UMF Unit-Wide Lesson Plan Template

Name: Therese Turmel Program: Course:

Secondary Education English Student Teaching
Lesson Topic / Title:
Character Revision
Lesson Date: Lesson Length: Grade/Age:
2/11/2020 80 minutes Sophomores
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will demonstrate their knowledge that characters
are not stagnant.
Students will complete context Clues Check for
Understanding #1.
Students will catch up on reading goals.
Students have been tracking their
characters, so today we will see how
they have changed.
Students have learned techniques for
context clues, now they will try them
out.

Students are behind on reading.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RL.9-10.1 Students will find examples from their

books to prove that their characters
CCSS.ELA-LITERACY.L.9-10.4.A have changed.

Students will use context clues to find

the meaning of unknown words.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Context Clue Check For Understanding #1. This is a formative assessment for
context clues where they can use the
Completed notebook page on character revision. techniques we previously learned.

Students will revise what they have

written about their character.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

● Context Clues Check for Understanding ● Each book group got copies
● Hovercam that had been
● Example of Character Revision sentences/paragraphs taken
● Post it notes of revision from their books. My hope was
● Books. that if it came from their books
they would feel more
confident.
● The Hovercam is used to
project the Character revision
notes.
● These were traits that we had
found together as a class for
Roger and Mrs. Jones. I then
revised them by adding sticky
notes to the changes we saw to
each character.
● These post it notes were what I
placed over the original notes.
● Students will spend the rest of
class reading to allow for
everyone to catch up.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

● Greet students, take attendance, and move desks ● Traveling Teacher

into groups. (5 minutes) ● This is the second assessment
● Check for Understanding (20 minutes) for context clues. This test
● Discussion Character Revisions (10 minutes) allows them to try the
● Students discuss with their groups how the techniques we have learned.
characters are changing. (5 minutes) ● Students will see me revising
● Silent reading. (40 minutes) the character traits that we
originally came up with for
Roger and Mrs. Jones. This will
show them that they should be
thinking about how their
characters are changing.
● Students will then think about
how their characters are
changing and discuss it with
their group members.
● I gave extra reading time to
allow for students who have
fallen behind to catch up.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

● Context Clues out of their books. ● This Check for Understanding

had words from the book that
 ● Extra reading time they were reading. I felt that
this extra amount of relevance
would give them the
confidence boost they needed.

● Some students were falling

behind on their reading goals.
This was affecting the group
discussions, so I
accommodated them by
allowing for more reading time
in class.

Field Courses Only – Post lesson

Reflection

This lesson originally had time for discussion, but I changed it. Some students were
behind on their reading goals, so the discussion was not as rich as it had been
previously. I felt that I needed to give reading time in class for those students to get
caught up. This would allow for more discussions to be better rather than losing
those students completely because they fell behind.

Teaching Standards and Rationale

Standard 4(h): Creates opportunities for students to learn, practice, and master
academic language in their content.
Rationale: Students are practicing the techniques they learned in the assessment
form that was created based on their books.

Standard 8(j): Asks questions to stimulate discussion that serves different purposes,
(e.g., probing for learner understanding, helping students articulate their ideas and
thinking processes, promoting risk-taking and problem-solving, facilitation factual
recall, stimulating curiosity, and helping learners question.)
Rationale: I asked students questions to make them think about how their character
has changed. Many felt at the beginning of this lesson that their characters hadn’t
changed at all. During the discussion, students had been able to think of ways that
their characters had changed.