SEI Teacher Endorsement Course Lesson Plan Template

Instructions: The SEI Teacher Course Lesson Plan has three parts:

A. Lesson Background Information – outlines teacher, student, and class characteristics, as

well as lesson objectives.
B. Instructional Procedure – presents major activities that help students master the stated
objectives of the lesson.
C. Reflection – provide guiding questions for reflecting on the lesson planning process,
content and implementation (when applicable).
If you have questions about any of the lesson template fields, please refer to the Field
Descriptions/Instructions chart.

Lesson Background Information

Name: Cristina Almeida Date:
District: Lesson Length: 1 hour
Content Area: English Lesson Topic: Satire
Focus Language Domain(s) (R, W, L, S): Reading, Writing, Speaking, and Listening

Content Objective: Language Objective for students at WIDA ELD

All students will be able to… levels 1-3 (choose one level):
● Use feedback to make adjustments to ELD Level ___ students at will be able to…in
their project. English
● Organize their project ideas.
● Critique the project ideas of other
students.
● Design a presentation that clearly,
thoroughly, and creatively exemplifies
their understanding of satire and
satirical and literary devices.
Language Objective for students at WIDA ELD
levels 4 or 5 (choose one level):
Key Content Vocabulary: ELD Level 4 students at will be able to…in English
● Satire ● Brainstorm project ideas using the
● Literary devices satire brainstorming questions and the
● Satirical devices Evernote app.
● Peer Review ● Recognize what makes a satire
● Rubric project effective.
● Brainstorm ● Identify the strengths and weaknesses
of another student’s project.
● Discuss project ideas with other
students.
Materials/Equipment: Prerequisite Knowledge:
● Student example ● Students should have an understanding
● Brainstorm Worksheet of how literary and satirical devices can
● Rubric be manipulated to convey an idea.
● Peer Review Questions ● Students should have a complete
● Ipad understanding how Orwell used multiple
literary and satirical devices to share his
message about the Russian Revolution
after finishing Animal Farm.
Instructional Procedure
 The activities below should reflect the targeted language and content objectives for this
lesson.
Duration Description
Connection to prior learning or background building activity:
● The teacher will introduce the student’s final satire project.
● Before getting into the details of the assignment, the teacher will explain
how the assignment relates to all that they have been learning. More
specifically, the teacher will explain how students will be using their
knowledge of satirical and literary devices to create a satirical message.
The teacher will also note the similarity between this assignment and
George Orwell’s own satirical work, Animal Farm.
Activities to present new content area knowledge or skill:
 The teacher will explain each portion of the rubric to students. This
opportunity will be used to answer any of the students’ initial questions.
 As a class, the teacher and students will critique a former students’ satire
project or, if a former students’ work is not available, one group’s satirical
example from SEI Lesson 1. Although the SEI Lesson 1 examples do not
meet the requirement of using two satirical and two literary devices, the
teacher could discuss with students what other devices might have been
used for this specific example.
 Students will work in groups to grade the work based on their rubric and a
list of corresponding questions. The students will share their critique with
the class.
Activities to present new language knowledge or skill:
● The teacher will explain each portion of the rubric to students. This
opportunity will be used to answer any of the students’ initial questions.
● As a class, the teacher and students will critique a former students’ satire
project or, if a former students’ work is not available, one group’s satirical
example from SEI Lesson 1. Although the SEI Lesson 1 examples do not
meet the requirement of using two satirical and two literary devices, the
teacher could discuss with students what other devices might have been
used for this specific example.
● Students will work in groups to grade the work based on their rubric and a
list of corresponding questions. The students will share their critique with
the class.
Activities to assess or review learning of new language, content, and/or skill:
● Students will separate to begin working on their satire project. Students
should answer all the questions about their possible project ideas on the
brainstorming worksheet. Students in groups should all have their own
copy.
● Students may use the Evernote app to answer these questions. The app
will allow students to use pictures, links, drawings, audio, and other forms
of media that coincide with their learning style.
● Once the worksheet has been completed. Students should pair up with a
student doing a different project. Students should critique each other’s
ideas using the rubric and the corresponding questions.
Homework/Extension Activities
● Students should make adjustments to their brainstorming worksheet based on
their feedback. Students will hand this worksheet in next class in order for the teacher to
provide feedback prior to starting the project.

CCSS:
CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.

CCSS.ELA-LITERACY.L11-12.3

Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or
listening.