Secondary English Language Arts: Revised ed:TPA Lesson Plan ... - Weebly

Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Randi Feltz

Lesson Title: God of Small Things Ch 4 Pt 3 Grade Level: 10

Lesson Goals

Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus. List the title, author,

and write a short description of the text(s) used in this lesson.

The Central Focus of this unit is The God of Small Things by Arundhati Roy which follows two twins, Rahel and Estha, and tells their story through flashbacks and cuts to present day. When they were seven years old, their English cousin came to visit them in India, and a tragedy struck, resulting in the "golden child's" death. Throughout the story, deeper structural problems in India are revealed, such as the spread of Communism, the caste system that kept the poor oppressed and suffering, and Touchables (middle class) getting involved with Untouchables (lowest class). This novel lacks background information about some of those problems, so more texts will be brought in to explain.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework:

Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching Standards):

CC.9-10.R.L.5 Craft and Structure: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support students' learning:

Materials/ Instructional Resources: The God of Small Things (one copy in Spanish) Handout of study guide questions (one copy in Spanish) Handout of character chart (one copy in Spanish) Extra pencils Daily journals Character charts

*Learning Objectives (Add additional objective boxes as needed): Objective 1: Students will read last third of Chapter 4 of The God of Small Things and complete study guide questions.

Objective 2: Students will complete as much of their character chart as possible.

*Assessment (both formal and informal)- Evidence of Student Understanding: Related Assessment:

Explain the Assessment's Alignment with the Objective:

This particular task involves successfully reading the required portion of The God of Small Things. Students will also be evaluated on their ability to answer the study guide questions for Chapter 4 which reflect their understanding of the text and if they paid attention in class.

Describe the form of Student feedback that accompanies the assessment:

The form of student feedback that accompanies this assessment is their writing in the study guide. It will be clear that students can understand the text based on their ability to answer the study guide questions.

Related Assessment:

Explain the Assessment's Alignment with the Objective:

This assessment will help to gauge students' comprehension of how all of the characters function within the jumbled timeline. This aligns with the common core state standard above.

Describe the form of Student feedback that accompanies the assessment:

Objective 3:

Students will complete a quiz on the readings covered this week.

The student feedback for this objective will be based on the students' responses on their character chart which will determine if they understand the unusual timeline of the story.

Related Assessment:

Explain the Assessment's Alignment with the Objective:

This assessment will help to gauge students' comprehension of the text.

Describe the form of Student feedback that accompanies the assessment:

The student feedback for this objective will be based on the students' responses to the quiz which will reflect how well they completed their study guides and understand the text.

Lesson Considerations Pre-Assessment:

There is no pre-assessment for this particular lesson since it is part of a larger unit.

Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can do, and what they are still learning to do.)

Students have been making journal entries for the previous unit so they should be able to answer a similar journal entry within this new unit. Students have also been filling out the study guide questions for multiple texts so they know they need to complete them while reading.

Personal, cultural, and community assets related to the central focus--Explain what you know about your students' everyday experiences, cultural and language backgrounds and practices, and interests.

In our 10th grade English Language Arts classroom, we have 25 students. Twenty-four of them are white, English-speaking, and Christian/Catholic (or not very religious). One of our students moved to the United States a few years ago from Argentina and primarily knows Spanish, but is still learning English. Another one of our students is in a wheelchair and has certain accommodations with that. The biggest diversity in our classroom comes from socioeconomic status. Some people in this classroom have excess money and will not need to work in their entire high school career. Other families barely have enough money to keep food on the table. Students from those families sometimes cannot complete their homework because they are too busy working or making sure their siblings get food and do their homework. The students in this class are at the "regular" level, meaning that they are not in the Honors class. Their abilities range from at grade level to three levels below.

Misconceptions:

Some misconceptions by the students might be the language used in the textbook because some of it is in the native language of the characters.

Language Objectives and Demands Identify a Language Function:

Language Function. Using information about your students' language assets and needs, identify one language function essential for students within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate language function for this lesson.

Analyze Explain

Argue Interpret

Describe Justify

Evaluate Synthesize

The primary language function in this lesson will be "answer." The students will need to answer the study guide questions and the quiz questions.

Vocabulary:

The vocabulary used in this text may be difficult for students because of the non-English words.

Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom teacher, in order to address the learning needs of students with special needs and students who are not English proficient or students who use varieties of English.

The linguistic accommodations being made in this lesson will come in the form of the instructor breaking down any new words and use syntax to help students find the meaning of the word. Dictionaries may also be used to help students understand new vocabulary.

Accommodations for students with Special Needs:

The non-native English speaking student will have the aid of translated materials when he feels it is necessary. The student who is wheelchair bound will also have accommodations made in order to ensure she is able to move around the room when she needs to.

Accommodations for students who are not proficient uses of Standard English:

Almost all of the students are proficient with Standard English. One student is a native Spanish speaker but he is very close to being up to pace with the other students because he received language classes at the beginning of the school year. He will be given supplemental material in Spanish for him to use if necessary.

Explain your instructional decision-making and the way you plan to support student learning when using whole class, small groups, and individualized assignments. In addition, explain accommodations for students who have special needs and students who are not proficient users of Standard English as part of whole class and small group arrangements

Due to a lack of material being provided by the school all reading will be done in class, this means that there will be a group reading strategy employed in order to keep all students on task. This allows for plenty of DR-TA and helping students to fully comprehend the text. Journal entries will be completed on an individual basis in order to judge each student's progress. However the study guide may be completed in small groups in order to allow students to support one another.

Time *Lesson Plan Details

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