Middle and Secondary ELA Lesson Plan Template

Maximum Page Length is 4 pages

Note: there should enough detail that a content specialist could teach this lesson, but the lesson should not be scripted.

Lesson Plan for English Language Arts

Lesson Title: Introduction to American Street Day Number: 1

Objectives (edTPA requirement)

Students will develop and reflect on their understanding of immigration.

Students will discuss their responses to the prompt in small groups and take notes on the responses of
their peers.

Students will be able to use their understanding of immigration to help frame their understanding of
American Street.

Students will identify and begin to analyze key themes in American Street.

Common Core Standards (edTPA requirement)

 CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
 CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
 CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
 CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

WIDA Standards
WIDA Standard 1 – Social and Instructional Language

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 Middle and Secondary ELA Lesson Plan Template
Maximum Page Length is 4 pages
Note: there should enough detail that a content specialist could teach this lesson, but the lesson should not be scripted.

English language learners communicate for social and instructional purposes within the
school setting.

WIDA Standard 2 – Language of Language Arts

English language learners communicate information, ideas and concepts necessary for
academic success in the content area of language arts.

Sensory Support Graphic Support Interactive Support

Real-life objects (realia) Charts In pairs or partners
Manipulatives Number Lines X In triads or small
groups
X Pictures & photographs Tables In whole group
Illustrations & diagrams Graphs Using cooperative
Magazines & newspapers Timelines group structures
Physical activities Graphic organizers: Using the Internet
X Videos & films _______________________ or software
Broadcasts _______________ programs
___________________
Models & figures In the native
language
Other:__________________ Other:__________________ With mentors
_______________________ _______________________ Other:__________
___________ ___________ _______________
_______
Planning to Support Varied Student Learning Needs (edTPA requirement)

Students with IEPS can receive extra time to complete the writing prompt and will be given
the exit slips first so that they have more time to complete those before the end of class.

ELL students that are in WIDA stages 1 or 2 will have the option of drawing a picture(s)
instead of writing out a story in response to the prompt. They can then use the images as a
way to tell their story in small group discussion. ELL students will also be given handouts
with the vocabulary terms and definitions and guiding questions on it.

Teacher will read the first chapter of American Street aloud as another form of support for ELL
students so that they can hear the story and follow along in their own books.

Knowledge of Students to Inform Teaching and Learning (edTPA requirement)

(I have little information from my teacher about the classes that I am observing so I made up
a little blurb about a possible student body)

Students will be told that we will begin reading a new book today and that one of the main
themes of the book is immigration. As many students are immigrants or the children of
immigrants this unit and book could be very personal and connected to student experiences.
Knowing this, the teacher will be cognizant of the hardships some students may have faced in

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 Middle and Secondary ELA Lesson Plan Template
Maximum Page Length is 4 pages
Note: there should enough detail that a content specialist could teach this lesson, but the lesson should not be scripted.

order to be here. The teacher will also remind students to be respectful of each other in group
and class discussions as this topic can be very personal to students.

From the last unit, the students were able to demonstrate an understanding of how to
properly annotate a text when reading. Knowing that the students can already apply this
skill, the teacher will only give a quick review of how to annotate. Students also
demonstrated an area for more growth in understanding and following key themes
throughout a novel. That will be more of the focus of this unit and the relevance of the story
to many of the students’ own lives will hopefully aide in this.

Materials, Resources, Instructional Strategies (edTPA requirement)

Teacher:
 PowerPoint
 Pen/Pencil
 Highlighter
 Notebook/Loose-leaf
 Video Clip about immigration
 Handouts/Exit Slips
 American Street

Students:
 Notebook/Loose-leaf
 Pen/Pencil
 Coloring Supplies (markers/colored pencils/crayons)
 Highlighter
 American Street

Instructional Methods:
 Modeling
 Small Group Discussion
 Exit Slip

Hook/Anticipatory Set
Students will be given roughly 7 minutes to respond to a prompt about immigration.

Prompt: You and one family member will be moving to Uzbekistan. You have a basic
understanding of Uzbek but you don’t speak it as well as your main language. You have
some family in Uzbekistan that will help you transition into life there as you leave everything
from your home behind. What are some of your fears? What are you excited about? What
hardships do you foresee in this move? How will lingual and cultural differences impact you
as you settle into your new home in Uzbekistan? What will you miss from home? What else
would be on your mind as you move to a different country? Consider any personal
experience or the experience of a family member that immigrated from one country to
another.

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 Middle and Secondary ELA Lesson Plan Template
Maximum Page Length is 4 pages
Note: there should enough detail that a content specialist could teach this lesson, but the lesson should not be scripted.

Procedures (edTPA requirement)

Teacher Actions Student Actions

Teacher will project a writing prompt on the Students will enter the classroom and see the
board as students enter the room with directions prompt on the board. Some may begin to write
to answer the prompt. while others wait for help or an explanation.

After the bell rings the teacher will read the The students may ask for guiding questions or
prompt aloud and take any student questions. where Uzbekistan is.

Teacher will then start a timer for about 7
minutes and give students a 1-minute warning
on time. Teacher will tell and help ELL students
to understand the question and create drawings
in response instead of writing out an answer.
Students will respond to the prompt through
writing or drawing.
Students will get in groups of 3-4 and begin to
share their responses to one another.

Teacher will instruct the students to work in

Students will receive texts and may flip through
groups of 3-4 with those at their table or near
them, read the back cover, or put it away.
their seat. Teacher will tell the students that they
are to share the most important elements of their
Students will receive handouts with terms and
responses with their group.
guiding questions.

Teacher will give the students 15 minutes to

Students will record the guiding questions for
share in small groups while circling the room
the unit in their notebooks.
and listening to group discussion.
Students will record the vocabulary terms and
Teacher will use a PowerPoint to announce the
definitions in their notebooks.
name of the new novel with a picture of the text
and pass them out to the students.
Students will follow along as the teacher
annotates a sample for the class. Students may
Teacher will pass out the handout with the
raise their hands and give suggestions as to what
vocabulary and guiding questions of the unit to
in the passage is significant.
ELL students.
Students will read along and annotate the first
Teacher will share the guiding questions of the
chapter of American Street.
unit with the class so that they can write them in
their notes and keep them in mind as they read.
Students will work on their exit slips.

Teacher will teach the vocabulary terms of the

Students will turn in their exit slips before
unit using images, examples, and definitions.
leaving class.

Teacher will then play a quick and informative

video about immigration.

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 Middle and Secondary ELA Lesson Plan Template
Maximum Page Length is 4 pages
Note: there should enough detail that a content specialist could teach this lesson, but the lesson should not be scripted.

Teacher will review how to annotate by

modeling an example in front of the class.

Teacher will read the first chapter of the text in

class. Whatever is not finished will be read for
homework along with the second chapter of the
text.

Teacher will pass out exit slips.

Teacher will collect exit slips and remind

students to read the second chapter of American
Street for homework.

Identifying and Supporting Academic Language (edTPA requirement)

Language Function:
Describe: Students will describe what they would imagine it would be like to immigrate using
their prior knowledge or possible experiences. This will be done both in writing and orally.
Supports: The teacher will support this by modeling the activity for the class.

Vocabulary:
 Immigration
 Immigrant
 Customs
 Detained

Discourse: The class will discuss their responses to the prompt and share any personal
experiences or prior knowledge of immigration that they are comfortable with telling
the class. Students are expected to participate in small group discussion and be active
listeners.

Assessment to Monitor and Support Student Learning (edTPA requirement)

Assessments:

Writing Response: Students will consider what prior knowledge and or experience they have with
immigration. This will prime them for one of the key concepts of the novel and allow the teacher to see
what background information needs to be covered as the students begin reading. This will assess how
familiar students are with key terms related to immigration which is a main theme of the text.

Group Discussion and Active Listening: Students will share their responses in small groups and
learn from one another’s experiences or ideas of immigration. Students will share what they wrote by
speaking during the discussion and show that they are listening to their peers by taking notes on what
they share.

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 Middle and Secondary ELA Lesson Plan Template
Maximum Page Length is 4 pages
Note: there should enough detail that a content specialist could teach this lesson, but the lesson should not be scripted.

Exit Slip: Before leaving class, students will fill out an exit slip which asks them how they would
define immigration and to name one possible challenge an immigrant might face. Students will
demonstrate their understanding by answering the prompt and turning in their slip before leaving
class.