TPA Lesson Plan Format

TPA LESSON PLAN FORMAT

1.      Teacher Candidate:

2.      Subject:

3.      Lesson Title/ Central Focus:

4.      Grade Level(s):

5.      Length of Lesson:

      ·         Time Required

6.      Academic and Content Standards (Common Core/National):

7.      Learning  Objective(s):

·         WHAT do you want students to know and be able to do (must be measurable)? Be specific and use concrete terms.

·         Learning Objective(s) must align with the Content Standards listed in #6.

8.      Academic Language:

·         Consider Language Demands (vocabulary, discourse, syntax, function) that students will need to participate in learning tasks and demonstrate their learning?

·         What are the oral and written academic language (vocabulary and functions and forms of language associated with learning objective) that students will need to understand or produce in your learning segment?

9.      Assessment:

      ·         What type of assessment will you use to measure student learning?

      ·         Identify if this is formative or summative.

      ·         Attach all assessment tools for this lesson.

      ·         Specifically identify what this assessment will measure.

10.  Lesson Connections:

      ·         How is your lesson/instruction supported by research and theory? (Make sure you have actually connected the research/theory to your lesson.)

      ·         What examples of prior knowledge are you building on?

      ·         Upon what assessment data or previous lessons are you building?

      ·         WHAT requisite skills do students need in order to access the lesson & participate fully?

      ·         How does the content build on what the students already know and are able to do?

      ·         How does the lesson build on previous lessons or previous learning?

      ·         What examples of personal cultural or community assets are you building your lesson on?

11.  Instructional Strategies and Learning Tasks to Support Student Learning:

Introduction

      ·         How will you communicate the learning objectives to students?

      ·         How will you introduce this lesson (draw upon and engage students in examining their own strengths from prior learning and experience)?

Student Voice

Describe how you will gather information and data from students that inform you of:

      

      ·         Their knowledge of the learning targets and how they are progressing towards these targets (e.g., “I can…” or “I am learning…” statements)?

      •     Their knowledge of the support and resources that can be accessed to help them achieve the learning targets

      ·         Their knowledge of the relationship between the assessment and learning objectives

Learning Tasks

     

      ·         What explicit learning instruction occurs: what specifically are the students learning in this lesson?

      ·         What are the procedural directions for students to follow?

      ·         What learning activities do you have planned for the students (Note: these describe what the students do during the lesson)

      ·         What instructional strategies will you use (Note: Instructional strategies describe what the teacher does during the lesson).

      ·         How will you incorporate guided practice?

      ·         Provide estimates of time.

      ·         What are the key teacher questions or prompts?

      ·         Will students be grouped and, if so, by what criteria?

Closure

      

      ·         Review and restate the learning objective(s).

      ·         Preview connection to future learning/lessons.

      ·         Attach all instructional materials (class handouts, PowerPoint or Smart Board slides, etc.)

12.  Differentiated Instruction:

      ·         In what ways will you ensure equitable learning opportunities for all students?

      ·         How will you differentiate instruction based on the needs of your students?

13.  Resources and Materials:

      ·         Where did I find the idea for the lesson? (reference)

      ·         What materials will you need in order to teach this lesson?

      ·         What materials will students need?

14.  Management and Safety Issues:

      ·         Are there management and safety issues that need to be considered when teaching this lesson? If so, list them.

      ·         What will you do to prepare your students for these issues?

15.  Parent and Community Connections:

      ·         How will you engage or involve parents and the community?

Updated Remainder of Course Schedule

Tentative Schedule for remainder of Winter 2014 (updated 1/27/14):

Week 4

1/27—Reading: Duncan-Andrade and Morrell’s “Critical Pedagogy and Popular Culture in an Urban Secondary English Classroom” (Handout)

1/29—What is Social Justice? Why is it important for our classrooms?

            Reading: Individual Exploration

Week 5

2/3—Reading: Langer’s “A Response-Based Approach to Reading Literature” available at http://www.albany.edu/cela/reports/langer/langerresponsebased.pdf

2/5—Reading: Tovani’s “I Read it, but I don’t get it”

Week 6

2/10—Creating Lesson Plans, Reading: TPA guidelines (Handout) AND Differentiated Instruction in E/LA, Reading: Individual Exploration

2/12—Reading: Gallagher’s “Readicide”

Week 7

2/17—No Class, Presidents’ Day

2/19—Individual Meetings to Discuss Unit Plan Progress

Week 8

2/24—Book Talks (8 students)

2/26—Book Talks (4 students) and Mini-lessons (Alexie 1)

Week 9

3/3—Mini-lessons (Alexie 2, Poe 1 and Poe 2)

3/5—Mini-lessons (Shakespeare 1, 2, and 3)

Week 10

3/10—Mini-lessons (Yang 1, 2, and 3)

3/12 —Mini-lessons (Wiesel 1 and 2)

Week 11

3/17—Unit Plans Due, Discussion of Unit Plans, Course Evaluations

*Learning Letters Due to your blog by Friday, 3/21, at noon.

Important CCSS Related Links

http://www.corestandards.org/--Basic CCSS info
http://www.smarterbalanced.org/--Smarter Balanced Assessment
http://www.achievethecore.org/--CCSS Based Instruction

Book Talk Selections

Ashley Mortenson--The Fault in the Stars
Jaime Mahoney--The Perks of Being a Wallflower
Jordan Lehman--Wonder
Shelby Ramirez--The Rules of Survival
Stephanie Hook--Will Grayson, Will Grayson
Joshua Byrd--Candide
Kirsten French--Narrative of the Life of Frederick Douglass
Amanda Hesseltine--Life of Pi
Joe Angell--True Grit
Paul Carlin--1984
Kevin Hunter--The Outsiders

Learning Letter Assignment

ENGL 493

Learning Letter Assignment

Each student is required to complete a course reflection in the form of a blog posting. This final blog posting should fulfill three major requirements:

1)      Reflect on the work you’ve completed in the course (book talks, mini-lessons, unit plans)

2)      Reflect on the theories and concepts we explored in readings and discussions

3)      Reflect on how you think your participation in this course has influenced your thinking about yourself as a teacher

The process of continual reflection is essential to your growth as a teacher.

The learning letter is worth 5% of the final grade for the course, and it is due to your blog by Friday, 3/21 at noon. 

Literature Unit Plan Assignment

English 493                                                                                        

3 Week Literature Unit Plan

Using texts other than those being covered in our class, each student will prepare a three week unit plan. Preparing this unit will help you in a variety of ways. You will get feedback on the feasibility of your lessons working in the classroom and on your methods of evaluation. You may be developing materials for a text/texts already used in the curriculum that you may/will encounter again in your own teaching. You may be developing materials for a text/texts that you can make the case for why it should be included in the curriculum. Or you may be developing materials that include English Language Arts instruction in a different content area. Whichever option you choose, you will gain experience in planning a meaningful unit for your future students. This will be a very detailed project. The literature unit plan is worth 40% of the final grade for the course. It is the culminating project for all of the work we will do this quarter.

Project Objective: To construct a well-researched and applicable instructional 3 week unit that incorporates a novel, a play, poetry, a group of short stories, an author, or a specific period. This unit should integrate literature, language, composition, listening, speaking, social justice, informational texts, and technology/media. You must incorporate the theoretical work that we’ve discussed in class during the quarter. Feel free to incorporate other theoretical lenses as well. Many of you are in practicum situations. This unit plan is a great opportunity to develop materials for content currently underway in your placements. Although it is not required, the work you develop for this assignment could be used by you or your master teacher so that you can see how what you have designed works in the classroom. Feedback from your master teacher will also be incredibly useful for you.

* This project can be completed individually or in pairs. If working in pairs, it is essential that the each aspect of the project is worked on collaboratively. Please don’t split the project up and complete it separately. Thinking through each aspect of this project is necessary to prepare yourself for teaching secondary ELA skills.

Requirements:

Unit Overview/Introduction (100 pts): Write an introductory overview that captures the essence of your unit and what you plan for it to accomplish (three to five pages double-space typed). Introduce each section of your unit plan. In your introductory paragraph, tell the title of your text(s), the grade level for which you intend the unit, and what you plan for your project focus. Then, write a narrative describing the unit so that any reader will understand what the focus is and what the unit is generally trying to accomplish. Throughout your overview, the focus of the unit should always be clearly identifiable as you describe the intent of your individual lessons, as you show how you will integrate any extra resources (such as cultural items, texts, technology, or photocopied material), and as you explain your unit assessment procedures. This introductory overview must be clear enough that anyone picking up your unit will know what you focused on and how you approached it from the beginning of the project to the end. Include your rationale for using your selected text(s) in the classroom.

Calendar/Timeline (20 pts): Describe the objective/focus, the classroom activities, and the assignment for each day in the calendar or timeline. Include a brief timeline of the unit that shows the progression of instruction during 3 weeks. This timeline may be in calendar form or as a one to two page description of daily activities. Each day should include the main activities and events that will be covered as well as daily assignments.

Unit Objectives (20 pts): Develop an overall question or statement that will act as an “umbrella” for your goals and objectives for the unit. When you list your goals and objectives, prioritize them, starting with the most important. Keep your list short--a maximum of four or five. Remember that these are the main objectives for the unit as a whole. The objectives for your individual lessons will be much more varied. Explain clearly what it is you want the students to learn and/or accomplish by the end of the unit. Refer to CCSS in this section.

Assessment Plan (40 pts): Consider how you will assess student learning this unit, what assignments will work best for evaluating your selected objectives, and describe in detail your plan (point system, percentages, standards based grading, etc., including the rationale for using them).  

Daily Lesson Plans (120 pts): Follow the TPA lesson template to plan each day of your 3 week unit. In each lesson plan, provide details of activities and the timing of these activities as a narrative so that anyone could understand where your lesson is moving and how you will accomplish it (this includes outlines, handouts, and lecture notes, if used). In bibliographic form, be sure to list all materials used. Attach all supplementary material used in the lesson, including quizzes, worksheet, handouts, poems, stories, pictures, overheads, etc.

Annotated Bibliography (50 pts): Make an annotated bibliography for all the sources you used as well as those you might use later (10 minimum). The idea here is to show the theoretical, philosophical, methodological, and pedagogical underpinnings of your unit plan. Some of these should be from course material, but please use a minimum of 3 outside sources as well. Your annotation should be descriptive and evaluative and should run from three to four sentences.

Self-Evaluation of Final Project (30 pts): When you have completed your project and are ready to turn it in, write a self-evaluation of your entire final project, looking at the strengths and weaknesses of your unit. Include what you have learned from doing this unit. Looking ahead, consider what you might change based on what you’ve already learned from preparing this unit.

Organization of Teaching Materials (20 pts): 

Organize your information. Make it as easy as possible for you—and others that you are sharing your project with—to find items.

A few suggestions:

1. Use Section Dividers. Use subject dividers or tabs to identify each section. Consider breaking up large sections into smaller, more easily accessible sections. For example, lesson plans could be divided up week by week, or even day by day.

2. Add a Table of Contents and Paginate. List each individual section in the order presented.

3. Edit.  Also, have a friend/colleague edit. Edit for your friend/colleague.

4. Proofread.  Also, have a friend proofread. Proofread for your friend/colleague.

This assignment is worth 40% of your final grade in this course. Please feel free to consult with me throughout your process of putting this project together. I’m happy to look at drafts of pieces of the project to give you feedback. I’m available for discussions of ideas, texts, assignments, etc. For those working in pairs, both students will earn the same grade.

Mini-Lesson Assignment

ENGL 493

Mini-Lesson on Literary Text:

All students will have the opportunity to teach a lesson using one of our course texts:

Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian.

Poe, Edgar Allan. Edgar Allan Poe: Complete Tales and Poems. Castle Books, 2002.

Shakespeare, William. Romeo and Juliet.

Wiesel, Elie. Night.

Yang, Gene Luen. American Born Chinese.

Students will form groups and select which of the five texts to use. Each student in each group will be responsible for teaching a 25 minute mini-lesson focused on one aspect of the text. You will consider your 493 classmates as your students, and we’ll be respectful secondary students at your request. Each student will provide the class with a TPA lesson plan for his/her mini-lesson (we’ll review these requirements together in class). Following each lesson, the class will participate in a feedback session designed to help us all consider what worked well and what can be improved. Additionally, each student will complete a self-evaluation after reflecting on his/her teaching. Note: All students are responsible to know every text presented. The presenters need your participation to grow as teachers, and you will depend on their participation as well. Consequently, the class is not only responsible for reading the texts, but also for participating in the lesson and the discussion following the lesson.

Specific requirements for individual students:

1.      Each student will provide the class with a TPA lesson plan for his/her mini-lesson. Prior to completing this project, we will discuss the requirements and the purpose of the
TPA. This lesson plan will be a thorough explanation of what is planned and implemented.

2.      Each student will complete a 2 pg. self-evaluation after reflecting on his/her teaching. In this self-evaluation, each student will:

*reflect on what was successful about the lesson and teaching,

            *reflect on what he/she might do differently next time, and

*address issues that are brought up during the feedback session

Specific requirements for groups:

1.      As a group, you must discuss what aspect of the text each of you would like to teach. It is essential that each person teach a different aspect of the text.

2.      Each group must include some aspect of popular culture, social justice, and informational text. Please note that every group member does not need to include all of these, but each of these must be included for each of the texts.

It’s expected that you use the content of the course to guide your lesson preparation. This assignment is a great opportunity to take some risks and attempt things you haven’t tried before. As a class, we are here to support and help each other to become better teachers. My hope is that you take this opportunity to do that.

Evaluation Rubric

The mini-lesson teaching exercise is worth 20% of the final grade for the course. Students will be evaluated by the following.

___/10 Lesson Plan

___/10 Effectiveness of Lesson Activities

___/10 Teacher Effectiveness/Poise/Presence

___/10 Level of Class Engagement

___/10 Self-evaluation Paper

Tentative Schedule for Winter 2014

Tentative Schedule for Winter 2014:

Week 1

1/6—Introductions, Syllabi, Assignments, Expectations, etc…

1/8— Discussion of Introduction Letters and “Discussion as a Way of Teaching” (Handout)

Week 2

1/13— Reading: English Language Arts Common Core State Standards available at www.corestandards.org (Please focus on the Reading Standards for Literature and the Reading Standards for Informational Text

1/15— Reading: Paulo Freire’s “Pedagogy of the Oppressed” Chapter 2

Chapter 2 at http://www.webster.edu/~corbetre/philosophy/education/freire/freire-2.html

Week 3

1/20—No Class, Martin Luther King, Jr’s Birthday (Observed)

1/22—Reading: Peter McLaren’s “Critical Pedagogy: A Look at the Major Concepts” available at http://cidocstudents2012.wikispaces.com/file/view/Critical+Pedagogy+Major+Concepts.pdf

Week 4

1/27—Reading: Duncan-Andrade and Morrell’s “Critical Pedagogy and Popular Culture in an Urban Secondary English Classroom” (Handout)

1/29—What is Social Justice? Why is it important for our classrooms?

            Reading: Individual Exploration

Week 5

2/3—Reading: Langer’s “A Response-Based Approach to Reading Literature” available at http://www.albany.edu/cela/reports/langer/langerresponsebased.pdf

2/5—Reading: Tovani’s “I Read it, but I don’t get it”

Week 6

2/10—Creating Lesson Plans, Reading: TPA guidelines (Handout) AND Differentiated Instruction in E/LA, Reading: Individual Exploration

2/12—Reading: Gallagher’s “Readicide”

Week 7

2/17—No Class, Presidents’ Day

2/19—Individual Meetings to Discuss Unit Plan Progress

Week 8
2/24—Book Talks (8 students)

2/26—Book Talks (4 students) *Please note that class will begin at 3:30pm this day

Week 9
3/3—Mini-lessons (Alexie 1 and 2, Poe 1)

3/5—Mini-lessons (Poe 2, Shakespeare 1 and 2)

Week 10

3/10—Mini-lessons (Shankespeare 3, Yang 1 and 2)

3/12 —Mini-lessons (Yang 3, Wiesel 1 and 2)

Week 11

3/17—Unit Plans Due, Discussion of Unit Plans, Course Evaluations

*Learning Letters Due to your blog by Friday, 3/21, at noon.

Links to your Colleagues' Blogs

Ashley Mortenson--http://english493ashley.blogspot.com
Jordan Lehman--http://jordanlehman493.blogspot.com
Joshua Byrd--jbyrdengl493.blogspot.com
Kirsten French--http://kfengl493.blogspot.com
Shelby Ramirez--htmtp://shelbyengl493.blogspot.com
Jason Edwards--http://jasonedwards45.blogspot.com
Paul Carlin--https://plus.google.com/110091803368838058771/posts
Joe Angell--http://angelleng493.blogspot.com
Jaime Mahoney--http://jaimekm.blogspot.com
Stephanie Hook--http://captianhookjr.blogspot.com
Amanda Hesseltine--http://amandahesseltine.blogspot.com
Kevin Hunter--http://khuntereng493.blogspot.com

Book Talk of a Young Adult Text

Book Talk of a Young Adult Text

Engl 493

Each student is required to choose a young adult text and prepare a short talk to introduce the text to the class. As a teacher of adolescents, you will want to familiarize yourself with as much literature as possible that speaks to a younger reading audience. These book talks will assist you in becoming familiar with the text that you choose, as well as the variety of texts that your classmates choose. Each student will be asked to provide a handout detailing the text for his/her classmates. The book talk of a young adult text is worth 10% of the final grade for the course.

What to include in your presentation and handout:

1.      Please include a detailed description of the text. Take into consideration that your colleagues might not be familiar with the text that you have chosen. A detailed description will include everything necessary for your classmates to gain an understanding of the text without reading it. Your job is to introduce the text in a complete way so that it is possible for others to decide when, where, and how this text might be appropriate.

2.      Please explain why you chose this text. What was your rationale? For whom is this text appropriate? Please consider age, ability, and any other factor you find important. Why is it appropriate for this group of students?

3.      Please include some teaching ideas. How do you envision this text being used in a secondary classroom? Provide at least 3 specific ideas for what is possible with this text.

4.      Please consider some obstacles to using this text. What are the potential issues that may arise from using this text? Predict an administrator’s response to the use of this text. Predict parents’ responses. Predict students’ responses.

5.      Anything else you think is important for us to know and understand about this text and its use with students.

Book talks will be about 10 minutes each with an additional few minutes for questions and brief discussion about your text. When you have decided on a text, please email me (sagriss@ewu.edu) with your selection. This way we can avoid overlap of texts. One of the goals of this assignment is to increase your potential library of texts, so it is important that we each choose something different. I will OK texts based on the order in which I receive emails. If you choose a text that someone else has already chosen, I will ask you to choose a different text.

Book Talk of Young Adult Text

Evaluation Rubric

____ / 10 Detailed outline of text

____ / 10 Rationale for choosing the text

____ / 10 Teaching ideas

____ / 10 Obstacles

____ / 5 Handout

____ / 5 Presentation