Subject: ELA
Lesson Topic: Book introduction
Candidates Name: Alison Hutchins
Site Supervisor: Michael Waldinger (Paula Gibbons) University Supervisor: Martie Omeara
Introduction: (Identify relevant IEP goals and Content Standards, CSTP, focus learner, create
bridges from past learning, behavior expectations, provide rationale)
Learning Expectations:
CA Content Standards and CSTP:
CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a
text and analyze its development over
the course of the text; provide an
objective summary of the text.
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with
clear reasons and relevant evidence.
Standard 1: Engaging and supporting all
students in learning
Standard 2: Creating and maintaining
effective environments for all learners
TPE 1, 2, 4, 5. Focus on TPE 2
Focus Learners, EL Level, & Relevant IEP
Goals:
Select students are EL, although.
Many students have IEP goals directly tied to
ELA. Goals include reading, comprehension,
and writing goals. The lesson will address
goals for a large number of students.
Additionally behavioral IEP goals on areas
such as attending, flexibility, impulsivity, task
initiation, and tolerance also apply to our
lesson. Reading and writing are non-prefered
task for a number of students.
Grade: 7th (Period 3)
Rationale:
This lesson primarily reaches the CCSS
standard 7.ELA.Lit.RL.7.2 and
7.ELA.Lit.W.7.1. Students recently finished a
novel, The Best (Worst) Halloween Ever, and
will work on a paper discussing the novel.
This class has a current enrollment of twelve
students. The class is motivated by class
Dojo points and positive reinforcement. Some
students greatly enjoy class participation
while others are much more reticent.
Students tend to look for the teacher and aide
for guidance and appear to have some
hesitation for attempting activities that have
not previously been explicitly modeled.
Additionally several TPEs will be
demonstrated. In particular, TPE 2, will be
emphasized because it is important that the
environment is effective for all students. The
classroom set up naturally favors students
who enjoy class participation and our
comfortable sharing ideas or reading out loud.
A challenge in this classroom is to ensure the
environment is effective for all students.
Additionally, one student is reading far below
his peers in this class. While overall these
students are reading below grade level, the
other students in the class can access the
texts provided. This student is still working on
CVC words and does not appear engaged in
the story when it is read out loud to him. The
district is attempting a one-on-one aide to
help modify his behavior. I am working on
having him as engaged as possible in the
lesson.
This lesson was designed being mindful of
students EL levels and IEP goals.
Information will be presented using multi-
sensory approaches such as auditorily and
 Create Bridges from Past Learning: lesson
draws upon previous class periods spent
reading The Best/Worst Halloween Ever in
class. Additionally this writing activity will tie
to the Literature study on the short story, La
Llorona.
Behavior Expectations: students will remain
seated unless asked to leave seats, use
appropriate noise levels based upon the
activity, students will respond to call and
response if noise level becomes excessive.
Students will follow directions, following
prompts, reading along with their book when
necessary, finding key text, sharing ideas,
participating in classroom expectations, or
participating in individual, small group, or
whole class work.
2. Learner Outcomes/Objectives: (What will students learn from this lesson? How will you
measure mastery of the outcome? Include objective and subjective data to show outcomes.)
Students will engage in a writing activity
demonstrate adequate comprehension of the
book, The Worst Halloween Ever.
Additionally, students will use previously
identified component of the book such as
genre, theme, characters, rising action, and
plot. Students will be judged on their ability to
find evidence and write arguments to support
claims,
3. Pre-assessment activity: (determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
visually. There will be some far point copying,
however students have the opportunity to sit
closer to the board or receive a copy of the
notes if necessary.
Strategies used to engage EL students
include activating background knowledge with
the minute math, pre-teaching academic
vocabulary, purposeful grouping in a
heterogeneous classroom, and the
development of a safe space to practice their
language skills. Strategies for reflecting
needs based upon IEP goals include frequent
checks for understanding, visual aids, verbal
and nonverbal reminders to stay on tasks,
and placement of students neer peer models.
This activity will directly tie into previous
learning.
Behavior expectations are crafted to provide
an effective learning environment for all
students. Off topic comments especially those
that reflect a negative self-worth and a fixed
mindset have been shared during previous
lessons aimed to distract others is something
we are specifically working on. This is
something we are actively working on to
ensure our students will view class through a
growth mindset.
Rationale: In line with seventh grade
California Common Core State Standards
and a school-wide writing initiative, students
will work to write arguments to support claims
with clear reasons and relevant evidence.
This is a skill students will build upon
throughout the year.
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development.)

Students recently completed a literature study Rationale:

of a short story, La Llorona. Through
completion of a similar unit, teachers were
able to gauge students abilities. These
activities allowed us to determine students
ability for a longer book study activity.
Additionally, students read through this book
and participated in class discussions were
students were able to demonstrate
understanding of the text.
Students linguistic background, academic
language abilities, content knowledge and
other factors helped guide our assessment of
students ability to succeed in this activity and
the needed supports. Additionally this book
was assessed to be of interest based on the
students linguistic background and social and
emotional development. Last year, Mrs.
Gibbons had her eighth grade students read
another book by the same author and all
students reported that they really enjoyed
reading books by this author.

4. Differentiation, adaptations & accommodation strategies: (Based on the IEP goals, pre-
assessments, modify Learning Activities based on learner characteristics to meet the needs of
all students including ELL, special needs students, highly achieving students and low achieving
students).

Students will be provided with a seasonally Rationale:

appropriate book at a reading level in line with Students will write a paper based on this book
their instructional reading level. with guidance from the teacher, support staff
and fellow classmates. This will provide
Students will practice writing throughout the scaffolding as students are able to write per
year employing an I do, we do, you do the district guidelines with increasingly
method. Slowly, the students will gain more greater independence.
independence during writing activities.

Several students are EL and identified

disabilities include specific learning
disabilities, other health impairments, autism
spectrum disorder.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
level)

Rationale:
-Book, The Worst Halloween Ever Students will use resources created
-Literature folder throughout the reading of the book to begin
-index cards writing a paper.
-pencils
 -paper
-Chromebooks

6. Learning Activities: Explicit teacher instruction - (Explain, Model, Demonstrate, Check for
Understanding)

Teachers will explain the parameters of the Rationale:

activity and provide explicit guidance on what
is expected. Some of the writing will be done
employing an I do method where students
will watch the teacher model essay writing.
The students need explicit teaching in the
expectations for the literature unit. The
students did a study of a short story, La
Llorona, but this will be the first book read
together as a class.

7. Learning Activities: Guided Practice / Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Students will engage in guided practice Rationale: the district has very specific
through as they work together to write an expectations for how they want students to
essay. write papers. Guided practice will help
students achieve the desired objective.

8. Independent Practice: (provide practice that supports the learning outcome. Note:
independent activities are assigned assuming that students understand the concept well enough
to work on their own)

Students will participate in activities where Rationale: students will take ownership of
they get to contribute ideas to their paper their writing through sharing ideas.
analyzing this book. Additionally students will
be responsible for writing down any shared
ideas.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students. Link the assessments to the
stated Student Outcomes.)

Informal data will be collected throughout the Rationale:

lesson. Frequent checks for understanding
will be employed. Additionally, we will check
that students are familiar with standard
conventions of books such as title, author,
and table of contents. Student participation,
Frequent checks for understanding tie in with
students IEP goals and provide opportunities.
Additionally we want to evaluate students
progress between the first writing assignment
and the second major writing assignment.
 engagement, and behavior will be evaluated.
We will also check to ensure how much
students remember from their previous writing
assignment with similar parameters.

10. Closure: (Describe how students will reflect on what they have learned.)

As part of the class discussion on the book, Rationale:

students will receive questions to gauge how
they felt writing the second major assignment
as different from the first.
Students will use steps such as activating
background knowledge and introductions to
lead future learning. They will also physically
use elements such as the index cards and
literature folders throughout the unit. A strong
foundation of pre-reading will increase
comprehension throughout the reading.

11. Lesson reflection/assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from the lesson? Who
needs additional help? Who needs enrichment or higher level work?)