Rider University Reading Lesson Plan Rubric

Preliminary Information

Candidate Name: Dakota Kalman Date: 11/20/18

Subject: English Language Arts: writing a personal narrative Lesson Title: How to end a narrative

Grade: 6
Number of Students: ____50____ male _____70_____ female

______8_ Students with IEP/504 ____0_____ ELL

Structure or Grouping included in this lesson (select all that apply):

Whole group Small group One-to-one Other (explain)

Lesson Component Highly Effective Effective Developing Ineffective

NCTE
Development, Learning, and Motivation Through Content Knowledge

3.1 1) Central Focus/ Big The rationale explains The rationale identifies The rationale identifies The rationale
Idea. the relationship between the central focus of the either the central focus of identifies neither the
Provide rationale that the central focus of the lesson and identifies the the lesson or the big central focus of the
shows content knowledge lesson and the big big idea(s) in the idea(s) in the broader lesson nor the big
and demonstrate idea(s) in the broader broader range of theory range of theory and idea(s) in the broader
knowledge of language range of theory and and research related to research related to reading range of theory and
development and reading research related to reading acquisition and acquisition and emergent research related to
acquisition. reading acquisition and emergent literacy. literacy, but not both. reading acquisition
emergent literacy. and emergent literacy.
ACEI 1.0
CAEP 1.1
NJPST 4, 7
InTASC 4, 7
Place this portion of your plan in the box that follows:

Students will be able to understand how an effective closing adds to a piece of writing (and mimic it in their own writing) through overviewing the
mentor text “Everything will be Okay.” Students will be shown the 5 types of effective closing styles used in the mentor text with additional examples
to help guide learning through diverse options. This will help them to understand how to close a personal narrative and they will be written on the
board with guiding questions for students to reference when they work on their own writing. Students are then given the chance to apply the
concepts in the small group work portion of the class. Students may analyze other groups works when they are shared with the class. After that
students may create the concept of an effective closing within their own personal narrative as part of the revision process. Durning the student
revision time there are conferences going on with students.

3.3 2) References/Supporting
Research
Cite resources used to
research and support the
instructional planning.
ACEI 1.0
The plan provides
accurate and complete
list of references for all
cited work.
The plan provides a The plan provides The plan does not list
complete list of inaccurate and incomplete references.
references for all cited list of references for cited
work. Citations have work.
some inaccuracies.
 CAEP 1.2
NJPST 9
InTASC 9

Place this portion of your plan in the box that follows:

This lesson follows the sequence of Bloom’s taxonomy in which students start at lower levels of learning and through the scaffolding process
ascend into creating the material themselves. This model was chosen because the lesson (and content) are geared more towards students
developing writing skills rather than the rote memorization of facts. Eventually students are meant to create their own closing through the
application of the method in their own writing. This theory allows for more higher-order thinking to occur within a classroom and is supported
through the use of the gradual release model. Students start with direct instruction, then get the chance to utilize ideas in small groups, and then
are expected to apply it on their own. In her book Read, Write, Teach, Linda Reif advocates for conferencing to be present during a writers
workshop. She believed that successful conferences should have a goal and be kept brief and that was mimicked within the lesson as conferences
were kept to the closing of the story only.

3.3 3) Curriculum/Content
Standards
NJ Student Learning
Standards (NJSLS) for
English Language Arts
align with central focus and
learning objective(s).
The full NJSLS for
English Language Arts
is/are listed and aligned
with the central focus
and learning targets/
objectives.
The NJSLS for English The NJSLS for English The NJSLS for
Language Arts is/are Language Arts is/are not English Language
partially listed and accurately presented or Arts are either not
aligned with the central is/are misaligned with the accurately presented
focus and learning central focus and learning or missing.
targets/ objectives. target/objective(s).

ACEI 2.1-2.7
CAEP 1.1, 1.4
NJPST4
InTASC 4
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RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a
text and contributes to the development of the ideas.

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
4) Learning
Target(s)/Objectives:
List appropriate,
observable, and
measurable objective(s)
describing what learners
are expected to be able to
do at the end of the lesson.
The objective(s) include The objective(s) are The objective(s) are listed The objective(s) are
a clear description of generally appropriate, but unrelated to standards missing from the
what learners will be able but not necessarily or inappropriate. lesson plan.
to do at the end of the observable.
lesson. Objective(s) are
appropriate, observable,
and measurable.

ACEI 3.1
CAEP 1.1
NJPST 4, 7
InTASC 4, 7
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Student learning objective is the ability to use effective language techniques through details and the sequence of events presented in their personal
narratives. Narratives should be in sequential order (as well as first person) and should rely on details to be effective. This is exceptionally
important their their closing is located at the end of their draft. This is measured by the draft of their personal narrative and will be accessed online
through their shared google doc and through their conference.

Students should be able to write an effective closing in any of the 5 styles introduced to them. This is demonstrated by the group work students
present on the poster as well as thier own personal drafts that they plan out and revise through concerferencing.
4.3 5) Academic Language The plan richly describes The plan describes The plan describes limited The plan does not
and Supports - anticipated use and anticipated use and use and application of describe the use and
Teacher and student application of vocabulary, application of vocabulary, syntax, and application of
discourse uses the syntax, and vocabulary, syntax, and representations specific to vocabulary, syntax,
vocabulary, syntax, and representations specific representations specific reading to support student and representations
representations specific to to reading to support to reading to support learning although the specific to reading to
reading to support student student learning. student learning. The lesson has few support student
learning. The lesson provides lesson provides opportunities for classroom learning and provides
multiple opportunities for opportunities for discourse. no opportunity for
ACEI 2.1-2.7 classroom discourse. classroom discourse. classroom discourse.
CAEP 1.1
NJPST 4, 5, 7
InTASC 4, 5, 7
Place this portion of your plan in the box that follows:

Students will need to understand what it means to close a personal narrative. The lesson will be introduced under the term closing and will branch
off to include closing related terms such as:Reflection/Lesson Learned,Rephrase opening, Feelings, Hope, Update. Student will be given the
oppurtunity to discuss the terms in small groups and ;then apply them to their own writing. Students will be asked to identify how they used the
academic language concepts in their own writing.

3.6 6) Materials-
List appropriate resources
used to engage learners
and demonstrate skill in the
creation of a high quality
literate environment for the
classroom that includes
attention to books,
electronic-based
information sources, and
locally created materials.
Demonstrate knowledge of
ways to promote a critical
stance toward the analysis
and interpretation of texts
that encourages multiple
perspectives.
ACEI 2.1-2.7
CAEP 1.1
NJPST 5
InTASC 5
The plan lists all
materials that connect to
the learning
targets/objectives. The
materials are high quality
literature and texts that
are developmentally
appropriate and will
engage learners.
The plan indicates that
candidates are able to
thoroughly use theory
and research and
proficiently use
instructional strategies
that promote a critical
stance toward text
analysis and
interpretation,
encouraging multiple
perspectives.
The plan lists materials The plan lists materials The plan does not list
that connect to the that are literature or texts materials.
learning targets/ that are not
objectives. The developmentally The plan does not
materials are high appropriate and will not indicate that
quality literature and engage learners. candidates are able to
texts that are use theory and
developmentally The plan indicates that research or use
appropriate or they will candidates are able to use instructional strategies
engage learners but not theory and research and/or that promote a critical
both. The list may be use instructional strategies stance toward text
incomplete. that promote text analysis analysis and
and interpretation. interpretation.
The plan indicates that
candidates are able to
use theory and research
and use instructional
strategies that promote
a critical stance toward
text analysis and
interpretation,
encouraging multiple
perspectives.

Place this portion of your plan in the box that follows:

Students will need to have their chromebooks, pens or pencils, and mentor text “Everything Will Be Okay.”

The teacher will need (5)bright paper signs for each type of closing, student hangout to help facilitate independent student learning on their own
piece, a whiteboard, and a projector for the do now.

5.4 7) Technology The plan fully explains The plan either explains The plan lists the use of The plan does not
Describe how technology how technology will be how technology will be technology but it may not consider the use of
was considered for accessed and utilized to accessed and utilized to be used appropriately to technology.
promoting learner facilitate digital learning, facilitate digital learning enhance or track student
 engagement. as well as how or how technology will learning.
technology will be used to track student
ACEI 3.1-3.5 subsequently be used to performance data,
CAEP 1.5 track student leaving out one of the
NJPST 8 performance data. two items.
InTASC 8
Place this portion of your plan in the box that follows:

Technology was considered to be a strong resource for students to use for drafting purposes. The reason that drafts and revisions are being made
on google docs is because the teacher can see and monitor changes and thinking processes. Google docs allows educators to see previous
versions, which means an easier way to track student performance data. Another helpful feature of google docs is that the teacher can leave
comments for student feedback that help support conferencing. Additionally, students who are advanced may leave comments on each other’s
works.

8) Prior Knowledge The plan explicitly The plan explicitly The plan does not explicitly The plan does not
Identify the knowledge, identifies necessary identifies necessary identify prior knowledge identify necessary
skills, and/or academic knowledge, skills, and/or knowledge, skills, and/or but it is incorporated knowledge, skills,
language necessary to academic language academic language to through it. and/or academic
prepare learners for this (addressed throughout prepare learners for this language necessary
lesson. the lesson) to prepare lesson. to prepare learners for
learners for this lesson. this lesson.
ACEI 3.1-3.5
CAEP 1.1
NJPST 7
InTASC 7
Place this portion of your plan in the box that follows:

This lesson is placed towards the end of a writing unit on personal narratives in which students have been reading and modeling various texts
within their own writing. To be successful within the lesson students should be finishing the revisions within their own personal narrative and should
be at a place to successfully reflect on it. If students are still struggling with plot, structure, or details this lesson would not fit where they currently
are within their learning as it focuses on the 5 different types of closing they can use within their narrative.

5.2 9) Student Development,
engagement, and content
description
Indicate relevance of
content concepts through
pedagogy appropriate for
content as well as student
development and
engagement.
Demonstrate and teach the
use of multiple strategies to
help readers recognize
words in print, construct
meaning from print, monitor
student comprehension,
and teach the conventions
of language needed to
compose oral and written
texts for a range of
purposes and audiences.
ACEI 1.0, 3.4
The plan indicates
relevance of content
concepts through
pedagogy appropriate for
content as well as
student development and
engagement.
The plan indicates that
candidates are able to
thoroughly apply theory
and research and
proficiently use
instructional practices to
help readers recognize
words in print, construct
meaning from print,
monitor student
comprehension, and
teach the conventions of
language needed to
compose oral and written
texts for a range of
The plan indicates
content concepts
through pedagogy
appropriate for content
as well as student
development and
engagement.
The plan indicates that
candidates are able to
apply theory and
research and use
instructional practices to
help readers recognize
words in print, construct
meaning from print,
monitor student
comprehension, and
teach the conventions of
language needed to
compose oral and
written texts for a range
of purposes and
The plan may indicate
content concepts, but the
pedagogy is inappropriate
for the content and/or
student development.
The plan indicates that
candidates are able to
apply theory and research
and/or use instructional
practices to help readers
recognize words in print,
construct meaning from
print, monitor student
comprehension, and/or
teach the conventions of
language needed to
compose oral and written
texts for a range of
purposes and audiences.
The plan is loosely
related to content
concepts, and the
plan for pedagogy is
missing and/or
inappropriate for the
content and/or student
development.
The plan does not
indicate that
candidates are able to
apply theory and
research or use
instructional practices
to help readers
recognize words in
print, construct
meaning from print,
monitor student
comprehension, or
teach the conventions
of language needed to
 CAEP 1.1 purposes and audiences. audiences. compose oral and
NJPST 5 written texts for a
InTASC 5 range of purposes and
audiences.
Place this portion of your plan in the box that follows:

The pedagogy implemented in this lesson follows the theory of gradual release in which students learn about an idea broadly and slowly transition
through a series of mini-lessons into independant engagement with the material. The lesson starts with having students move up to the front rug to
encourage student engagement through movement. Additionally, the examples of each type of closing had humor and relevance to students lives.
Through having students move into small groups to model what they were just taught they may rely on each other to master the content together
and they may enjoy writing their own examples on colorful posters. Students then take what they learned and are asked to revise their own writing
piece for a clear closing that has reflective elements as well as at least one of the other skills shown to them in class.

3.1 10) Classroom Learning
Environment and
Differentiation
Creates a classroom
environment that promotes
learning for diverse learners
and demonstrates
knowledge of the variations
related to diverse
populations and the
implications for reading
instruction.
Creates a classroom
culture that motivates
students to engage in
reading, writing, and oral
language for personal
growth, knowledge
development, enjoyment,
and insight into the human
experience.
ACEI 3.2, 3.4
CAEP 1.1, 1.4
NJPST 3, 6
InTASC 3, 6
The plan details and
justifies differentiation of
instruction and/or
assessment variation(s)
to support a range a
learners. The plan
promotes diversity
through cross-disciplinary
methods and
collaboration.
The plan indicates that
candidates are able to
comprehensively explain
the impact of cultural and
linguistic diversity on
language development
and reading acquisition
and recognize multiple
implications for reading
instruction.
The plan indicates that
candidates are highly
successful in using
theory and research
related to the role of
intrinsic motivation in the
development of engaged
literacy learners.
The plan details
differentiation of
instruction and/or
assessment variations to
support a range a
learners. No rationale for
variation(s) or
differentiation is
provided. The plan
promotes diversity
through either cross-
disciplinary methods or
collaboration.
The plan indicates that
candidates are able to
provide an explanation
of the impact of cultural
and linguistic diversity
on language
development and
reading acquisition, and
recognize basic
implications for reading
instruction.
The plan indicates that
candidates are
successful in using
theory and research
related to the role of
intrinsic motivation in the
development of engaged
literacy learners.
The plan provides
insufficient and/or
inappropriate variation(s)
and differentiation to
support a range of
learners. No collaboration
or cross-disciplinary
methods are incorporated
in the plan.
The plan indicates that
candidates are able to
provide a basic explanation
of the impact of cultural
and linguistic diversity on
language development and
reading acquisition, and/or
that they are able to
recognize the implications
for reading instruction.
The plan indicates that
candidates are able to use
theory and research
related to the role of
intrinsic motivation in the
development of engaged
literacy learners.
The plan does not
make provisions for
instructional
differentiation or
assessment variations
to support a range of
learners.
The plan does not
indicate that
candidates are able to
provide a basic
explanation of the
impact of cultural and
linguistic diversity on
language
development and
reading acquisition, or
that they are able to
recognize the
implications for
reading instruction.
The plan indicates
that candidates are
not successful in
using theory and
research related to the
role of intrinsic
motivation in the
development of
engaged literacy
learners.
Place this portion of your plan in the box that follows:
Through the act of student collaboration student have the opportunity for differentiation to support a range of learners. The collaboration gives
students the chance to learn from each other and those that are struggling may have the chance to learn aspects from the lesson they did not
understand from their peers. As far as the direct instruction goes students are instructed orally and this is supported by written items on the board
as well as a handout. This gives students a series of modes to engage with the material. The students in this district have high levels of intrinsic
motivation. As the students care strongly about their grades a classwork grade was assigned for the work they did that day and on their grading
rubric there was a point value assigned to having a strong reflective closing.

Planning and Instruction

11) Lesson Beginning The plan includes a The plan includes a brief The plan includes a The plan includes
How will the lesson start detailed description of description of the lesson description of the lesson minimal and/or no
and engage learners? the lesson start and start and indicates how start and minimally description of the
indicates how learners learners will be engaged indicates how learners will lesson start and
ACEI 3.1-3.5 will be engaged through through questions, be engaged. minimal and/or no
CAEP 1.1 questions, action, and action, and content. indication of how
NJPST 1, 2, 3, 7, 8 content. learners will be
InTASC 1, 2, 3, 7, 8 engaged.
Place this portion of your plan in the box that follows:

The lesson starts with the teacher standing at the door and greeting the students good morning. While the students walk in there is a do now
projected on the board. It will say “Put everything away under your desk. Then make your way up to the front of the room.” While students put their
items under their desk and come sit on the front carpet the teacher takes attendance. Students will meet in the front of the room and will sit on the
carpet waiting for the instruction to begin. the teacher will open the direct instruction by asking students to raise their hands if they think they have a
closing. From there students who have their hands raised will be asked to share their closing. The class will be asked to access whether the closing
is good or not after the teacher models a walk through of it. From there, the teachers will go over the five types of closings when writing a narrative,
they are as followed: Reflection/Lesson Learned,Rephrase opening, Feelings, Hope, and Update. The teachers will give a brief description of each
based on the mentor text as well as model how to write a example of each based off of student interest presented in their personal narratives.
Students will be asked after each example to thier of their own to share with the class. Students are broken up by counted off into “color” groups
and are sent to a sign. As students gather students will be told “by this point you should have the mentor text and a pen or pencil.” A colored sign
for each closing will be posted around the room. Students will be instructed to go stand under a sign and craft at least two examples of how they
would close our mentor text using that appeal. The teacher will then model how their examples can be strung together to create a closing
paragraph by stringing multiple types together.
3.1 12) Lesson Body The plan includes a The plan includes a well The plan provides an The plan does not
Instructional strategies detailed outline of how developed outline of incomplete outline of how include an outline of
outlined to facilitate student content is addressed how content is content is addressed (with how the content is
learning (with a specific link to addressed (with a no or inaccurate link to addressed.
research), how learners general link to research), research), how learners
are organized and how learners are are organized and working,
working, questions used, organized and working, questions used, response
ACEI 3.1-3.5 anticipated questions used, and to struggling learners, and
CAEP 1.1 misconceptions, and differentiated activities planned extensions for
NJPST 1, 2, 7, 8 differentiated activities for for diverse learners. those finished early.
InTASC 1, 2, 7, 8 diverse learners.
Place this portion of your plan in the box that follows:

After the poster activities students obtain their chromebook and should pull up their final narrative piece. Students are told that the posters and
handouts are good resources for them to use and reference while working on their own writing. Differentiation will occur between those with
conclusions and those without. Students move closest to the door who have not finished a conclusion, those with move closest to the windows.
Those will conclusions can buddy up with a partner who will be instructed to read it and then offer at least two suggestions for their conclusion.
Those without a conclusion will be given a resource worksheet. They will be told that “those who have no idea what is going on or how to start
please see miss X at the back table with their chromebook. Those with an idea of how they want to write their conclusion or those who would like
additional help move to the front carpet with their chromebook.” Once all students have started working effectively and have received additional
help the teacher will circulate the room to conference with students of concern.
5.3 13) Lesson End/Closure The plan includes a The plan includes a The plan includes a brief The plan does not
How will the lesson end to detailed description of general description of description of how the include a lesson
promote student learning how the lesson will be how the lesson will be lesson will conclude with conclusion.
and application? concluded with reference concluded with either a no reference to future
to future content and reference to future content and/or skill and
ACEI 3.1-3.5 skills as well as to their content and skills or their own learner context.
CAEP 1.1 own learner context. their own learner
NJPST 7, 8 context.
InTASC 7, 8

Place this portion of your plan in the box that follows:

Five minutes to the class ending students are asked to put away their chromebooks and move up to the front carpet. Students discuss in a think
pair share what they added or created in their closing. After discussing in pairs the students are asked to volunteer their closings or parts that they
felt were effective for the rest of the class to hear.

Assessment

4.2 14) Assessment The plan thoroughly
How will you know describes and includes
objective(s) were met? How all measures of progress
will you analyze data? How appropriate to the lesson
will you provide (such as formative,
information? summative, individual,
group, and alternate
assessments) and
reflects individual student
needs. The plan
specifically describes the
feedback to be used with
students to acknowledge
success, need, and
progress.
ACEI 4.0
CAEP 1.1
NJPST 6
InTASC 6
Place this portion of your plan in the box that follows:
The candidate generally The candidate minimally The candidate does
describes and includes describes some student not describe any
all forms of student learning measures (such appropriate examples
learning measures as formative, summative, of student learning
appropriate to the lesson individual, group, and measures (such as
(such as formative, alternate). The plan formative, summative,
summative, individual, minimally describes how individual, group, and
group, and alternate). feedback will be used with alternate). The plan
The plan generally students to acknowledge does not describe how
describes feedback to their success, need, and feedback will be used
be used with students to progress. with learners to
acknowledge their acknowledge their
success, need, and success, need, and
progress. progress.

The google document that students continuously use to revise on serves as a data collection tool to measure student progress. The google
comments serve as data measurements to see how students reacted and responded to feedback on their work. Other informal methods of
assessment is the student comments on the colored posters as a form of group assessment. Comments shared with the class is a method of
individual assessment. The final summative assessment will be the final polished copy of the students personal narrative.
7.2 15) Reflection The lesson reflection The lesson reflection The lesson reflection The lesson reflection
After the lesson, a reflection provides detailed insight provides general insight merely summarizes the is underdeveloped
provides detailed insight about effectiveness of about effectiveness of lesson plan and lacks and fails to make any
about teaching, student teaching related to teaching related to insight about effectiveness connection among
learning, and re-teaching. student learning and student learning and of teaching related to teaching
ACEI 5.1 options for re-teaching. options for re-teaching. student learning and effectiveness, student
CAEP 1.1, 1.2 options for re-teaching. learning, and options
NJPST 9 for re-teaching.
InTASC 9
Place this portion of your plan in the box that follows:

The lesson for the first period class was mildly successful. About half of the students left the class with a closing in place, however, half of the
students did not follow instructions and spent half of the period working on other aspects of their personal narrative. To correct this issue with
periods 2, 7, and 8 I made an announcement roughly 5 minutes into the period to remind students they should all be working on their closing and
that it would be counted as a class grade. This worked much more effectively as periods 2 and 7 had over 90 percent of the class had a reflective
closing. Period 8 is the inclusion class and as students were at various different levels or points in their writing there was more flexibility as to what
they needed to work on. A similar issue with classroom management was found with period one that caused a loss of time. Students were all over
the place in their group work so for the next periods we implemented check in announcements such as “at this point you should have your mentor
text and writing supplies.”

One option to explore should I have the chance to reteach this lesson is changing the handout from summative piece on information and rather
using it as a guiding questions checksheet. I found myself using a series of guiding questions to help students write their closing during
conferences such as: “how did you feel at the moment versus how you feel now?” “what did you learn from this moment in your life?” “why did you
choose this moment to write about?” In this way I feel the learning would be more effective for students because the sheet could guide them
instead of them waiting for me to make my way too them.

Overall the gradual release model worked well for students and most were able to master the concept or apply it with help from others. Should I
teach it again I would keep the overall structure of modeling for students, allowing them to work in groups, and then allowing them to apply it in their
own writing. One aspect that I could change is instead of assigning the groups at random it would be better to pre-assign groups so that there were
heterogeneous with a variety of strengths.