Lesson Design and Delivery: 7th Grade Literary Analysis Unit Plan

7th Grade ELA Literary Analysis Unit Plan

Audience and Environment

This unit will be taught to a class of seventh graders at Big Rapids Public Schools. This unit will be taught in a classroom that utilizes a writing workshop model that facilitates, encourages, and requires student-centered instruction and cooperative learning.

Community Profile

Big Rapids Public Schools is 87% white, 5% Black, 3% Hispanic/Latinx, 2% Asian, and 1% Native American. At BRPS, 82.2% of households have broadband internet. 95.1% of students speak only English at home. 17.4% of families have an income below the poverty level. The median household income is $75,833.

Classroom Profile

The average age of the students is 12.6 years old. In total, the seventh-grade ELA classes have 55 boys, 67 girls, and 3 non-binary students.Two students are English Language Learners and require simplified verbal and written instructions and may require more scaffolding support during individual lessons. 90% of students in these classes are white, 4% are Black, 1% are Asian, and 5% are Hispanic/Latinx.

Students “AG”, “LJ”, and “MT” have IEPs that allow for extended time on assignments. Students “ER”, “KG”, and “HY” have IEPs that specifically call for pre-filled notes sheets. However, any students may be provided these at the discretion of the teacher, as needed. Other accommodations will be made on a lesson-to-lesson and day-to-day basis, depending on the needs of the students at that time.

Diversity and Classroom Environment:

This unit will be taught in a traditional physical classroom space. Desks are independent of one another and have wheels, which allows for easy movement around the classroom. Students will, by default, be placed in groups of 4, but they will be able to move their desks around the room as necessary to facilitate group work and other learning activities.

As part of the classroom environment, students will follow norms for behavior within the classroom and during their Writing Workshops. These norms will have been created collaboratively with the teacher and the students at the beginning of the semester/trimester. For instance, these norms would include demonstrating respect and encouragement, providing kind and critical feedback, and being graceful when accepting and receiving feedback from peers and instructors. Behavioral systems and expectations will be regulated using preventative measures, with the goal of engaging students to prevent opportunities for misbehavior. During the unit, and the Writing Workshop, class routines will vary; however, each class period will begin with an agenda for the students, so that they know the expectations for them that day, and what we will be doing as a class. These agendas will be written on the whiteboard each day.

Behavioral supports in use in the classroom include the use of “breathing time”, which involves students who are overwhelmed, or having a negative or disruptive emotional or behavioral response being able to step into the hallway for a few moments, to discuss the situation with the teacher, and to calm themselves.

Within the writing workshop model, students are provided with an opportunity to explore a wide variety of texts and approaches to literary analysis, as well as various topics of analysis. Through the writing workshop, all students will be provided with an opportunity to engage in learning that is student-centered and responsive to their individual needs. The writing workshop model also provides a unique opportunity to blend norms from collectivistic and individualistic cultures, as students are expected and required to both support one another, as well as produce their own work.

Throughout this unit, students’ knowledge of personal bias will also be accentuated as an influence on how we examine texts using literary analysis. We will discuss the different ways that our cultural and social backgrounds influence our interpretations of texts, as well as how we analyze elements such as characters, themes, symbolism, and figurative language.

Scope and Sequence

Inclusion of Other Content Areas:

Name of Lesson Plan:	Social Studies:	Science:	Technology:	The Arts:
Lesson #3	Multi-entry journals provide students with the opportunity to reflect on the social and cultural context of the text, as well as how their own social and cultural context may influence their interpretation of texts.	N/A	Students’ use of a computer to complete their multi-entry journals, if they choose, facilitates their use of technology to create a learning product.	These concepts could be related to the way that social and cultural context influences other artistic productions.
Lesson #1	An introduction to literary analysis involves reflection on how social and cultural context influence textual production and interpretation.	N/A
Lesson #2	N/A	The importance of text evidence could be connected to the importance of evidence in scientific research; in either context, students are learning about the importance of supporting their claims.	N/A
Lesson #4		N/A
Lesson #5		N/A
Lessons #6 and #7		N/A
Lesson #8		N/A
Lesson #9		N/A

Statement on Technology

In this unit, the students’ use of technology will largely be centered on how they can use technology such as word processing programs to create their writing. For instance, this involves using technology to give one another feedback on their writing, to develop their writing at all stages of the writing process, and to incorporate textual evidence into their literary analyses.

Statement on the Arts

During this unit, two lessons involved an opportunity for students to interpret and analyze a piece of artwork, as well as song lyrics. These warm-up activities highlighted the universality of analysis skills, and the applicability of literary analysis to a wider variety of text types. In addition, these activities further emphasized that “text evidence” can take many forms, and include visual cues as well as auditory and written information. This unit, however, does focus primarily on traditional written texts, as these are the types of texts emphasized in the standards utilized for this unit. During the course of this unit, however, efforts will be made to help students see how literary analysis skills can be applicable to a wide variety of situations.

Rationale

Outcome Statements

Having completed this unit, students will have made progress in their ability to:

1. Analyze the ways that different story or dramatic elements interact.

2. Select, reference, cite, and incorporate both implicit and explicit textual evidence to support claims.

3. Write arguments to support their claims, using adequate and effective linguistic and stylistic choices.

4. Write in a formal, academic style.

5. Use task, purpose, and audience as a basis for producing clear and coherent writing.

6. Navigate the writing process, including revising, receiving feedback from peers and teachers, planning, editing, rewriting, or trying a new approach.

7. Use technology to produce and publish writing, including citing sources.

8. Use technology to interact and collaborate with others while producing writing, and to facilitate the production of this writing.

Curriculum Context

This unit will be given after a unit on short stories, during which students would have learned about the elements of story, such as characters, theme, plot, setting, conflict, tone, etc. After learning about how to interpret these elements while reading a text, students will be provided, in this unit, with an opportunity to learn how to write about texts, using these elements and using evidence from the text.

Pre-requisite Skills and Knowledge

1. Experience with the writing process.

2. Familiarity with the importance of citing textual evidence, and the reasoning behind why we include this evidence when we write about literature and texts.

3. Critical thinking skills.

4. Critical reading comprehension.

5. Familiarity with argumentative and informative writing style and techniques.

6. Familiarity with the elements of story.

Student Introduction

Reading, analyzing, and writing about short stories provides an excellent opportunity to learn about the elements of fiction. These elements will be applicable to larger fictional texts that you will read in the future, including plays and novels. Learning about these elements within shorter texts provides a more manageable and less overwhelming literary context.

In this unit, you will draw upon what you have previously learned about the importance of citing text evidence, as well as what you have learned about the elements of story. You will also use your already developed reading comprehension skills and strategies, as well as your previously established writing processes.

During this unit, you will use literary analysis to write about the short stories you read in the previous unit. In your writing, you will learn how to navigate the writing process in general, and how you can develop your own writing process. Through literary analysis, you will analyze different story elements, as well as learn more about how to identify, use, and draw from textual evidence to create and support your arguments. The skills of evidence identification and selection will be vital to your success as a student for the rest of your academic career and are essential skills for becoming a critical thinker in our modern local and global world.

Lesson 1

Ferris State University

Lesson Plan Template

Lesson Information

Name: Rebekah Berthold

Date: Monday, Day #1 of unit.

Curriculum/ Course:

English Language Arts

Grade Level(s): 7th

Time/ Period:

N/A

Materials:

1. “About Literary Analysis” information sheets/notes sheets for students.

2. Literary Analysis Brainstorming Sheets for students.

3. Literary Analysis Paper Assignment Sheet

4. Students will need a writing utensil

5. Students will need paper/a laptop for notes.

Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)

Big Rapids Public Schools is 87% white, 5% Black, 3% Hispanic/Latinx, 2% Asian, and 1% Native American. Class has 11 boys, 12 girls, and 1 non-binary student. At BRPS, 82.2% of households have broadband internet. 95.1% of students speak only English at home. 17.4% of families have an income below the poverty level. The median household income is $75,833. The average age of the students is 12.6 years old.

Standards Alignment
Create a table line for each standard			Objectives (both ABCD with teacher language and “I Can” with student language)				Appropriate Assessment(s) (formative and/or summative)
Content Standards: 1. “Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).” 6. “Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.” 7. “Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.”			1. After selecting one of the texts from the previous unit, 7^th-grade students will choose one central claim to make about their text, in a literary analysis. 2. After deciding on a central claim for their literary analysis, 7^th-grade students will develop a list of at least 4 idea they might write about in their paper/project, that will support their main claim. Student Language: 1. I can write a main claim to make about my chosen text. 2. I can create a list of at least 4 ideas to write about in my paper/project, that support my main claim.				Formative assessments: These objectives will be informally assessed during the class period, during individual conferences with each student to discuss their papers and ideas.
Technology Standards MiTecs/ISTE 1. N/A			1. N/A (Student use of technology will not be necessary for this lesson).				1. N/A
SEL Competencies 1. Analyze how their personal traits and temperaments influence choices, successes, and areas of growth. 2. Apply strategies that help them manage stressful situations and persevere toward successful performance. 3. Reflect on possible consequences, both positive and negative, before expressing an emotion or engaging in a particular behavior. 4. Analyze factors that lead to goal achievement (for example, managing time, adequate resources, confidence).			1. While learning about literary analysis and selecting topics, 7^th grade students will use their personal interests to help them develop and select topic ideas. 2. While learning about literary analysis and selecting topics, 7^th grade students will behavioral and emotional regulation to help them achieve their goals during the lesson.				1. This will be assessed informally through observations of students’ behavior during the lesson.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
We will begin with a visual literacy warm up. On the board, I will project a handful of images, and students will analyze a chosen image for its tone, imagery, “plot” (what seems to be happening in the image), “characters” (the people depicted in the image), etc. We will then continue with an activating prior knowledge activity: I will ask students to share what they know about “analysis”, and what it means to “analyze” something. Then, I will ask them, specifically, what they know about literary analysis. I will write these ideas on the board and we will discuss them briefly.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be doing? Identify the core teaching practice(s) and SEL competencies utilized) I will connect the APK activity to our lesson by explaining that we will be discussing literary analysis, in preparation for the literary analysis papers they will be writing. We will review the “About Literary Analysis” notes sheet and fill it in as a class. A.) We will discuss the differences between a summary and a literary analysis: i) A Summary: is a brief overview of the main points of a story, poem, essay, article, or other piece of writing. ii) A Literary Analysis: examines a piece of writing to make some sort of argument about the text. This argument might be an interpretation of the text, or some part of the text; or it may, for example, involve arguing about the importance of a particular theme, symbol, or other element of the text. iii) As a class, we will discuss the different ways that our own lives influence how we interpret a text. For instance, how our culture plays a role in how we interpret symbols, themes, and characters. I will discuss with students that literary analysis is culturally relative, and how one person interprets a text will be different from how another reader interprets that text, because each reader brings a different background into their reading. : We will discuss strategies for choosing topics of literary analysis, and how we can individualize these topics to the specific text(s) that we are writing about: A.) As a class, we will brainstorm possible elements that we could analyze within a text. For example: symbolism, figurative language, theme, character development, setting, etc. B.) Students will then discuss in partners or small groups how they could individualize these general elements to apply them to a specific text. C.) Students will share with the whole class what they and their partners discussed. I will write these responses on the board, or type them on a Word that is projected at the front of the room. I would share these notes with the class after the period (ie; via Google Classroom). I will provide feedback for the groups’ ideas. Students will add these notes to their “What is Literary Analysis?” sheets or will take separate notes on their own. Specific Strategies to Make Sure I Discuss With Class/To Make Sure the Class Discusses: · Ask: “How could this general topic be applied to this specific text?” · Ask: “How is this particular element of story or literature (ie; theme, figurative language, symbolism, conflict, character development, etc) used within this specific text? What impact does this particular element of story have on THIS text? How does THIS author use this element of story?” · Ask: “Why is this particular element important to this specific text? What role does it play in creating other elements of the story, such as the plot, characters, setting, conflicts, theme, etc?” · Ask: “How could this particular element be applied to a particular character, theme or conflict in this text?” Check for Understanding: Using texts that we have read so far in class, I will ask students what aspects of these texts they might use for a literary analysis. What general concepts could they apply to these specific texts? What arguments might they make about these specific texts that would involve these concepts/topics? I will pass out the Literary Analysis Assignment Sheet for the larger essay due at the end of the unit. I will review the assignment sheet and we will discuss it as a class; students will have the chance to ask any questions they have at the moment. I will introduce the assignment for this lesson: I will explain to students that they will be completing the “Literary Analysis Brainstorming Sheet”. I will model this for the students. Students will then work on their own sheets. They may discuss their work with partner(s), but each student will complete their own sheet. *As a check for understanding,* as students work on their sheets, I will circulate and discuss with students their topic ideas. I will give students participation points as I circulate, if students are working on their assignment. Differentiation Note: Students may also be permitted to use an alternative brainstorming strategy, such as clustering, concept mapping, diagramming, etc. Students may use any brainstorming strategy that works for them, as long as they are brainstorming the type of content needed for this assignment. I will explain this to students (see above). SEL Competencies: 1. Analyze how their personal traits and temperaments influence choices, successes, and areas of growth. 2. Apply strategies that help them manage stressful situations and persevere toward successful performance. 3. Reflect on possible consequences, both positive and negative, before expressing an emotion or engaging in a particular behavior. 4. Analyze factors that lead to goal achievement (for example, managing time, adequate resources, confidence). Core Teaching Practices: · Specifying and reinforcing productive student behavior. · Eliciting and interpreting individual students’ thinking. · Checking student understanding during and at the conclusion of lessons.
Extension Activities:
If students feel ready, depending on how much experience they have with literary analysis, they may consider brainstorming the text evidence that they might include in their essays.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of the lesson.
Before students leave at the end of the class period, they will have the opportunity to ask any questions about the work they completed that class period. We will also review what students included on their brainstorming sheets. Homework to be Assigned for Next Class Period: Students will each choose (1) a text and (2) a topic for their literary analysis. They will also write a working thesis draft. This needs to be turned in the following class period.
Diversity/Equity/Inclusion/Belonging
Whole group						Individual
Differentiation						Accommodations			Modifications (if needed)
Instruction Content/Activity/Product/Environment; Students were permitted to use a range of brainstorming methods, as long as I ensured they were still meeting my expectations. Students who are more visual learners will be able to use visual brainstorming strategies. Students who are more auditory learners will be able to discuss their ideas with their classmates.		Student Readiness/Interest/Learning Profile/Affect I differentiated by student interest by allowing students to choose their topic of analysis, as well as the text they will be writing about.			If necessary, students will be provided with additional notes and guidance while they work on the Literary Analysis Brainstorming Sheet.			N/A
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples. Students were able to use their own personal interests and strengths, in relation to literature and literary analysis, to develop the focus for their literary analysis papers. Their literary analysis may also provide students with the opportunity to reflect on social and cultural attributes, and how these may manifest in texts and in textual analysis.
Technology
Integration of technology for designing and/or delivering the Lesson	Select the appropriate ISTE Educator role(s) you used to design digital experiences: 1. Learner 2. Leader 3. Citizen 4. Collaborator 5. Designer 6. Facilitator 7. Analyst			For each ISTE Educator role you selected, provide a description explaining how you played this role(s). I used technology to design the worksheets that students completed during the lesson.
Student technology experiences during the lesson	Select the appropriate ISTE Student role(s) students will use: 1. Empowered Learner 2. Digital Citizen 3. Knowledge Constructor 4. Innovative Designer 5. Computational Thinker 6. Creative Communicator 7. Global Collaborator			For each ISTE Student role you selected, provide a description explaining when/how the students will be in this role(s). Students were able to use laptops to work on their brainstorming if they wished.
Reflection/ Teacher Notes:

Lesson 2:

Ferris State University

Lesson Plan Template

Lesson Information

Name: Rebekah Berthold

Date: N/A

Curriculum/ Course:

English Language Arts

Grade Level(s): 7th

Time/ Period:

N/A

Materials:

8. Text evidence notes sheets for students to complete during lecture-portion of the lesson. If necessary, students will be provided with notes sheets that already have the blanks filled in/have some of the blanks filled in. (3 levels of notes sheets: Level 1=all blanks filled in, Level 2=some blanks filled in, Level 3=no blanks filled in.

9. Text evidence double-entry journal notes sheets, differentiated by the number of pieces of text evidence students are expected to provide (2 levels).

10. Copies of the short stories from class that students chose to analyze.

11. Text evidence PowerPoint.

Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)

Standards Alignment
Create a table line for each standard			Objectives (both ABCD with teacher language and “I Can” with student language)				Appropriate Assessment(s) (formative and/or summative)
Content Standards: 1. “Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.”			3. After reading a short story and choosing an argument to make about the text, students will identify at least 3 pieces of text evidence to support their claim.				1. Students will complete a text-evidence double-entry journal with evidence (ie; quotes) in one half of the chart, and an explanation/analysis of how this evidence supports their claim/thesis in the other half.
Technology Standards MiTecs/ISTE 1. N/A			1. N/A				1. N/A
SEL Competencies 1. Accept and show respect for other people’s opinions.			1. While participating in the lesson, 7^th-grade students will be respectful and courteous to their classmates.				1. This will be observed during the lesson.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
NOTE: Students will pick up notes sheets for the lesson when they walk into class. At the very beginning of the class session: I will check students’ homework from the previous class period and provide them brief feedback on their literary analysis topic selection and working thesis. The class period will begin with a song lyric analysis warm up. The lyrics from the song “Holy Diver” by Dio will be projected on the board in front of the room, and students will spend roughly 5 minutes taking short analysis notes about the lyrics. We will discuss their notes as a class afterwards. I will explain the usefulness of literary analysis for understanding song lyrics, and we will discuss this as a class. I will explain to students that this lesson will be about text evidence, to help us prepare for writing our essay that makes an argument about a text. In small groups (3-4), students will brainstorm answers to the following questions, which will be projected at the front of the room: 1. What do you pay attention to when you read a story? As a reader, what do you* find to be the most important? 2. What is a claim? 3. Why might we make a claim about a text? 4. What is text evidence? 5. Why is text evidence important? 6. What might text evidence look like? A volunteer from each group will share their group’s responses with the rest of the class. I will write these responses on the board.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be doing? Identify the core teaching practice(s) and SEL competencies utilized)
· I will review the groups’ responses on the board, providing feedback, and asking follow-up questions. As a class, we will discuss the responses. Discuss the importance of text evidence: o Ask students about why text evidence is important. Allow time for discussion. Review students’ responses about why text evidence is important. o Explain that text evidence helps our audience trust us, and trust our analysis. o When we analyze a text, we have to provide text evidence to prove that our ideas have support from the reading. · I will introduce the text evidence notes sheets. All students will have picked up a Level 3 notes sheet, with none of the blanks filled in, at the beginning of the class period. If I notice that a student is struggling, I will provide them with a Level 2 or Level 1 notes sheet to ease the note-taking process. These notes sheets will be filled in with the assistance of the PowerPoint slides/presentation that I prepared for this lesson. · I will begin the PowerPoint presentation and click through as I instruct. · Explain: Text evidence is evidence from the reading. · Explain: We use text evidence to support our claims about the reading. · Explain: As writers, we can do a couple of things with text evidence: a) We can use what the text says *directly* as evidence to support our claims. b) We can use the inferences that we draw from the text as evidence to support our claims. · Ask students: “What’s direct text evidence?” Allow students to share responses with a partner before sharing with the whole class. · Explain and define direct text evidence: Direct text evidence is quotes, paraphrases, or summaries from the text that we use to support our claims. Students will fill this in on their notes sheets. Explain: After each piece of direct text evidence that we include in our writing, we need to put a page number in parentheses after it. Review: “What’s a paraphrase?”: Explain that paraphrases re-phrase what’s in a text, instead of directly re-stating it. · On PowerPoint: Examples of direct text evidence, including quotes and paraphrases. Go over with class. Explain that we can sometimes combine quotes and paraphrases. · Checks for Understanding: Ask students why each piece of text evidence is a quote/why it’s a paraphrase. How do they know? · Ask students: “What do we think an inference is?” · Allow students to share responses with a partner before sharing with the whole class. · Explain and define an inference: An inference is a conclusion that we, as readers, reach by using evidence from the text. Inferences don’t come directly from what’s written in the text, but we use what’s written in the text, to help us make them. Students will fill this in on their notes sheets. · On PowerPoint: Examples of inferences. Go over with class. “Let’s think about direct text evidence and inferences together.” (Continue PowerPoint presentation): · Ask students: “How could we use direct text evidence to support our inferences?” Allow students to share with partners before sharing with the class. Explain: “We use direct text evidence to help us explain why our inferences make sense. Then:* We use direct text evidence AND inferences from the text to help us explain why our *claims* make sense.” Discuss Annotating for Text Evidence and the Double Entry Journal: o As a class, we will discuss annotation. Students will share what they know about annotation and we will review the definition. We will discuss the benefits of annotating. I will write student responses on the board. Students will take independent notes. o I will explain some annotation strategies, such as highlighting, asking questions, marking unfamiliar words and writing their definitions in the margins, drawing connections between different parts of the text, etc. Discuss How to Determine What Text Evidence Is Most Effective to Use: o Will this evidence help me develop my main points? o Will this evidence help me prove my thesis? o How well does this evidence connect to the evidence I’ve already included? o What is the context of this text evidence? How does the context influence its meaning? Does the context make the evidence more or less effective? If it makes it less effective, do I still want to use this evidence? Text Evidence Double Entry Journal: · I will introduce the Text Evidence Double Entry Journal and will explain that students will be able to choose any of the stories that we’ve read so far to write their essays. I will explain that they will use this journal to help them plan the evidence they will include in their essays. · I will model an entry for students. Students will then work independently, with help from classmates, and I will circulate to meet with individual students. Homework: Students will complete their double-entry journals with at least seven entries, and will continue doing annotations to find evidence for their literary analyses. Core teaching practices: · Explaining and modeling content, practices, and strategies · Eliciting and interpreting individual students’ thinking · Checking student understanding during and at the conclusion of lessons. SEL Competencies: · Accept and show respect for other people’s opinions.
Extension Activities:
Students will continue working on their double-entry journals; students who feel comfortable will work on finding more textual evidence for their literary analysis papers.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of the lesson.
Students will have a chance to share an entry from their double-entry journals, if they would like. Before they leave, students will submit a piece of paper with any questions that they still have at the conclusion of the lesson.
Diversity/Equity/Inclusion/Belonging
Whole group						Individual
Differentiation						Accommodations			Modifications (if needed)
Instruction Content/Activity/Product/Environment; 3 levels of notes sheets were provided, with varying amounts of the blanks already filled in.		Student Readiness/Interest/Learning Profile/Affect 1. I differentiated by interest by allowing each student to choose their topic of analysis and their text to analyze (from the short stories read in class). 2. Differentiation by Readiness: 2 levels of double-entry journal worksheets were provided. Level 1 required 3 piece of text evidence for the main claim and Level 2 required 4 or more pieces of text evidence for the main claim.			If necessary, students will be given pre-filled notes sheets. If necessary, students will also be given a printed copy of the PowerPoint slides.			N/A
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples. Students were provided with the opportunity to choose the text they wrote about, as well as the claims that they would make about their text. Having students conduct a literary analysis, in which they evaluate evidence from a text, is an opportunity for students to reflect on how their own socio-cultural perspectives impact how they interpret a text.
Technology
Integration of technology for designing and/or delivering the Lesson	Select the appropriate ISTE Educator role(s) you used to design digital experiences: 8. Learner 9. Leader 10. Citizen 11. Collaborator 12. Designer 13. Facilitator 14. Analyst			For each ISTE Educator role you selected, provide a description explaining how you played this role(s). I used the projector so students could see me complete the notes sheet, I also used technology to create the PowerPoint, the notes sheets, and the double-entry journal sheets..
Student technology experiences during the lesson	Select the appropriate ISTE Student role(s) students will use: 8. Empowered Learner 9. Digital Citizen 10. Knowledge Constructor 11. Innovative Designer 12. Computational Thinker 13. Creative Communicator 14. Global Collaborator			For each ISTE Student role you selected, provide a description explaining when/how the students will be in this role(s). Student use of technology was not necessary for this lesson.
Reflection/ Teacher Notes:

Lesson 3

Ferris State University

Lesson Plan Template

Lesson Information

Name:

Rebekah Berthold

Date: N/A

Curriculum/ Course:

Grade Level(s): 7th

Time/ Period: N/A

Materials:

1. Copies of the multi-entry journal for students to use.

2. Students will each need a copy of the short story they will be analyzing.

3. Students will need scratch paper.

4. Writing utensils.

5. Highlighters.

Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)

Standards Alignment
Create a table line for each standard			Objectives (both ABCD with teacher language and “I Can” with student language)				Appropriate Assessment(s) (formative and/or summative)
Content Standards: 1. “Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.” 2. “Write arguments to support claims with clear reasons and relevant evidence.” 3. “Draw evidence from literary or informational texts to support analysis, reflection, and research.”			1. While planning their literary analyses, seventh-grade students will cite textual evidence to support their arguments and claims. Student language: I can cite textual evidence to support my arguments and claims about a text.				4. As a formative assessment, while they gather text evidence for their literary analyses, 7^th-grade students will complete a double-entry journal with analysis for at least 4 pieces of text evidence from their chosen short story.
Technology Standards MiTecs/ISTE 1. N/A (student use of technology will not be required for this lesson)			1. N/A				1. N/A
SEL Competencies 1. Describe and evaluate action steps for achieving short-term and long-term goals, utilizing instructional, community, and external supports.			1. While completing their double-entry journals, seventh-grade students will make a plan for utilizing text evidence in their larger paper.				1. This will be observed during the lesson.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
To orient students to the lesson, I will begin by asking them about their level of familiarity with double-entry journals. We will discuss these experiences. I will introduce multi-entry journals, connecting them to double-entry journals by explaining that they follow the same concept of connecting analysis to text evidence, but that these journals will involve including some more information. I will connect these journals to our previous discussions about the importance of including text evidence in our literary analysis papers, as well as our previous discussions about the difference between analysis and text evidence. I will explain that this lesson will focus on how we can draw analysis from our textual evidence.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be doing? Identify the core teaching practice(s) and SEL competencies utilized)
· I will explain that they will be using multi-entry journals as part of their final literary analysis to help them think more in-depth about textual evidence and how they may draw analysis from this evidence. · I will ask students “What types of responses might we give for a quote from a story?” I’ll give the example of responding by asking a question. o Students might share responses such as: connections to other parts of the story; connections to characterization; connections to the story’s themes, conflicts, setting, etc. · I will model a multi-entry journal entry using the short story “The Lottery” as an example text. I will include a quote, and then ask students what they might say or ask in response to this quote. As a class, we will create a response entry. · I will point out to students that our response entries are reflective of literary analysis. · Ask students what elements of literary analysis that we discussed in our first lesson they notice in my response entry example. We will discuss students’ responses as a class and I will provide feedback. · I will explain that multi-entry journals will help us develop our literary analysis. · Explain that literary analysis helps us explain how our topics function within the text we chose, and we can use our multi-entry journals to help us reflect on the presence of our topics within our texts. · In my own example of a multi-entry journal, I will have students help me draw connections between the evidence (the quote) that we chose to include and the analysis that we developed. · Students will work on their own multi-entry journals. I will explain they will use the annotations they have already completed to help them write more extensive and detailed responses to the text evidence they have deemed to be important for including in their literary analysis. I will tell them that they are expected to have at least three entries completed by the end of the hour, and I will be walking around to talk with them and check off when they have 3 entries completed. · Students will work independently on their assignments, while talking with one another about their work. During writers’ workshop, I will circulate and meet with students as they complete their multi-entry diaries. I will mark off when students have at least 3 entries completed. I will tell students they are expected to have at least 5 entries completed by the next class period, so they will likely have some homework. Homework: Students will continue their multi-entry journals to help them develop analysis of their text evidence. Students will be expected to have at least 5 entries on their journals for the next period. Core teaching practices utilized throughout: o Setting up and managing small group work. o Eliciting and interpreting students’ individual thinking. o Checking student understanding during and at the conclusion of lessons. o Providing oral and written feedback to students. SEL competencies utilized throughout: o Describe and evaluate action steps for achieving short-term and long-term goals, utilizing instructional, community, and external supports.
Extension Activities:
N/A
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of the lesson.
The lesson/class period will conclude with a chance for students to ask questions about the process of multi-entry journals, before they leave to complete them on their own.
Diversity/Equity/Inclusion/Belonging
Whole group						Individual
Differentiation						Accommodations			Modifications (if needed)
Instruction Content/Activity/Product/Environment; Students will be permitted to either type or handwrite their multi-entry journals, depending on which form of annotation is most effective for them.		Student Readiness/Interest/Learning Profile/Affect Students are able to choose the points of analysis that are most interesting for them, and that they think they would be able to most effectively write about/analyze.			If necessary, students will be provided with sentence stems/prompts for developing points of analysis in their journal responses. If needed, students will also be provided with simplified instructions and/or a reduced number of expected pieces of text evidence for their diaries.			N/A
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples. Through their multi-entry journals, students are able to reflect on how their own experiences influence their approach to literary analysis. They were also able to reflect on how their personal experiences and identities might influence how they interpret the experiences of characters.
Technology
Integration of technology for designing and/or delivering the Lesson	Select the appropriate ISTE Educator role(s) you used to design digital experiences: 15. Learner 16. Leader 17. Citizen 18. Collaborator 19. Designer 20. Facilitator 21. Analyst			For each ISTE Educator role you selected, provide a description explaining how you played this role(s). I designed the multi-entry journals that students will use during the lesson. I tried to create them in such a way as to allow for extended responses to text evidence, as well as give students a chance to develop both general analysis points, as well as specific literary analysis points. I also utilized technology by using a projector to show students my example of a double-entry journal.
Student technology experiences during the lesson	Select the appropriate ISTE Student role(s) students will use: 15. Empowered Learner 16. Digital Citizen 17. Knowledge Constructor 18. Innovative Designer 19. Computational Thinker 20. Creative Communicator 21. Global Collaborator			For each ISTE Student role you selected, provide a description explaining when/how the students will be in this role(s). If they would like, students will be able to complete their multi-entry journals on their laptops.
Reflection/ Teacher Notes:

Lessons 4 and 5

Ferris State University

Lesson Plan Template

Lesson Information

Name:

Rebekah Berthold

Date: Days 4 and 5 of the unit: note that the same lesson plan will be used each day, as students will be given two days in class to work on their literary analysis papers and to participate in Writers’ Workshop/informal peer reviews. This will also involve two days of being able to receive feedback from myself and their peers. On Day 4 of the unit, which would be a Thursday, students will be assigned the task of completing at least 3 body paragraphs between then and Monday’s class. On Day 5 (Friday), students would continue working on these 3 (or more) body paragraphs.

Curriculum/ Course:

English Language Arts

Grade Level(s): 7th

Time/ Period:

N/A

Materials:

1. Laptops

2. Paper for writing

3. Assignment sheet for the essay (passed out previously; would also be available on the class website/blog/Google Classroom.)

4. Writing utensils

5. Highlighters (optional)

6. Copies of the text from class that they will be analyzing.

7. Peer Review Grading Sheet (use as a checksheet while I circulate during peer reviews)

Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)

Standards Alignment
Create a table line for each standard			Objectives (both ABCD with teacher language and “I Can” with student language)				Appropriate Assessment(s) (formative and/or summative)
Content Standards: 1. Draw evidence from literary or informational texts to support analysis, reflection, and research. 2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3. Write arguments to support claims with clear reasons and relevant evidence.			5. While writing their literary analyses, seventh-grade students will incorporate at least two to three pieces of text evidence for each of their body paragraphs. Student Language: I can include at least two to three pieces of text evidence in each of my body paragraphs. 6. While conducting their literary analyses, seventh-grade students will write in a clear and coherent manner that facilitates audience understanding. Student Language: I can write in a way that is understandable and clear. 7. While conducting their literary analyses, seventh-grade students will support their arguments with relevant evidence and clear reasoning/connections between their analysis and their evidence. Student Language: I can use relevant evidence and clear reasoning to support my analysis of a text.				Assessment for Objective #1: This will be assessed when grading the students’ final papers. However, this objective will be used during the writing workshop as guidance for students as they write their essays. These expectations are on the assignment sheet.
Technology Standards MiTecs/ISTE 1. Students articulate and set personal learning goals , develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.			1.While engaging in writing workshop and peer reviews, seventh-grade students will use Google Drive or Microsoft Word to help them work through the learning process associated with writing their essays.				1. This will be informally assessed through observation during Writers’ Workshop. Seventh-grade students will use Google Drive or Microsoft Word to type their essays and to provide feedback to one another.
SEL Competencies 1. Analyze ways their behavior may affect the feelings of others and adjust accordingly. 2. Provide support and encouragement to others in need. 3. Accept and show respect for other people’s opinions.			1. While engaging in peer reviews/writing workshop, seventh-grade students will demonstrate respect for one another’s opinions of their writing. 2. While engaging in peer reviews/writing workshop, seventh-grade students will provide one another with supportive and encouraging feedback.				This will be assessed using the Peer Review Grading Sheet, which will be completed during my observations of students during the Writing Workshop.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
At the beginning of the class period, I will start by orienting students to the Writer’s Workshop and explaining my expectations for that class period: They will work on their papers, independently and with feedback from peers and myself. This will be followed by an opportunity for students to ask any questions that they have about their papers, or to share with the class what they are writing about, if they would like. I will also ask students to share any solutions that they’ve found to any common difficulties.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be doing? Identify the core teaching practice(s) and SEL competencies utilized)
During the class period, students will work independently with the opportunity to receive feedback from peers and myself. Between these two days, I will make a point to meet briefly with each student to discuss their papers and progress with them, and to provide formative feedback. During these meetings, I will also check their multi-entry journals for completion. These two lessons will largely be centered on independent work and informal peer reviews. The intention of these lessons is to provide students with time in class to work on their writing and to receive help and feedback. Format For Informal Peer Reviews: These will be structured much like independent learning, but students will be encouraged to discuss their papers and writing with their peers. I will circulate during writer’s workshop to ensure that students are on task and are being adequate and respectful peer review partners. I will use these brief, informal conferences as a formative assessment, to see if students are, in general, struggling with a particular aspect or part of the essay. If so, I will address this concept briefly with the whole class. During these brief, informal conferences, I will also record on my sheet what each student is writing about in case there have been any changes to their literary analysis approach. Homework: At the end of Day 5, students will be assigned the task of completing at least 3 body paragraphs over the weekend for Monday’s class. These body paragraphs will be checked for completion on Monday. Core Teaching Practices: 1. Setting up and managing small group work. 2. Checking student understanding during and at the conclusion of lessons. SEL Competencies: 1. Analyze ways their behavior may affect the feelings of others and adjust accordingly. 2. Provide support and encouragement to others in need. 3. Accept and show respect for other people’s opinions.
Extension Activities:
N/A
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of the lesson.
As a class, we will discuss how the informal peer reviews went; any general issues that they had with their peer reviews, as well as solutions that they found to these problems. Also give students a chance to share how their papers are going; any issues they are having, or any solutions they have found to these problems. This will give students another chance to give one another advice about how they might go about writing their papers.
Diversity/Equity/Inclusion/Belonging
Whole group						Individual
Differentiation						Accommodations			Modifications (if needed)
Instruction Content/Activity/Product/Environment; Students were able to use writing strategies and techniques that worked for them and their unique approaches to writing. As writing is a very individualized activity, I think it’s best to allow students to begin their work, and then work with them, as they write, to address any problems that may come up. I have found this to be more effective than providing highly structured support beforehand. By responding to students individually, I will be able to differentiate my instructional approaches.		Student Readiness/Interest/Learning Profile/Affect Students were able to write about a topic and a text that they were interested in.			If needed, students will be provided with graphic organizers to help them with their essays. These graphic organizers will be made as a result of my individual conferences with students, and will not be made beforehand. Creating them during conferences will help ensure that I am meeting the needs of individual students, as each student may need a different type of explanation, and, therefore, a different handwritten graphic organizer template.			N/A
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples. After reflecting on how I would incorporate diversity into this lesson, I settled on using my individual meetings with students as the primary method of both differentiating and responding to diversity. As writing is a very individualized task, I think that it is most effective to meet students where they are, and help them with what they are struggling with at that particular moment.
Technology
Integration of technology for designing and/or delivering the Lesson	Select the appropriate ISTE Educator role(s) you used to design digital experiences: 22. Learner 23. Leader 24. Citizen 25. Collaborator 26. Designer 27. Facilitator 28. Analyst			For each ISTE Educator role you selected, provide a description explaining how you played this role(s). I designed the rubrics used to assess students during the informal peer reviews/writing workshop.
Student technology experiences during the lesson	Select the appropriate ISTE Student role(s) students will use: 22. Empowered Learner 23. Digital Citizen 24. Knowledge Constructor 25. Innovative Designer 26. Computational Thinker 27. Creative Communicator 28. Global Collaborator			For each ISTE Student role you selected, provide a description explaining when/how the students will be in this role(s). Students will use Microsoft Word or Google Drive to type their essays and to provide typed feedback to one another, if necessary.
Reflection/ Teacher Notes:

Lessons 6 and 7

Ferris State University

Lesson Plan Template

Lesson Information

Name: Rebekah Berthold

Date: Days 6 and 7 of unit.

Note that the same lesson will be given each day, as both days will serve as writer’s workshop. The intention of this is to provide students with an opportunity to write in the classroom, where they can receive feedback from myself and their peers.

Curriculum/ Course:

English Language Arts

Grade Level(s): 7th

Time/ Period: N/A

Materials:

8. Laptops

9. Paper for writing

10. Assignment sheet for the essay (passed out previously; would also be available on the class website/blog/Google Classroom.)

11. Writing utensils

12. Highlighters (optional)

13. Copies of the text from class that they will be analyzing.

14. Teacher only: Peer Review Grading Sheet (use as a checksheet while I circulate during peer reviews)

Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)

Standards Alignment
Create a table line for each standard			Objectives (both ABCD with teacher language and “I Can” with student language)				Appropriate Assessment(s) (formative and/or summative)
Content Standards: 4. Draw evidence from literary or informational texts to support analysis, reflection, and research. 5. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6. Write arguments to support claims with clear reasons and relevant evidence.			8. While writing their literary analyses, seventh-grade students will incorporate at least two to three pieces of text evidence for each of their body paragraphs. Student Language: I can include at least two to three pieces of text evidence in each of my body paragraphs. 9. While conducting their literary analyses, seventh-grade students will write in a clear and coherent manner that facilitates audience understanding. Student Language: I can write in a way that is understandable and clear. 10. While conducting their literary analyses, seventh-grade students will support their arguments with relevant evidence and clear reasoning/connections between their analysis and their evidence. Student Language: I can use relevant evidence and clear reasoning to support my analysis of a text.				Formative: Students will come to class with at least three completed body paragraphs for their literary analysis. Further, these objectives will be informally measured during conferences with individual students, and during peer reviews/writing workshop. Summative: These objectives will be formally measured when grading the final literary analysis.
Technology Standards MiTecs/ISTE 1. Students articulate and set personal learning goals , develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes			1. 1.While engaging in writing workshop and peer reviews, seventh-grade students will use Google Drive or Microsoft Word to help them work through the learning process associated with writing their essays.				1. This will be informally assessed through observation during Writers’ Workshop. Seventh-grade students will use Google Drive or Microsoft Word to type their essays and to provide feedback to one another.
SEL Competencies 4. Analyze ways their behavior may affect the feelings of others and adjust accordingly. 5. Provide support and encouragement to others in need. 6. Accept and show respect for other people’s opinions.			3. While engaging in peer reviews/writing workshop, seventh-grade students will demonstrate respect for one another’s opinions of their writing. 2. While engaging in peer reviews/writing workshop, seventh-grade students will provide one another with supportive and encouraging feedback.				This will be assessed using the Peer Review Grading Sheet, which will be completed during my observations of students during the Writing Workshop.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
We will discuss their body paragraph assignments and, as a class, students will reflect on their writing process, as well as draw connections between their body paragraph assignment and their larger essays. This will be done in small groups, and then groups will share. Instructions will be projected on the board.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be doing? Identify the core teaching practice(s) and SEL competencies utilized)
This will be a Writer’s Workshop lesson that involves student-centered independent work on their literary analysis. Students will be able to receive informal feedback from peers and myself. I will explain that their goal for the next class period is to have a complete rough draft for formal peer reviews the next class period. Students will type their essays using a program such as Word or Google Drive. This will be a completely student-centered lesson that is done with the intention of providing students with time to work on their essays and receive more feedback from peers and myself. I will meet with students individually to discuss their papers with them, to read their writing, and to provide feedback. Homework: Students will finish their rough drafts for peer reviews on Day 8 of the unit. Core Teaching Practices: 3. Setting up and managing small group work. 4. Checking student understanding during and at the conclusion of lessons. SEL Competencies: 4. Analyze ways their behavior may affect the feelings of others and adjust accordingly. 5. Provide support and encouragement to others in need. 6. Accept and show respect for other people’s opinions.
Extension Activities:
Extension activities will not be included in these two lessons, as students will still be working on their larger assignment, and I want them to be able to focus on their work with this.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of the lesson.
Before they leave, students will have a chance to ask any questions about their papers, and I will share anything that I noticed while I was meeting with students individually that I think would be important for the whole class to know.
Diversity/Equity/Inclusion/Belonging
Whole group						Individual
Differentiation						Accommodations			Modifications (if needed)
Instruction Content/Activity/Product/Environment; Students were able to use writing strategies and techniques that worked for them and their unique approaches to writing. As writing is a very individualized activity, I think it’s best to allow students to begin their work, and then work with them, as they write, to address any problems that may come up. I have found this to be more effective than providing highly structured support beforehand. By responding to students individually, I will be able to differentiate my instructional approaches.		Student Readiness/Interest/Learning Profile/Affect Students were able to write about a topic and a text that they were interested in.			If needed, students will be provided with graphic organizers to help them with their essays. These graphic organizers will be made as a result of my individual conferences with students, and will not be made beforehand. Creating them during conferences will help ensure that I am meeting the needs of individual students, as each student may need a different type of explanation, and, therefore, a different handwritten graphic organizer template.			N/A
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples. After reflecting on how I would incorporate diversity into this lesson, I settled on using my individual meetings with students as the primary method of both differentiating and responding to diversity. As writing is a very individualized task, I think that it is most effective to meet students where they are, and help them with what they are struggling with at that particular moment.
Technology
Integration of technology for designing and/or delivering the Lesson	Select the appropriate ISTE Educator role(s) you used to design digital experiences: 29. Learner 30. Leader 31. Citizen 32. Collaborator 33. Designer 34. Facilitator 35. Analyst			For each ISTE Educator role you selected, provide a description explaining how you played this role(s). I used technology to design the lesson and I would act as a collaborator by working with students through platforms such as Google Docs or Word, to help them as they wrote their papers.
Student technology experiences during the lesson	Select the appropriate ISTE Student role(s) students will use: 29. Empowered Learner 30. Digital Citizen 31. Knowledge Constructor 32. Innovative Designer 33. Computational Thinker 34. Creative Communicator 35. Global Collaborator			For each ISTE Student role you selected, provide a description explaining when/how the students will be in this role(s) Students will use Microsoft Word or Google Drive to type their essays and to provide typed feedback to one another, if necessary..
Reflection/ Teacher Notes:

Lesson 8

Ferris State University

Lesson Plan Template

Lesson Information

Name: Rebekah Berthold

Date: Days 6 and 7 of unit.

Curriculum/ Course:

English Language Arts

Grade Level(s): 7th

Time/ Period: N/A

Materials:

15. Laptops

16. Paper for writing

17. Assignment sheet for the essay (passed out previously; would also be available on the class website/blog/Google Classroom.)

18. Writing utensils

19. Highlighters (optional)

20. Copies of the text from class that they will be analyzing.

21. Teacher Only: Peer Review Grading Sheet (use as a checksheet while I circulate during peer reviews)

Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)

Standards Alignment
Create a table line for each standard			Objectives (both ABCD with teacher language and “I Can” with student language)				Appropriate Assessment(s) (formative and/or summative)
Content Standards: 7. Draw evidence from literary or informational texts to support analysis, reflection, and research. 8. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Write arguments to support claims with clear reasons and relevant evidence.			11. While writing their literary analyses, seventh-grade students will incorporate at least two to three pieces of text evidence for each of their body paragraphs. Student Language: I can include at least two to three pieces of text evidence in each of my body paragraphs. 12. While conducting their literary analyses, seventh-grade students will write in a clear and coherent manner that facilitates audience understanding. Student Language: I can write in a way that is understandable and clear. 13. While conducting their literary analyses, seventh-grade students will support their arguments with relevant evidence and clear reasoning/connections between their analysis and their evidence. Student Language: I can use relevant evidence and clear reasoning to support my analysis of a text.				Students will come to class with at least three completed body paragraphs for their literary analysis.
Technology Standards MiTecs/ISTE 1. Students articulate and set personal learning goals , develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes			1. While engaging in writing workshop and peer reviews, seventh-grade students will use Google Drive or Microsoft Word to help them work through the learning process associated with writing their essays.				1. This will be informally assessed through observation during Writers’ Workshop. Seventh-grade students will use Google Drive or Microsoft Word to type their essays and to provide feedback to one another.
SEL Competencies 7. Analyze ways their behavior may affect the feelings of others and adjust accordingly. 8. Provide support and encouragement to others in need. 9. Accept and show respect for other people’s opinions.			4. While engaging in peer reviews/writing workshop, seventh-grade students will demonstrate respect for one another’s opinions of their writing. 2. While engaging in peer reviews/writing workshop, seventh-grade students will provide one another with supportive and encouraging feedback.				This will be assessed using the Peer Review Grading Sheet, which will be completed during my observations of students during the Writing Workshop.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
We will discuss their body paragraph assignments and, as a class, students will reflect on their writing process, as well as draw connections between their body paragraph assignment and their larger essays. This will be done in small groups, and then groups will share. Instructions will be projected on the board.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be doing? Identify the core teaching practice(s) and SEL competencies utilized)
I will remind students that we will be doing peer reviews, and we will briefly review norms for effective peer reviews. Each student will review the papers of two of their peers. Students will choose their own peer review partners, but they must choose partners who have a similar amount of their essay written. This will help ensure that one partner is not doing significantly more work than the others. Papers will be reviewed on laptops using either Google Docs or Word. I will model for students how to add comments to documents on each platform. Students will complete the peer review sheets for their partners’ papers, as well as add comments to the documents themselves. Students will discuss their writing with their peer review partners. I will meet with students individually and in their small groups to discuss their papers with them, to read their writing, and to provide feedback. These meetings will include open-ended questions about students’ writing, as well as support for students’ critical thinking. Homework: Students will work on revising their essays, using the feedback they received during the peer reviews. Core Teaching Practices: 5. Setting up and managing small group work. 6. Checking student understanding during and at the conclusion of lessons. SEL Competencies: 7. Analyze ways their behavior may affect the feelings of others and adjust accordingly. 8. Provide support and encouragement to others in need. 9. Accept and show respect for other people’s opinions.
Extension Activities:
N/A
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of the lesson.
Before they leave, students will have a chance to ask any questions about their papers, and I will share anything that I noticed while I was meeting with students individually that I think would be important for the whole class to know. Students will also share any feedback from their peer reviews that they found to be particularly helpful.
Diversity/Equity/Inclusion/Belonging
Whole group						Individual
Differentiation						Accommodations			Modifications (if needed)
Instruction Content/Activity/Product/Environment; Students were able to use writing strategies and techniques that worked for them and their unique approaches to writing. Students were also permitted to choose their own peer review partners.		Student Readiness/Interest/Learning Profile/Affect Students were able to write about a topic and a text that they were interested in.			If needed, students will be provided with additional guidance as they conduct their peer reviews. This may involve giving review partners prompts for what they should look for in their partners’ papers, or prompts regarding how they might respond to their partner’s writing. For students who have trouble with different aspects of social interaction (ie; social anxiety), they will be permitted to work with a smaller number of classmates. Or, I will facilitate these interactions more closely.			N/A
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples. Peer reviews allow students to develop an appreciation for a diversity of approaches to writing, as well as expand their understanding of how their personal bias regarding writing strategies and styles may influence how they respond to the writing of others.
Technology
Integration of technology for designing and/or delivering the Lesson	Select the appropriate ISTE Educator role(s) you used to design digital experiences: 36. Learner 37. Leader 38. Citizen 39. Collaborator 40. Designer 41. Facilitator 42. Analyst			For each ISTE Educator role you selected, provide a description explaining how you played this role(s). I used technology to design the lesson and I would act as a collaborator by working with students through platforms such as Google Docs or Word, to help them as they conducted peer reviews.
Student technology experiences during the lesson	Select the appropriate ISTE Student role(s) students will use: 36. Empowered Learner 37. Digital Citizen 38. Knowledge Constructor 39. Innovative Designer 40. Computational Thinker 41. Creative Communicator 42. Global Collaborator			For each ISTE Student role you selected, provide a description explaining when/how the students will be in this role(s) Students will use Microsoft Word or Google Drive to type their essays and to provide typed feedback to one another.
Reflection/ Teacher Notes:

Lesson 9

Ferris State University

Lesson Plan Template

Lesson Information

Name: Rebekah Berthold

Date: Days 8, 9, and 10 of the unit. Day 10 will likely be a Friday, so that students have the weekend to complete their literary analysis final draft by Sunday night.

Curriculum/ Course: English Language Arts

Grade Level(s): 7th

Time/ Period:

N/A

Materials:

1. Peer review sheets

2. Each student will need their essay rough draft

3. Laptops

4. Writing utensils

5. Paper to write on

6. Each student will need a copy of the text they are analyzing

Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)

Standards Alignment
Create a table line for each standard			Objectives (both ABCD with teacher language and “I Can” with student language)				Appropriate Assessment(s) (formative and/or summative)
Content Standards: 1. Draw evidence from literary or informational texts to support analysis, reflection, and research. 2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3. Write arguments to support claims with clear reasons and relevant evidence.			14. While writing their literary analyses, seventh-grade students will incorporate at least two to three pieces of text evidence for each of their body paragraphs. Student Language: I can include at least two to three pieces of text evidence in each of my body paragraphs. 15. While conducting their literary analyses, seventh-grade students will write in a clear and coherent manner that facilitates audience understanding. Student Language: I can write in a way that is understandable and clear. 16. While conducting their literary analyses, seventh-grade students will support their arguments with relevant evidence and clear reasoning/connections between their analysis and their evidence. Student Language: I can use relevant evidence and clear reasoning to support my analysis of a text.				Summative: Students will write a literary analysis essay. This essay will serve as the culminating activity for the unit.
Technology Standards MiTecs/ISTE 1. Students articulate and set personal learning goals , develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes			1.While revising their essays, seventh-grade students will use Google Drive or Microsoft Word to help them work through the learning process associated with writing their essays.				1. This will be informally assessed through observation during Writers’ Workshop. Seventh-grade students will use Google Drive or Microsoft Word to type their essays and to provide and receive feedback on their papers.
SEL Competencies 1. Describe and evaluate action steps for achieving short-term and long-term goals, utilizing instructional, community, and external supports.			1. While revising their literary analysis essays, seventh-grade students will set short-term revision goals for themselves as writers. 2. While revising their literary analysis essays, seventh-grade students will use external supports in the classroom, including peers and the teacher, for support.				1. This will be informally assessed through observation during the lesson.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
I’ll begin the lesson by asking students if anyone has any final questions or concerns about their essays. I will explain that this class period will serve as a final work day for them to complete their literary analysis essays. I will also let students know that I will be conducted student-teacher mini-conferences and meeting with each student during the class period.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be doing? Identify the core teaching practice(s) and SEL competencies utilized)
This lesson will be the students’ final in-class workday for their literary analysis essays. Students will work independently, as well as seek and receive feedback from peers and from the instructor. I will hold brief individual conferences with each student to answer any last-minute questions students have or respond to any last-minute concerns about their papers. These individual conferences will include prompting students’ crucial thinking through my responses to their work, as well as include open-ended questions that guide students to find their own solutions. Individual conferences and meetings with students to answer questions, provide feedback, etc. will be used as checks for understanding in this lesson. I will remind students to use the rubric and the assignment sheet as a reference while they are editing/revising/writing their final drafts. I will also remind students to use the feedback they received from their peers on their Peer Review Sheets. By the end of Day 10 of the unit (a Friday), students should be ready to submit their final literary analysis drafts. These final drafts will be turned in at the beginning of class the following Monday, in case students need extra time over the weekend to finalize their writing. This final essay will serve as the culminating activity for the unit. As a public product, these final essays will be posted online, on the Google Classroom/class website for each class. Core Teaching Practices: · Eliciting and interpreting individual students’ thinking. · Explaining and modeling content, practices, and strategies. · Setting up and managing small group work. · Checking student understanding during and at the conclusion of lessons. · Selecting and designing formal assessments of student learning. · Interpreting the results of student work, including routine assignments, quizzes, tests, projects, and standardized assessments. · Providing oral and written feedback to students. SEL Competencies: · Describe and evaluate action steps for achieving short-term and long-term goals, utilizing instructional, community, and external supports.
Extension Activities:
If students would like, they could conduct another brief literary analysis of a different text, after they have completed their main paper.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of the lesson.
I will conclude the lesson by asking students if they have any final questions about their papers and reminding them of the paper’s due date.
Diversity/Equity/Inclusion/Belonging
Whole group						Individual
Differentiation						Accommodations			Modifications (if needed)
Instruction Content/Activity/Product/Environment; Instruction is differentiated through the use of one-on-one conferences between myself and my students. The intention of using individual conferences as the primary method of instruction for this lesson was to provide all students with individualized, differentiated instruction.		Student Readiness/Interest/Learning Profile/Affect This literary analysis essay builds on students’ interests by allowing them to choose a topic of analysis that is interesting and engaging for them. Further, this assignment also allows them to choose a text they are interested in. The literary analysis assignment (see assignment sheet) also adheres to students’ readiness by providing them with a minimum number of required pieces of text evidence for each body paragraph, but allowing them to use more, if they feel ready to do so. Further, this culminating assignment also differentiates by readiness by allowing students flexibility in how much analysis they include in their essays. Some students will be ready to include more analysis than others, and students will vary (by readiness) in the depth of analysis they are able to provide.			If necessary, students will be provided additional time and additional scaffolding support as they work to complete their papers. This may involve the use of graphic organizers for students who need help with putting their thoughts in writing, or the use of speech-to-text software, for students who need help with writing, from a physical standpoint.			N/A
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples. Literary analysis provides an opportunity for students to reflect on the ways that their personal experiences, attitudes, backgrounds, etc. influence how they interpret situations. Working on revisions with partners also allows students to be exposed to a diverse array of approaches to writing.
Technology
Integration of technology for designing and/or delivering the Lesson	Select the appropriate ISTE Educator role(s) you used to design digital experiences: 43. Learner 44. Leader 45. Citizen 46. Collaborator 47. Designer 48. Facilitator 49. Analyst			For each ISTE Educator role you selected, provide a description explaining how you played this role(s). I facilitated students’ use of technology by requiring them to use Word or Google Docs to write, revise, and peer review papers.
Student technology experiences during the lesson	Select the appropriate ISTE Student role(s) students will use: 43. Empowered Learner 44. Digital Citizen 45. Knowledge Constructor 46. Innovative Designer 47. Computational Thinker 48. Creative Communicator 49. Global Collaborator			For each ISTE Student role you selected, provide a description explaining when/how the students will be in this role(s). Students used technology such as Google Docs or Word to write, revise, and peer review papers.
Reflection/ Teacher Notes:

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Lesson Design and Delivery: 7th Grade Literary Analysis Unit Plan

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