Teachers Name: Jessica Williams and Andrew Carroll

Education Department Lesson Plan Template

________________________________________________________________________ Name: Jessica Williams and Andrew Carroll Grade Level: 11 Subject: English Language Arts ________________________________________________________________________
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WVCSOs: RLA.O.11.2.1 Employ the five-step writing process (pre-writing, drafting, revising, editing, publishing) for developing narrative, informative, descriptive, persuasive and functional writings that include a letter of job application, a scholarship application/essay, and personal letters. RLA.O.11.1.8 Analyze and evaluate a variety of texts according to content, structure, purpose, organization of text, and tone.

Objectives: Each student will apply critical thinking skills to create a short written response to two pieces of poetry in which at least 3 similarities and 3 differences are clearly identified. Each student will employ the five step writing process while constructing a compare and contrast essay in which they will clearly show evidence of prewriting, drafting, revising, editing, and publishing. 21st Century Themes: Global Awareness: Through this lesson students will be exposed to poems about youth from writers of English and Welsh origins. While not necessarily being a diverse set of poems, the poems can be used to highlight the differences in identity of two writers from the same island and the differences between past and current views on youth. Exercises of this nature provide students the necessary skills and practice to begin to think about things beyond their own experience--a developmentally appropriate task for late adolescence.

21st Century Learning Skills and/or Tools:

Standard 2: Thinking and Reasoning Skills 21C.O.9-12.2.TT2: Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Teachers Name: Jessica Williams and Andrew Carroll 21C.O.9-12.2.TT2: Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

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Materials: Teacher will need access to a computer with Inspiration 9 installed, as well as Internet access to Google Drive on the computer. Students will also need these two materials. Additional materials include poems that will be found in the students emails or through web link. Technology components: Inspiration 9 Program (Installed on computers) Google Drive (Internet access)

Teaching Methods and Critical Thinking Components: Direct directional instruction and background information on how to use concept maps in Inspiration 9, as well as instruction on what to do after students complete concept maps for themselves, i.e. beginning the writing process. General guidance for any students who need additional help or instructions using the program or opening documents in Google Drive. Assistance in the writing process, helping students to find themes, similarities, and differences. Asking students to give a couple of examples of what differences or similarities they see between the poems. Learning Activities: 1. Teachers will give direct instruction on how to use the software and the Google Drive. Getting the students settled in the assignment (5 minutes). 2. Students will open up the poems that were sent to their student email accounts and will read both poems while completing a concept in Inspiration 9 (10 minutes). 3. After reading the poems and completing the concept maps, teachers will go over the main themes and critical ideas grasped from the poems (5 minutes). 4. Students will begin the writing process in Google Drive by opening a new document and sharing it with a partner. Each student will have his/her own document. Students will write a few paragraphs explaining the similarities and differences gleaned from the poems for a compare/contrast piece of writing (20 minutes). 5. After 20 minutes of students writing a couple of paragraphs explaining the poems, they will share their document with their partner via the sharing feature of Google Drive. Students will edit and comment on each others analysis (20 minutes).

Teachers Name: Jessica Williams and Andrew Carroll

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Modifications: For students with dysgraphia (learning disability concerning writing and comprehending the written word), the lesson is designed around them and average students. Modifications will be made as well. The lesson has already been modified for students with dysgraphia in mind, as the lesson takes place using a computer for typing, rather than writing symbols by hand, as well as a peer review and editing session to aid in comprehension via teamwork. The Inspiration 9 software also helps the student to organize ideas that will help them in the writing process. Materials included: Computer, Inspiration 9 software. Student will also receive additional help from the teacher in understanding the poems and organizing ideas in the chart, as well as writing the analysis (if needed). For gifted students in the third classification (students who do not reach potential due to peer pressure of being labeled the smart one), modifications will also be made. The stigma that surrounds being more advanced than peers in the classroom can cause apathy and low achievement during the lesson. The modifications lean more toward an independent assignment that branches off of the original assignment. This allows the lesson to be individualized for that student. The students Inspiration 9 chart for organizing ideas will be more elaborate in order to keep the student focused and engaged as long as it takes for the other students to complete their lesson (this way the student does not finish early and is challenged to their level). Reading materials (the poems) may also be more challenging to reach the students level. But this will only be implemented if more than one student is in the gifted classification so that they can peer review together.

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Teachers Name: Jessica Williams and Andrew Carroll

10 Assessment:

Lesson objective(s) Each student will apply critical thinking skills to create a short written response to two pieces of poetry in which at least 3 similarities and 3 differences are clearly identified. Each student will employ the five step writing process while constructing a compare and contrast essay in which they will clearly show evidence of prewriting, drafting, revising, editing, and publishing.

Assessment method Tier 1 To assess learning in the classroom, students work will be graded using the attached rubric.

Individual assessment needs Tiers 2, 3 Assessment method for students with dysgraphia will be based on current yearlong progress, and the attached rubric. An extra day to proofread work will be given for special needs. The assessment method for gifted students in the Type III Classification will be based on the attached rubric but will be given enrichment work to complete as well.

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11 Appendices:

WV CSO website: http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm See Attached Writing Rubric References Houseman, A. (n.d.). Loveliest of Trees- Poets.org - Poetry, Poems, Bios & More. Poets.org - Poetry, Poems, Bios & More. Retrieved March 18, 2013, from http://www.poets.org/viewmedia.php/prmMID/20523 Thomas, D. (n.d.). Fern Hill- Poets.org - Poetry, Poems, Bios & More. Poets.org Poetry, Poems, Bios & More. Retrieved March 18, 2013, from http://www.poets.org/viewmedia.php/prmMID/15378 _______________________________________________________________________

Teachers Name: Jessica Williams and Andrew Carroll

Compare and Contrast Writing Assignment Rubric

Student Name: CATEGORY Mechanics

________________________________________ 4 Writer makes no errors in grammar or spelling that distract the reader from the content. 1 Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. The introduction The introduction The introduction There is no clear is inviting, states clearly states states the main introduction of the main topic the main topic topic, but does the main topic and previews the and previews not adequately or structure of structure of the the structure of preview the the paper. paper. the paper, but is structure of the not particularly paper nor is it inviting to the particularly reader. inviting to the reader. A variety of Transitions Some The transitions thoughtful clearly show transitions work between ideas transitions are how ideas are well; but are unclear or used. They connected, but connections nonexistant. clearly show how there is little between other ideas are variety. ideas are fuzzy. connected. The conclusion is The conclusion The conclusion There is no clear strong and is recognizable is recognizable, conclusion, the leaves the reader and ties up but does not tie paper just ends. with a feeling almost all the up several loose that they loose ends. ends. understand what the writer is getting at. 3 Writer makes 12 errors in grammar or spelling that distract the reader from the content. 2 Writer makes 34 errors in grammar or spelling that distract the reader from the content.

Introduction

Transition

Conclusion

Teachers Name: Jessica Williams and Andrew Carroll Integration of Poems Students fully support comparisons with specific details from both poems. Students eagerly responded well to critics of classmates while also offering insightful comments to assist in development of peers writing. Students clearly attempt to integrate poems into the comparison but have minor shortcomings. Students responded to critics of classmates while also offering comments to assist in development of peers writing. Students compare and contrast poems but fail to include any specific examples. Students, although participating took students comments as personal attack or gave other students brash advice. Students fail to compare and contrast poems.

Peer Editing

Student failed to cooperate.