Lesson Design Template
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1
Educator Development and Support: Teachers
Human Resources Division
333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017
Telephone: (213) 241-3444
Fax: (213) 241-8920
PART I – WHO are the students?
Class Composition
Please record relevant student data below. Some categories may not be applicable to your class (these
categories can be left blank). Most of this information can be found in MyData:
http://achieve.lausd.net/getdata
Teacher Name:
J. Clark
Subject/Grade Level:
8
th
Grade ELA
Lesson Date/Time:
11/2/15, 10:15 a.m.
Female Students:
Male Students:
General Student Data (1b1,1b3)
Record the number of students in each category
Students with Disabilities:2
GATE Students:
English Learner Data (1b1)
English Learners (EL): 6
ELD Levels In Your Class: 2
English Only (EO):3
Reclassified Fluent English Proficient (RFEP):6
Long Term English Learners (LTEL):11
Standard English Learners (SEL):0
Additional Student Information
What other student data may be relevant or important to this lesson? (1b1, 1b3)
My students with disabilities are also English Learners (HOH). They have both been seated near the front of the class to have
prime access to both auditory and visual input, and are each partnered with a fluent bilingual (English and Spanish) classmate.
Considering the data above, list the strategies you use to help every student gain access to
academic content (i.e., differentiation strategies, grouping of students, IEP requirements, etc.).
(1a2, 1b1)
My students are typically grouped in pods/quads, and we use a variety of discussion techniques
to help them gain access to the materials (e.g., shoulder partner, face partner, diagonal partner,
etc.). Additionally, all of my English learners have access to sentence frames to support their
acquisition of social and academic language during discussions and when writing.
Part II – WHAT are they learning?
Instructional Goals and Objectives
1a1 Knowledge of Content and the Structure of the Discipline
EFFECTIVE
Teacher articulates a solid knowledge of the concepts in the discipline through the development
of essential understandings and big ideas that are aligned to the standards. Teacher
demonstrates knowledge of the progression of the content standards within and across adjacent
grade levels.
What key standards and instructional goals and objectives are being addressed in this lesson?
(1d1)
Reading Standards for Informational Text
RI 8.1 – Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RI 8.3 – Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories)
RI 8.4 – Determine the meaning of words and phrases as they are used in the text, including
Lesson Design Template
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2
Educator Development and Support: Teachers
Human Resources Division
333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017
Telephone: (213) 241-3444
Fax: (213) 241-8920
figurative, connotative, and technical meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
How does this lesson connect to the big idea and to the overall unit?
From my collaborative work with my students’ history teacher, I know that students have been learning about slavery, the women’s
suffrage movement (HSS 8.6.6) and important abolitionists (HSS 8.9.1.). They have been discussing issues of equality and
resistance to change. Sojourner Truth’s speech is an important primary source that brings these two issues together.
What ELD Standards are incorporated in this lesson (if applicable)?
ELD.PI.8.1 – Exchanging Information/Ideas: Contribute to class, group, and partner
discussions by following turn-taking rules, asking relevant questions, affirming others, adding
relevant information and evidence, paraphrasing key ideas, building on responses, and
providing useful feedback.
ELD. PI. 8.8 – Analyze Language Choices: Explain how phrasing or different words with
similar meanings (e.g., cunning versus smart, stammer versus say) or figurative language (e.g.,
Let me throw some light onto the topic) produce shades of meaning, nuances, and different
effects on the audience.
Language Objective: What text structures, language features, and vocabulary will students
need to use to express their understanding of the content?
Students will be able to discuss language choices as methods of argument using compound
and complex sentence structure with academic language in a small group discussion.
(Students will use sentence frames, but also be prompted to create their own using their
reference sheet)
Part III – HOW will they learn it?
Lesson Plan
1a2 Knowledge of Content Related Pedagogy / 1d1 Standards-Based Learning Activities
EFFECTIVE - 1a2 Knowledge of Content Related Pedagogy
Teacher’s plan reflects effective research-based pedagogical approaches in the discipline, and is
appropriate for the essential understandings and big ideas addressed in the lesson. Teacher plans
appropriate use of technology and of 21
st
Century Skills. Teacher anticipates students’
misunderstandings.
EFFECTIVE –1d1 Standards-Based Learning Activities
All of the learning activities are relevant, designed to cognitively engage students, are aligned to the
instructional standards and represent awareness of 21
st
Century Skills. Learning activities are
differentiated as appropriate to meet the needs of diverse student subgroups.
Include your instructional sequence (lesson plan) below. You may use a lesson plan format of your
choice. Consider how your lesson plan will help you demonstrate EFFECTIVE practice in elements in
Standard 3 when you teach your lesson. It is NOT necessary to respond to the items below.
Lesson Design Template
3
Educator Development and Support: Teachers
Human Resources Division
333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017
Telephone: (213) 241-3444
Fax: (213) 241-8920
Ideas to consider when developing your lesson:
Purpose of the lesson (3a1)
Academic language (3a4)
Questions (3b1)
Discussion techniques (3b2)
Standards-based projects, activities, and assignments (3c1)
Grouping of students (3c2)
Feedback to Students (3d3)
21
st
Century skills (Communication, Collaboration, Critical Thinking, Creativity)
Outline your instructional sequence (lesson plan) here:
Interdisciplinary Bridge: (8 minutes) Students have been studying the political, economical,
and social impact of slavery in the United States, including a variety of primary source
documents. They have learned about significant abolitionists of the time. They have also
learned about the women’s suffrage movement and its primary figures. We will be examining
the primary source document of abolitionist Sojourner Truth to look closely at how the speaker’s
language and structural choices enhance the power of her speech, “Ain’t I a Woman?”.
Pair Share: Talk to a partner: (post on board with sentence starters (One abolitionist I remember
is… I remember him/her because…)
What do you remember from your history class with Mr. Diaz about abolitionists, people who
wanted to abolish, or end, slavery? Who is one abolitionist that you remember? What made
him/her memorable?
(Call on pairs to share then share-out about what either they or their partner remember about an
abolitionist.)
Students share – what makes an abolitionist memorable? (Their stories/their writing, etc.) What
makes their contribution worth studying today? What might we learn from listening to and
reading their words? (We read all of these closely to become deeper readers and focus on
language choices to become talented speakers and writers.)
We are going to study a speech by famous abolitionist and former slave, Sojourner Truth, in
order to look at how her craft---choice of words, images, and tone created a very powerful
speech. Before we get to her craft, we need to make sure we understand her speech.
Truth’s speech contains antiquated terms and a Southern dialect that will be unfamiliar. After
Students hear the speech read on the YouTube clip, we will dissect unknown words and
phrases as a group. Then, they will work with a partner to move into comprehension and
analysis, studying how Truth uses language to create a powerful speech. Finally, over the next
two days, they will compose and present a stanza using some of the techniques they have
learned.
Instructional sequence/activities:
1. Listen – 1
st
read: fluency – (4 mins) Students view YouTube reading of “Ain’t I a
Woman?” Read as you listen, underlining any words or phrases that the speaker
emphasizes (reading more slowly, loudly, gesturing, pausing etc.)
There are many good clips on YouTube of Truth’s speech being read. My selections in order of
preference:
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Lesson Design Template
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Educator Development and Support: Teachers
Human Resources Division
333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017
Telephone: (213) 241-3444
Fax: (213) 241-8920
1. Alice Walker
2. Kerry Washington's first read
3. Performed by Pat Theriault
2. Share (1 min partner shoulder share)
3. Comprehend - 2
nd
read: (15 mins) Choral Read w/Me. Based on what you know so
far, what do you think this speech is about? (2 min shoulder partner share) Share
w/table (3 min) ; identify- What words do you still need to know more about?
a. Whole Group: Comp. Ck. (7 mins) (Ss share their understanding and words.
Deconstruct sentences as a group, annotate under doc camera – construct gist
in 1-3 sentences, clarify)
b. Partner-share: (3 mins) What is Truth’s argument? Who is her audience? Is
her argument appropriate for this audience?
They will work with their shoulder partner to review the speech discuss what they think the
speech is about, given their background knowledge from HSS and from our by starting with
sentence stems and frames:
This speech is about… I know this because…(cite the text)
When she says___________it connects to when we learned about________in history…
Truth talks about both________and_____________.
After a 1-2 minute share, I will pull Ss back to summarize Truth’s speech in 1-3 sentences as a
whole class. Then I will remind them that we are looking at the writer’s craft, in order to become
deeper readers and talented writers. Now is the time to talk in table groups and move to
analysis. They will use the following sentence frames to prompt them to look at methods of
argument, using academic language (e.g., I believe that the speaker is arguing_______when
she says_______), When Truth says___________it makes me see/think
of__________because____________, The use of (the word or phrase)_______is persuasive
because____________.)
4. Analyze (Craft): (20 mins) Students will discuss, then select 3 of their strongest
responses to create a note-taking/note-making T-Chart to share out (in preparation for
writing a stanza of their own in the next lesson)
What phrases reveal Truth’s argument?
What words create images that support her argument, and why?
Who is her audience?
What do you find persuasive, and why? What do you think her audience might
find persuasive? What methods does she use to persuade?
What is the tone of the speech? (Consult word bank for
tone) How do you know (cite the text)?
Lesson Design Template
____________________________________________________________
5
Educator Development and Support: Teachers
Human Resources Division
333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017
Telephone: (213) 241-3444
Fax: (213) 241-8920
Part IV – How will learning be assessed?
Assessment
1e2 Planning Assessment Criteria
EFFECTIVE
Teacher has developed criteria by which levels of student learning will be assessed. Teacher
has planned how criteria will be communicated to students.
What criteria will you use to assess your students’ learning?
5. Reflection (8 mins)
(Ultimately, students will apply what they have learned by sharing note-taking/note-making
charts, then writing a stanza using techniques they analyzed and share that with the class.)
At the end of today’s lesson, students will submit a draft of their note-taking/note-making group
chart, and an individual exit slip answering the questions:
Why is it important to closely read other writers?
What did you learn today that you plan to use?
They will share their exit slips with a partner, then hand them in on the way out of class.
How will you communicate the criteria and ensure students understand the expected
outcomes?
At each chunk of the lesson (1
st
read, 2
nd
read, 3
rd
read, task, exit slip), I prompt transitions to
the next chunk. When I do so, I communicate the purpose and expectations for the work ahead.
Students have studied writing before and it always culminates in some form of their own writing,
to try out the techniques they have studied. I remind them of this in the beginning, when we talk
about the new writing selection we will study.
