5300 Module 8 Summative Lesson Plan plus Commentary and Reflection

10th Grade English (ELL)

State standards: Include both the reference 9-10.W.1 - Write arguments in a variety of forms that:
number of the standard(s) and the full text of the
standard:
a. Introduce claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.

b. Use rhetorical strategies to enhance the effectiveness of the claim.

c. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.

d. Use effective transitions to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.

e. Establish and maintain a consistent style and tone appropriate for the purpose and
audience.

f. Provide a concluding statement or section that follows from and supports the
argument presented. (E)

Learning Outcome: Students compose writing and presentations for various genres which
demonstrate a command of English grammar and usage through the writing and research
processes; compositions will include correct use of standard formatting (e.g., MLA, APA) with
correctly cited sources.

3-5 Objectives (Bold verbs and note Bloom’s 1. The students will formulate a clear thesis that will be supported with
level. Each objective should have one verb as its evidence in the body paragraphs. (Create)
focus. At least two of the objectives are related to
the two highest levels of Bloom’s higher-order 2. The students will clearly explain their position in the assignment. (Create)
thinking: Evaluating or Creating.) 3. The students will apply ethical, logical, and emotional appeals in their writing.
(Apply)
4. The students will organize their thoughts in their essay in a logical and
coherent manner. (Create)
5. The class will debate counter arguments to their positions. (Analyze)

Learning Theory: Social Constructivism: I believe that students will learn best as they are working
together to explore a topic and create something new.
Lesson Warm-Up: I will ask the students an introductory question: what does quality of life mean?
Instructional Strategies: (including at least two I will lead students through a discussion on what factors contribute to a good quality
high-yield strategies from the module readings)
of life, making sure to write them on the board as students provide their answers. I
will give immediate feedback on their answers while doing my best to get them to
think deeper about the subject.
Materials: Students will refer to the project example hanging in my classroom, as well as the
textbook we have been using (World English 3). This text has all of the necessary
vocabulary.
Lesson Closure: After compiling the students’ list on the board, we will talk briefly about whether or
not such a place exists. This will lead to my introduction of their
assignment/homework.
Homework or Reinforcement: Students will write a persuasive essay on the topic of the quality of life as it relates to
where we live. They will write one page comparing the benefits of living in an urban
setting vs a suburban or rural setting.
Formative Assessment: 3 Things
List 3 things that a fellow student might misunderstand about the topic.
Hand in, pass out
Ask students questions, have them respond on notebook paper anonymously. Students then
hand their papers in. Teacher immediately, randomly gives them back to students for grading.
Students get practice grading others work, but shouldn't know who is who. Teacher then
takes informal poll about how many
questions students answered correctly.

Summative Assessment: My Ideal City

We have been talking about the "quality of life" where we live, and how to improve
it. We will be creating an ideal city that you think would have a great quality of life.
Consider the following things when designing your city:

.:Part 1:.

Draw a map of your ideal city, making sure to consider the following aspects:

 Big? Small?
 Urban, suburban, rural?
 Stores?
 Schools?
 Police? Fire station? Post Office?
 Green spaces? Parks?
.:Part 2:.

Write a short essay (3 paragraphs) describing the ideal city you have drawn. Be sure
to talk about what the city is like and why you have included the buildings/spaces
you have drawn. Write about how the city you have drawn is similar or different
from where you live now. Do you think there is a real city like this somewhere, or is
 your ideal city completely imaginary?

Commentary & Reflection

Commentary: Write a commentary that This is an actual lesson I am in the process of teaching to my students. I got the idea
addresses your rationale for the decisions you
made for the components included in the lesson for this lesson from an excellent teacher that I co-taught with last semester, which
plan. Think about this as the thinking that allowed me to see not only an effective way to execute the lesson, but it’s relevance
supports your choice of lesson plan to the standards we are teaching as well. The discussion with the students gives
components.
them a chance to work together to come up with ideas; the writing component lets
them explain their rationale for the items they included on their map; the map itself
gives them a chance to be visual and creative.
Reflection: Summarize what you have learned in I’ve learned a lot from this course, with my biggest takeaway being the theory of
this course.
lesion planning itself. The idea of having a warm-up leading into the lesson, as well
as accurate assessment of the students’ knowledge. It’s not about getting through
the material; if there aren’t clearly stated objectives that we are shooting for, then
how can we expect the students to arrive at the destination? How do we even know
what that destination is with a goal?