodology: pair-share, Discussion Web, Save the Last Word, Socratic Seminar, Four Corners, debate, partners, small groups, informal whole group). (2) Opportunities and Structures for Writing Application/Extension: Determine the place or places in the lesson where you will assign writing and the kind of writing: quick writes, lists, essays, thesis-driven writing, research papers, etc.

Monday Tuesday Wednesday Thursday Friday

Materials Needed:

Intro (Time)

(Brief preview/explanation of objective and expectations). (___ minutes) (___ minutes) (___ minutes) (___ minutes) (___ minutes)

Standards-Aligned Daily Objective(s):

Relevance:

Agenda:

Monitor/Check for understanding:

Model/Demonstration “I Do” (Time)

Explicit explanations, think-alouds, visual or worked models, small steps working toward mastery, etc.

(___ minutes) (___ minutes) (___ minutes) (___ minutes) (___ minutes)


Guided Practice “We Do” (Time)Checks for understanding/misconceptions, strategies for engagement, and feedback for extending, confirming, and/or correcting student responses by teacher.



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Guided Practice “They Do” (Time)Checks for understanding/misconceptions, strategies for engagement, and feedback for extending, confirming, and/or correcting student responses by students in pairs or groups.



Adjust Instruction Repeat; Practice;Monitor/Adjust as Needed (Time)Support for students who are not mastering the concept or skill and/or English language learners or students needing intensification.



Independent Practice/Extension “You Do” (Time)Practice, extensions, or applications of the skills/concepts learned. Teacher-led small groups for students requiring additional support.



Assessment & Closure (Time)Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s).



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Core Action 1: Focus each lesson on a high-quality text. Core Action 2: Employ questions and tasks, both oral and written, that are text specific and reflect the standards Core Action 3: Provide all student with opportunities to engage in the work of the lesson. 5. Re-read the lesson, stopping after each agenda step. Keep in mind: Does the flow of the lesson make sense to you? What adaptations might you need to better meet the needs of your specific students? 7. Review the Materials (located in the left column): Where and

how is each piece introduced/used? What differentiation is needed? What preparation must be done to have all materials ready? Which materials are provided by packets or LearnZillion GuideBooks? Which will I need to project during the lesson? Are there any that need to

be photocopied?


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Documents

Ela Lesson plan Template 9-12 Web viewELA Lesson Plan Template 9-12 (Revised to . ... What is the format or design of the assessment? ... general understanding;