AUTHORS NAME __Elizalyn Perez__________________________________ DATE ________________

SINGLE SUBJECT LESSON TEMPLATE

For info on how to complete this form, see http://lessoninstructions.weebly.com

BACKGROUND INFORMATION
1. TITLE OF LESSON- Cultural Graffiti Vocabulary Activity

2. CURRICULUM AREA & GRADE LEVEL- 12th Grade PLA English

3. DATE OF LESSON/TIME NEEDED- 1st or 2nd day of Cultural Identity Unit/2 days- 60 minutes each day

4. RESOURCES:
Large pieces of paper for each group
Variety of markers
Journal for presentation notes
Chromebooks

CENTRAL FOCUS OF LESSON

5. CA CONTENT STANDARD(S):
(Reading)- Word analysis, fluency, and systematic vocabulary development.
1.0- Students apply their knowledge and word origins to determine the meaning of new words encountered in reading
materials and use those words accurately.

6. CA ELD STANDARD(S):
9) Presenting Plan and deliver a variety of oral presentations and reports on grade appropriate topics that express complex
and abstract ideas, well supported by evidence and reasoning, and are delivered using an appropriate level of formality and
understanding of register.(bridging)

7. BIG IDEA/ENDURING UNDERSTANDING:

Students will be able to understand vocabulary words associated with culture; which is a critical foundation for understanding
personal identity as well as classroom identity.

8. ESSENTIAL QUESTIONS:
a) What is culture?
b) What are the aspects of culture?
c) How does understanding everyones culture build classroom identity and community?
d) Why is it important to explore ones own identity?
e) What stereotypes are given to each culture?
f) What do stereotypes do to culture? To personal identity? To classroom identity?

EVIDENCE OF LEARNING
9. OBJECTIVE(S) OR LEARNING GOAL(S):
Content objective- After participating in the Cultural graffiti activity, students will be able to determine the meanings of the new
vocabulary terms by orally and visually presenting them to the class and taking notes on the other words presented.
Language development objective- After reviewing their assigned vocabulary terms, students will be able to express information
and ideas by delivering an oral and visual presentation on their assigned term using appropriate definitions and examples.

10. ASSESSMENT(S):
*Diagnostic
Students will be asked what they know about culture, race, and nationality.
*Formative
I will monitor students progress on their posters by circulating the classroom and answering questions or concerns.

*Summative for that day

Students will be able to write the vocabulary definitions in their own words and create their own examples in their journals.

3 focus students
Amairani
Daniel
Ben
Differentiation
UDL
INSTRUCTIONAL AND LEARNING TASKS
11. INSTRUCTIONAL TASKS: Teacher Steps
DAY 1
1. Anticipatory Set
a) Instructor asks students to take out a piece of paper and
write down their race, nationality, ethnicity, and culture.
(3 mins)
b) Instructor then asks students whats the difference
between each race, nationality, ethnicity, and culture?
Discuss amongst each other. (5mins)
2. State Purpose
c) Instructor explains why it is important to understand the
differences andy why knowing and understanding your
own personal identity and classroom identity is important.
(3mins)
3. Input - Modeling
d) Instructor states that each table becomes a group splits
and provides each group with a giant piece of paper. (When
creating my seating chart I kept in mind which students are E.L,
special education, and intentional non-learner and grouped them
with students who I know understand both English and Spanish
and can help and are willing to help others) (5 mins)
e) Instructor assigns each group one vocabulary term.
(2 mins)
Vocabulary Terms:
Culture-Model
Ethnicity
Nationality
Race
Heritage
Geneaology
Stereotype
Perspective
f) Instructor explains the instructions orally for graffiti
vocabulary activity and writes them on the board. (15
mins)
1) Every group writes their vocabulary term large in the
center of their paper. (creatively)
2) Every group uses their chromebooks to lookup the
dictionary definition of their vocabulary term. Then
they write that definition underneath the word in
medium font.
3) Within their groups, students discuss how they can
re-word the dictionary definition in their own words.
Then they write their re-worded definition underneath
the dictionary definition in medium font.
4) Each student must then contribute a picture that
relates to that vocabulary word. For example: if their
word is race, they are to draw a picture that
symbolizes their own personal race.
5) Each poster must be colorful!
12. LEARNING TASKS: Student Steps
DAY 1
1. Anticipatory Set
a) Students each write down an answer. (3 mins)
b) Students discuss amongst each other what they believe
the difference between each word is. (5 mins)
2. State Purpose
c) Students listen as their instructor explains the importance
of knowing and understanding your own personal identity and why
its important to understand the differences between the cultural
terms. (3mins)
3. Input - Modeling
d) Students are in their assigned groups. (5 mins)
e) Students jot down assigned vocab term. (2 mins)
f) Students listen as their instructor explains the activity.
(15 mins)
1) Students write their word large in the middle of their
giant piece of paper.
2) Students research dictionary definition of their word
using their chromebooks; writing it underneath their
word.
3) Students discuss within their groups how they can
rewrite the definition in their own words. Students
write the new definition underneath the dictionary
version.
4) Students each contribute a picture for their
corresponding term.
5) Students decorate and color their posters.
6) Students then discuss who will speak when during
their presentation and what each student will say.
Each group will then present their word to the class.
7) Students who are in the audience will take notes on
each presentation, making sure they write the
definition of each word in their own words and have an
example.
4. Check for Understanding
g) Students work on and finish their projects for the
remainder of class asking their instructor questions or
stating any concerns. (30 mins)
5. Closure/Beyond
h) Students show their instructor their finished poster as
they exit the classroom. (2 mins)
 6) Once each group is done, they will discuss who will DAY 2
say what when. Then they will present their word to
the class. Each member of the group will explain why 1. Anticipatory Set
they drew their picture.
a) Students move to sit with their group mates. (3 mins)
7) While groups are presenting, students in the
audience will be creating a journal entry with three b) Students watch as instructor models an example
columns. In the first column is the word, second presentation. (3 mins)
column has the definition in their own words, and
third 2. Independent Practice
column has an example and an antonym to that word.
c) Students discuss with their group mates who is
4. Check for Understanding presenting each definition and in which order they will
give their picture explanations. (5 mins)
g) While students are working and finishing up their posters,
their instructor is walking around checking students work d) Students copy down template into their journals. (4 mins)
and answering questions. The instructor also reminds the
students that their posters are to be finished at the end of e) Students pay attention to each presentation, dutifully
class and is their ticket out the door. (30 mins) taking notes in their journals. (30 mins)

3. Closure/Beyond
5. Closure/Beyond
f) Students discuss amongst themselves what they think
h) Instructor checks every groups finished poster as they exit about the questions posed to them by their instructor. (10
the room. (2 mins) mins)

DAY 2 g) Students take notes on what instructor expects them to

know for tomorrow. (3 mins)
1. Anticipatory Set
h) Students pack up and hand in their completed journals
a) Instructor reminds everyone that presentations are today as they exit the classroom. (2 mins)
and to sit with their group mates.

b) Instructor shows an example of what the poster should

look like, with a vocabulary word not assigned to a group.
Teacher also presents the word as an example of what
their students presentations should look. (3 mins)

2. Independent Practice

c) Instructor tells students to discuss presentation logistics.

with group mates.(5 mins)

d) Instructor projects a template of how their journals should

look and tells students to copy chart into their notebooks.
Provides a paper copy for E.L. and IEP students.(4 mins)

e) Instructor picks a group to go first and they proceed to

present their word. (repeat for each group). (30 mins)

3. Closure/Beyond

f) Once all groups have gone instructor starts a short

discussion with the following questions: Which words are
similar? How are they different? What did you learn
about your classrooms identity? What did you learn
about your personal identity? (10 mins)

g) Instructor tells students to think more on their personal

identities for tomorrow and to ask their relatives about
their identities. (3 mins)

h) Instructor dismisses class and collects journals as the

students exit the classroom. (2 mins)
REFLECTION AFTER THE LESSON: Overall, how did the whole class achieve the learning goals? In particular, how did your special
needs and English learners achieve the learning goals? To what degree were your assessments helpful in determining students
understanding? To what degree did the lesson engage students? What did you do differently from one class to the next? What will you
do differently next time you teach this lesson?

TEMPLATE FOR PRESENTATION NOTES

Word Definition in your own words Example and Antonym
RUBRIC FOR CULTURAL GRAFFITI VOCAB ACTIVITY
Poster Poster doesnt include Poster included correct Poster included correct
(Content) group definition at all or dictionary definition, dictionary meaning of
group definition is only but the group definition the word with a simple,
a slightly reworded was too long and didnt yet understandable
version of the quite line up with the group definition (in
dictionary definition. dictionary definition. your own words)
Only 1 picture was Not every group underneath. Each
included or pictures member contributed a group member has
have nothing to do with picture to the poster or included their own
vocabulary term at all. their picture isnt hand-drawn picture
Poster lacks color, relevant to the that correctly depicts
organization, and assigned term. Poster the definition of the
clarity. is slightly organized, assigned vocabulary
clear, and contains terms. Poster is clear,
some color. organized, and colorful.

Presentation Presenters only Presenters included Presenters explained

(Language included dictionary dictionary definition but dictionary definition
Development) definition, did not didnt explain their and their group
include a group group definition clearly. definition loudly and
definition. Only half of the group clearly. Each member
Presentation was not spoke and explained explained the ideas
clear or loud. their drawings. behind their hand-
Drawings were hard to drawn picture clearly.
understand and didnt
correlate with the
vocabulary word
assigned.

Vocabulary Notes Students only Students only Students determined

(Content) determined the determined the the meaning of each of
meaning of 1 or 2 of meaning of 5 of the 8 the 8 vocabulary terms
the 8 words. Their vocabulary terms. presented correctly,
definitions were Only some of their provided clear and
incorrect, as well as definitions were clear understandable in
their examples and and understandable. their own words
antonyms. Some of their definitions and
examples and examples relevant to
antonyms were the vocabulary term.
incorrect. Each word was
followed by its correct
antonym
Planning Commentary
Central Focus:
The central focus of the Cultural Graffiti Vocabulary activity is to frontload my
students with vocabulary words associated with cultural identity. Im frontloading them so
they can better discuss and explore their own identity, as well as, their classrooms. Most
of the words Ive chosen have been used in society interchangeably, even though they
each have a different dictionary definition. Im hoping this will spur a discussion about
how modern society uses these words and how theyve changed. My students have just
finished a unit on creative writing, where they have been experimenting with all sorts of
characters of different backgrounds. With this Cultural Identity Unit, instead of creating
their own characters they get to explore their own personal character and our classrooms
character as a whole. The central focus of the activity aligns with English Common Core
Standards, ELD Standards, and our schools personalized learning program, in that
students apply their background knowledge to determine the meaning of new words and
through collaboration can express those findings in an oral presentation.

Knowledge of Students to Inform Teaching

This activity comes at the beginning of the Cultural Identity Unit, so in order to
activate my students prior knowledge I will start a small discussion on what they think are
the words meaning. Then I will explain why its important to see how the definitions have
changed over time. Then I will connect that to why its important to understand your own
personal identity, which will lead to understanding our classrooms identity as a whole.
My students are not the most open people. THey do not like to share about their
personal lives out loud. So to get to know them better in a more private way, I assign
them journal entries. The prompts normally ask how their weekend went, something they
I knew, and what they are most passionate about. I also give them short google form
surveys with questions like: Do you prefer to work alone or in a group? Are you
comfortable presenting in front of the class? What can I do to make class more
enjoyable? etc Ive taken into account their answers and have found that many of them
are interested in graphic design and other forms of art. This activity taps into that and lets
them release their inner artist (Vocab lesson inspired by Marilee Sprenger). At the same
time this gets them to connect with their vocabulary word on a personal level.
My students believe that ELA is boring and only its most basic knowledge (reading
and writing) is needed. They do not understand how much more there is to it. In their
previous unit Ive shown them they can unleash their emotions onto paper. This unit
shows them how words can express personal and community identity, which leads to a
better understanding and acceptance of one another.
By giving them choice and creating more engaging activities theyll become more
persistent when learning this material. I have quite a few students who are E.L. and
special education. Ive noticed that they are the ones who try the hardest. They are also
the ones who arent as confident in their skills. Oddly enough, the rest of my students do
not try enough. They completely lack motivation. Im hoping this activity peaks their
interest and motivation, while at the same time gives the students who are E.L. and
Special Education a chance to shine.

Supporting Students Content Learning

Understanding and knowing my students informed this activity itself. My students
love to draw and this activity allows them to do just that. The tools that will be provided to
make sure they understand this content are: the modeled poster and presentation and the
template for their presentation notes. By providing these tools it helps support not only
whole class, but the E.L. and special education students as well.
A common misconception about this content is the huge difference between modern
societal definitions and dictionary definitions. I will address this misunderstanding by
explaining that certain meanings of words change with time, culture, and circumstance.
This will create a discussion about why these words have changed meaning.

Supporting Content through Language

One essential language function is the ability to express ideas and information
clearly using the correct register. This activity not only calls for discussions and
collaboration with others to create a formal presentation, it also requires that two different
types of register are addressed. They are to know the formal definition of the word and a
simple more casual definition in their own words. Its important to not only know about
you students personal situations but also their school situation. Ive taken into account
who the students are who are E.L. and special education. Ive strategically placed them
into groups with classmates who are willing and can support and helm them. By doing
this Ive placed them into an environment where they can thrive. This also takes into
account Krashens theory of affective filters. By placing these students with others who
will provide them with a supportive environment, it will decrease their reflex to shrink back
into their shells and increase their self confidence. For my E.L. students Ive taken a look
at their Celdt scores and have decided to implement Krashens Input Hypothesis, which
takes their current level and increases the difficulty of the standard by one level.
Ive noticed that most of my students are not auditory learners, so to address this
Ive decided to include multiple visuals. For example: written instructions on the board, an
example poster, and a projected template for presentation notes. These strategies can
benefit not only E.L. and special education students, but for the rest of my class as well.
(UDL- Rose and Gravel).

Monitor Student Learning

The diagnostic assessment Ive chosen is in the form of a class discussion. This
discussion sets up the scene and shows students that what theyve thought to be correct
is actually incorrect.
The formative assessment Ive chose is simple. As students are working in groups
on their posters, I will be walking around checking to make sure that everyone is
participating and that the information they have found is correct.
The summative assessment for day one is the poster. It is their ticket out the door.
The poster shows me that theyve stayed on task for the whole class period, that they
understand the meaning of the word, and that theyve connected to the word on a
personal level with their drawings. The summative assessment for day 2 is the
presentation. This shows me if the students paid attention while their peers were
presenting and if the presenters presented their material clearly and correctly.

CLASS PROFILE: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following
each prompt.
Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if other applies,
provide a brief description.)
Middle school: _____
High school: ____X_
Other (please describe): _____

Urban: _____
Suburban: ___X__
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed
magnet, remedial course, honors course) that will affect your teaching in this learning segment.
This specific course is part of the personalized learning academy, where all my students have
the same history and math teacher.

3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional
strategies, or standardized tests.
Personalized learning does not include homework or assigned readings. This is different but it
allows me to be a bit more creative when it comes to lesson planning, since their isnt a set curriculum.
Also these particular classes, because they were part of the trial run, dont have a set curriculum. So my
co-teacher and I have more wiggle room when it comes to creating the curriculum.

About the Class

1. What is the name of this course? 12th grade PLA English
2. What is the length of the course? (Type an X next to the appropriate description; if other applies,
provide a brief description.)
One semester: _____
One year: ___X__
Other (please describe): _____
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
The class is 50 minutes everyday.
4. Is there any ability grouping or tracking in subject area? If so, please describe how it affects your class.
5. Identify any textbook or instructional program you primarily use for subject area instruction. If a
textbook, please provide the title, publisher, and date of publication.
My co-teacher and I loosely use the ERWC guides to create lesson plans but a lot of our
readings are supplemental articles and websites we find.
6. List other resources (e.g., electronic white board, graphing calculators, online resources) you use for
subject area instruction in this class.
Every student has a chromebook. We also use a projector.

About the Students in the Class

1. Grade-
level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
 2. Numbe
r of
students in
the class: 2nd period-25 3rd period- 22 4th period-19
males: 2nd period- 12 3rd period-11 4th period-8 females: 2nd period-13 3rd period-11
4th period-11
3. Complete your Class Profile & the Summary of your Students with Special Learning Needs Chart

a. Create a Class Profile with information on each of your students. Use Chart below.
Student Student EL/IEP/504 Plans: Le Interest Supports, Accommodations, Modifications,
Name Label & Classification,Nee arn s Pertinent IEP Goals
Level: EL, d Readiness ing
IEP or 504 Pr
ofil
e
Amai, per 2 EL CELDT 3 Nursing *Havent received IEP information on her just
IEP Listening-2 yet.
(Early *B, C, D for previous years of high school.
Intermediate) * Current grade-D+
Speaking-5 *Have lesson plans written and orally read.
(advanced)
Reading-2
(Early
Intermediate)
Writing-4
(Early Advanced)
Julie, per 2 IEP Auditory Soccer *Receives specialized academic instruction in a
Processing separate classroom, vocational assessment;
deficiency counseling, guidance, and career assessment
(not a separate classroom)
*Current Grade-A
Kathy, per 2 IEP Language and Culinary *Requires extended time on assignments and
Speech deficiency Arts tests.
*In language and speech development class.
*In a college awareness class.
*In a career awareness class.
*Receives specialized academic instruction in a
separate classroom.
*Current Grade-B
Megan, per IEP Other Health Creative *Collaboration and consultation between
2 Impairment Writing general education and special education staff
(anxiety, *Visual supports and graphic organizers
depression) *Additional time for tests up to 50% as
requested by student
*Pair verbal and visual cues for clarification on
classroom assignments
*Repetition and/or clarification of
directions/instructions/expectations
*Opportunities to take tests either orally or in
writing as requested and arranged by student in
advance and retake tests under 70%
-take test in a separate setting.
-use notes and graphic organizers for
performance tasks
-allowed to do performance tasks with SAI
teacher when requested
*additional time for written assignments and/or
lengthy projects
*one page of handwritten notes, teacher
approved, to be used for tests taken in alternate
 setting
Ben N/A N/A N/A Reading/
Writing
Gabby N/A N/A N/A Makeup
Brian N/A N/A N/A Business
Derek N/A N/A N/A Politics
Jennyfer N/A N/A N/A Military
Reynaldo N/A N/A N/A Gaming
Anival N/A N/A N/A Photograp
hy
Peter N/A N/A N/A Comedy
Javier N/A N/A N/A Music
N/A
Armando N/A N/A Scary
movies
N/A
Brenda N/A N/A Makeup
N/A
Victor N/A N/A Photograp
hy
N/A
Edwin N/A N/A Soccer
N/A
Iris N/A N/A Writing
N/A
Nora N/A N/A Reading
N/A
Michael N/A N/A Scary
movies
N/A
Janet N/A N/A Teaching
N/A
Carlos N/A N/A Music
N/A
Ashley N/A N/A Entertain
ment
N/A
Kayleeana N/A N/A Photograp
hy
N/A
Yarely N/A N/A Music
Nancy, per 3 EL CELDT 3 Military *Current Grade-A
Listening-3 *challenge her a bit more with tougher writing
Speaking-3 assignments and reading comprehension
Writing-4 assignments
(early advanced) *giver her more time to finish her work when
Reading-3 necessary
Sam, per 3 EL CELDT 3 Music *Current grade- F
Listening-2 *group him with others who are bilingual, who
(early intermediate) are willing to help him, and have the skills to
Speaking-5 help him
(advanced) *more writing assignments to practice
Reading-2 *have more peer editing sessions
(early intermediate) *have his work read over by Mrs. Terzic or me
Writing-2 *more read alouds
(early intermediate) *more time to finish his work when necessary
N/A
Amy N/A N/A Animals
N/A
Francisco N/A N/A Graphic
Design
N/A
Nico N/A N/A Comedy
N/A
Janelle N/A N/A Makeup
 N/A
Ivan N/A N/A Soccer
N/A
Paul N/A N/A Soccer
N/A
Juwan N/A N/A Luthery
N/A
Oralia N/A N/A Makeup
N/A
Skyler N/A N/A Extreme
sports
N/A
Mathew N/A N/A Graphic
Design
N/A
Sunshine N/A N/A Culinary
Arts
N/A
Esmeralda N/A N/A Soccer
N/A
Stephanie N/A N/A Makeup
N/A
Saul N/A N/A Soccer
N/A
Javier N/A N/A Graphic
Design
N/A
Emily N/A N/A Music
N/A
Marcquie N/A N/A Music
N/A
Laela N/A N/A Social
Media
N/A
Anahi N/A N/A Social
Media
N/A
Danielle N/A N/A Singing
Judy, per 4 EL CELDT 3 Cosmetolo *Current Grade- A-
Listening-3 gy *more time on writing assignments
(intermediate) *have her work read over by Mrs. Terzic or me
Speaking-3 *have more peer editing sessions
(intermediate) *group her with others who are bilingual, who
Reading-3 are willing to help her, and have the skills to
(intermediate) help her.
Writing-2
(early intermediate)

Brenda, per IEP Auditory Cosmetolo *Requires flexible seating arrangements,

4 Processing gy *extended time on tests and quizzes,
deficiency *access to a word processor, and
*preferred seating.
*Requires specialized academic instruction in
class
*Requires specialized academic instruction in a
separate classroom.
*In a college awareness class in a separate
classroom.
*In a career awareness class.
*Current Grade-B
Daniel, per 4 IEP Auditory Criminolog *Requires extended time on tasks and
Processing y assignments, *preferential seating,
Deficiency *orally read instructions,
* access to a word processor with spelling and
grammar check, and
*regular consultation with mainstream teachers.
*Receives specialized academic instruction in a
separate classroom.
*In a college awareness class.
*In a career awareness class.
*Current Grade-C
 N/A
Jonathan A. N/A N/A Soccer
N/A
Evelyn N/A N/A Makeup
N/A
Jessica N/A N/A Makeup
N/A
Sindy N/A N/A Singing
N/A
Shane N/A N/A Basketball
N/A
Jonathan D. N/A N/A Cars
N/A
Jasmine N/A N/A Makeup
N/A
Abigail N/A N/A Makeup
N/A
Fausto N/A N/A Reading
N/A
Chris N/A N/A Photograp
hy
N/A
Maya N/A N/A Volleyball
N/A
Jennifer N/A N/A Feminism
N/A
Anette N/A N/A Writing
N/A
Gaddiel N/A N/A Cars
N/A
Jair N/A N/A graphic
design
N/A
Tatum N/A N/A Social
Media

b. Complete the chart below to summarize required or needed supports, accommodations, or

modifications for your students that will affect your instruction in this learning segment. As needed, consult
with your cooperating teacher to complete the chart. Some rows have been completed in italics as
examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., English language learners, gifted
students needing greater support or challenge, students with Individualized Education Programs [IEPs] or
504 plans, struggling readers, underperforming students or those with gaps in academic knowledge).

Students with Specific Learning Needs

IEP/504 Plans: Numb Supports, Accommodations, Modifications, Pertinent IEP
Classifications/Need er of Goals
s Stude
nts
Auditory Processing 3 Visuals and written directions, extra time on work
Problems
Other Health Impairment 1 Extra time on work
Language and Speech 1 more reading outloud activities
problems

Other Learning Needs Number Supports, Accommodations, Modifications

of
Students
Struggling Writers Most Grammar practice, writing practice, spelling practice
Struggling Readers Most Reading Outloud, orally read instructions, visual cues.