lesson plan write up

1. EDSU 532
EFFECTIVE LITERACY INSTRUCTION FOR SINGLE SUBJECT CANDIDATES
SCAFFOLD READING/WRITING LESSON PLAN (40 points)
Teacher Candidate:Jean Hilton
Subject Matter Content: English Language Arts
Grade Level: 9th Grade
PLANNING PHASE
Background: Class is finishing reading Oliver Twist and Preparing to write their first complete
essay of the semester.
Content Preparation: Focus on care available for Orphans around the world and the lack of
care and mentoring as they become adults.
Duration:Three weeks
Content Area Standard(s):
Literary Analysis 3.0- Students read and respond to historically or culturally significant
works of literature that reflect and enhance their studies of history and social science.
Writing 1.0 - Write coherent and focused essays that convey a well-defined perspective
and tightly reasoned argument. The writing demonstrates awareness of audience and
purpose.
Student Learning Objectives:
At the end of this lesson, students will be able to identify personally meaningful themes and
provide supporting data.
At the end of this lesson, students will be able to demonstrate understanding of the structure and
content of a well-supported essay.
At the end of this lesson, students will be able to demonstrate understanding of what support and
preparation are needed for all young people to enter adulthood.
At the end of this lesson, students will be able to determine their grade point average and the
impact of their grades on college entrance.
Content objectives:
Writing Strategies 1.3, 1.5 and 1.6
Use clear research questions and suitable research method to elicit and present evidence
from primary and secondary sources.
Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found.

2. Integrate quotations and citations into a written text while maintain the flow of ideas.
Content Vocabulary/Concepts
Orphan
Shelter
Grant
Mentor
Vocation/Avocation
College
GPA
Paragraph
Source
Material and Resources
Notes from student reading of Oliver Twist.
Computer Lab Time
Map of the world with number of orphans in each country posted
Timeline for demonstration of severity of problem in time format
Study guides for every five chapters
Graphic Organizers-
Personal Goal Sheet
GPA Determining Activity
Essay structure Graph
ReQuest Question Lists
On-Line Bibliography FormatSheet
IChart Graphic
INSTRUCTIONAL PHASE
Pre-Reading Strategies & Rationale:to prepare for reading this text, Oliver twist, a
presentation of the timeline showing the frequency of orphans entering society without having
family structure or having had a bridge to adulthood is shown. The next slide is a map of the
incidences of orphans in differing countries around the world. These two visual images will lead
to a text appetizer from our target book, Oliver twist. Strategies from request will be used as
students work together in twos to develop questions about the life of orphans in the past. These
questions will be used later in discussion.
These strategies will be used to engage the students in the realities of the life of orphans today.
As the students read they’ll be asked to keep notations about moments or quotes that are
meaningful to them as they explore the difficulties of children trying to live without parents. The
request questions will be the first page in their annotation binder for this book.

3. My rationale for these strategies is that affective understanding of the global crisis of orphans
will bring this fictional writing to life for them. Oliver’s daily challenges will become more
meaningful to them in light of the understanding of what is happening today. Competent
preparation for essay writing in the unit will be enhanced through annotation of quotes as they
read.
During Reading Strategies & Rationale: Study guides will be provided throughout the reading
of this book with open ended, interactive short answer questions to scaffold deeper thinking.
Small group discussions and presentations will be held throughout the project. A day of
computer research will be provided near the end of the book. During this day of internet research
students will find current information about the services and funds and experiences of orphans
throughout the world. A prior demonstration will be made of the appropriate way to create a
bibliography or research trail to properly document sources as the students research the topics.
These thinking questions will be posed to encourage the students to face the difficulties of
dealing with so many orphans under the specific events in the book. These challenges are
demonstrated through the character interactions, themes, imagery, and other literary techniques
that they encounter in their reading.
More in-depth research about current issues on the topic will serve to engage the students in the
problems of this population. It will cause them to look more deeply at the issues addressed in the
reading and in a more emotionally pertinent way. Proper annotation skills will be demonstrated
at the beginning of this day of research and as the students read to provide the raw material that
is meaningful to the students before writing activities begin post reading.
Post-reading Strategies & Rationale:
A small group discussion activity to complete an Ichart regarding the problem of orphans then
and now will help the students identify the specific deficiencies in the lives of orphans during the
days of Oliver twist and in our world today. A simple graph of those challenges that occurred
most frequently in the group discussion will serve as review at the end of the group discussion
activity. This is a springboard activity to move into some hands-on essay writing experiences.
The basic organizational structure of an essay will be another day activity. With the general
outline, students will be able to “plug in” information from the earlier day of Internet research
and from their reading annotations. Using these two sources and working individually, students
will fill out the basic structure for their future essay. Development of their overall thesis,
however, will be done in a larger group setting with small group interaction. Direction will be
given for the students to compare and contrast the plight of Oliver with modern-day orphans as
the foundation for their thesis. After having researched and read the students will have ample
information in this thesis development activity will allow them to make some decisions and
prioritize the data in a meaningful way.

4. A final expansion activity will be to make it personal. These orphans do not have adults to bridge
their entrance into the world, and a discussion about what bridges adults provide will be a
springboard to a Quick Write activity. We’ll review the challenges listed on the earlier day with
the Ichart, and of course one will be about modeling for future success. From you all talk about
what their goals are for their futures and how college works into their plans. Students will pair
share their collegiate goals. Then the graphic organizer about goal setting will be completed and
reviewed. Again, with a partner, students will look up the requirements for entrance for their
college of choice. Pertinent information such as how a student determines his own GPA and
what other requirements are helpful for college acceptance will be presented and discussed. A
graphic organizer will be used to give students sample experiences with these calculations. This
will all lead to the need for a short and tightly woven personal essay for their college application.
This experience should help students see the practical relevance of essay writing skills. Quick
Write essay writing for their mock college application will serve as an interactive experience
with the basic structural components and the need for supporting evidence.
Closing:
The closing experience for this unit is also the summative assessment. Students will have
researched and analyzed current information, practiced structured essay writing in a small
setting, and completed proper outlining in preparation for this summative assessment. Each of
these serve as a formative assessment as well. Each step also serves as a scaffold for the next to
build meaningful context.
Formative and Summative Assessment:
The closing experience for this whole literary journey with Oliver Twist will be the completion
of their persuasive essay. Students will be prompted that they are convincing a room full of
wealthy investors to support activities that will bless the lives of orphans somewhere some way.
The basic essay structure will give students three topics or three pleas with which to reach their
target audience. Their goal will be to persuade these investors to make specific changes through
financing. This authentic assessment will also reinforce the plight of others, the power of the
well supported discussion point and the vital need for good writing skills.Appendix A is the
graphic organizer that would be used for a sample essay structure comprehension assessment.
Reading: the unit includes reading both the classic literary work of Oliver twist and modern
Internet research of current data.
Writing: students will practice and expand their writing skills through annotating their reading
and their research, writing request questions, writing both preparatory essay outlines, essays and
quick write essays for practice.
Speaking:although there will be lots of discussion throughout this unit, the major events include
sharing their lists of most pertinent deficits in the lives of orphans then and now with each other
and with the class, and discussing their goals and their challenges.
Listening:students will need to listen to the teacher near the beginning to understand the breadth
and scope of the orphan issue and to understand process directions for annotations and research
skills. Students will also need to listen to each other to help graph the issues that appeared most
frequently within the themes developed in small group activities.

5. Kinesthetic Experiences:graphing each other’s opinions and the frequency with which they
appeared and annotating as they read are kinesthetically interactive portions of this unit.
Hands-on Experiences:researching meaningful data about orphans today, working out GPAs,
both random and personal, and researching the specific requirements of their school of choice.
Appendix A-1 Written on Board
Thesis statement
Why statement with three elements included
Paragraph 1- example: How many kids end up involved in crime
Quote 1- Foster care research
Quote 2- OT quote
Quote 3- Quote from either source
Paragraph 2 - example: How many of them leave the system without a family or adult
support.
Quote 1- Foster care research
Quote 2- OT quote
Quote 3- Quote from either source
Paragraph 3- example: Orphaned kids throughout the world don’t have enough food to eat
Quote 1- Foster care research
Quote 2- OT quote
Quote 3- Quote from either source
Summary Statement