TEXAS WESLEYAN UNIVERSITY LESSON PLAN FORMAT

Domain- Lesson Plan Components

Dimensions
Planning 1.1-Standards Lesson Objective(s): (what students will learn: a measurable action: NOT lesson Formative assessment(s): (for knowing IF students learned each objective & how
and Alignment activity or task) and Importance of objective(s) to (content: (value to deeply learned)
Planning 1.2-Data and students; reason for learning) Students will turn in their example of a memoir so that I am
Assessment
Planning 1.3-
Students will be able to create an example of a memoir with able to see what they comprehend about this type of literary
Knowledge of Students 70% accuracy. nonfiction genre.
Planning 1.4-Activities Importance of objective(s) to content: (value to students; reason for
Instruction 2.2-Content learning)
Knowledge and Students will be able to read and respond to examples of
Expertise
Instruction 2.5-Monitor
memoirs to get an idea of how to create their own memoir.
and Adjust TEKS and ELPS (written out)
Learning Environment
3.3- Classroom Culture TEKS: ELPS:

(1)  Developing and sustaining foundational language skills: (2) Cross-curricular second language
listening, speaking, discussion, and thinking--oral language. acquisition/listening.
The student develops oral language through listening,
speaking, and discussion. The student is expected to: The ELL listens to a variety of speakers including teachers,
peers, and electronic media to gain an increasing level of
(A)  listen actively, ask relevant questions to comprehension of newly acquired language in all content
clarify information, and make pertinent areas. ELLs may be at the beginning, intermediate, advanced,
comments; or advanced high stage of English language acquisition in
listening. In order for the ELL to meet grade-level learning
(6)  Comprehension skills: listening, speaking, reading, expectations across the foundation and enrichment
writing, and thinking using multiple texts. The student uses curriculum, all instruction delivered in English must be
metacognitive skills to both develop and deepen linguistically accommodated (communicated, sequenced, and
comprehension of increasingly complex texts. The student is scaffolded) commensurate with the student’s level of English
expected to: language proficiency. The student is expected to:
(A)  establish purpose for reading assigned and (C)  learn new language structures, expressions, and
self-selected texts; basic and academic vocabulary heard during
classroom instruction and interactions;
(B)  generate questions about text before, during,
and after reading to deepen understanding and (E)  use visual, contextual, and linguistic support to
gain information; enhance and confirm understanding of increasingly
 (C)  make and correct or confirm predictions complex and elaborated spoken language;
using text features, characteristics of genre, and
structures; (I)  demonstrate listening comprehension of
increasingly complex spoken English by following
(E)  make connections to personal experiences, ideas directions, retelling or summarizing spoken messages,
in other texts, and society; responding to questions and requests, collaborating
with peers, and taking notes commensurate with
(H)  synthesize information to create new understanding content and grade-level needs.

(11)  Composition: listening, speaking, reading, writing, and (3) Cross-curricular second language
thinking using multiple texts--writing process. The student acquisition/speaking.
uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The The ELL speaks in a variety of modes for a variety of
student is expected to: purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency
(A)  plan a first draft by selecting a genre for a and accuracy in language arts and all content areas. ELLs
particular topic, purpose, and audience using a may be at the beginning, intermediate, advanced, or advanced
range of strategies such as brainstorming, high stage of English language acquisition in speaking. In
freewriting, and mapping; order for the ELL to meet grade-level learning expectations
across the foundation and enrichment curriculum, all
(B)  develop drafts into a focused, structured, and instruction delivered in English must
coherent piece of writing by:
be linguistically accommodated (communicated, sequenced,
(ii)  developing an engaging idea with and scaffolded) commensurate with the student’s level of
relevant details; English language proficiency. The student is expected to:
(C)  revise drafts to improve sentence structure (E)  share information in cooperative learning
and word choice by adding, deleting, combining, interactions;
and rearranging ideas for coherence and clarity;
(J)  respond orally to information presented in a wide
(12)  Composition: listening, speaking, reading, writing, and variety of print, electronic, audio, and visual media to
thinking using multiple texts--genres. The student uses genre build and reinforce concept and language attainment.
characteristics and craft to compose multiple texts that are
meaningful. The student is expected to:
(4) Cross-curricular second language acquisition/reading.
(A)  compose literary texts such as personal
The ELL reads a variety of texts for a variety of purposes
narratives and poetry using genre characteristics
and craft; with an increasing level of comprehension in all content
areas. ELLs may be at the beginning, intermediate, advanced,
or advanced high stage of English language acquisition in
reading. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student’s level of English
language proficiency. For Kindergarten and Grade 1, certain
of these student expectations apply to text read aloud for
students not yet at the stage of decoding written text. The
student is expected to:

(I)  demonstrate English comprehension and expand

reading skills by employing basic reading skills such
as demonstrating understanding of supporting ideas
and details in text and graphic sources, summarizing
text, and distinguishing main ideas from details
commensurate with content area needs;

(5) Cross-curricular second language

acquisition/writing.
The ELL writes in a variety of forms with increasing
accuracy to effectively address a specific purpose and
audience in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high
stage of English language acquisition in writing. In order
for the ELL to meet grade-level learning expectations
across foundation and enrichment curriculum,
all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and
scaffolded) commensurate with the student’s level of
English language proficiency. For Kindergarten and
Grade 1, certain of these student expectations do not
apply until the student has reached the stage of generating
original written text using a standard writing system. The
 student is expected to:

(B)  write using newly acquired basic vocabulary and

content-based grade-level vocabulary;

(F)  write using a variety of grade-appropriate sentence

lengths, patterns, and connecting words to combine
phrases, clauses, and sentences in increasingly accurate
ways as more English is acquired

Domain-
Instructional Procedures (Time) Materials Differentiation/Accommodations
Dimensions
Planning 1.3- Anticipatory set: (the “set-up” to capture students’ interest AND activate their prior 5-10 min -PowerPoint
Knowledge of Students knowledge)
-Video
Instruction 2.2-Content PowerPoint Presentation explaining memoirs recording
Knowledge and
Expertise
Small video of Riley’s Memories from Inside out
Instruction 2.1- Sequenced instructional strategies/procedures/activities: (include actions -Book or  Simple conversations
Achieving Expectations of teacher & students; explanations, scaffolding, modeling, questions, grouping
Instruction 2.2-Content structures, management, etc.)
passage from  Pre-teach Vocabulary
Knowledge and the book  Provide phrases or
Expertise -Core simple sentence frames
Instruction 2.3- Read When I Was Young in The Mountains by Cynthia 10-15 memories  Wait time
Communication Rylant min web
Instruction 2.4- 1. Discuss what stood out about the memoir.  Extra time for complex
Differentiation -Memoir Material or
Learning Environment 2. Allow students to share their thoughts. Graphic
3. Responding to memoirs: Assignments
3.1-Classroon 5 min Organizer
Environment, routines  How does the title invite you as a reader?  Model pronunciation
-Final draft
and Procedures
 Does it fit the story?  Model Writing
writing Paper
Learning
4. Have students brainstorm some memories they 10-15  Model Reading
Environment 3.3- -Writing
Classroom Culture would like to write about on Core Memories web. min journal  Clarification of words
5. Allow students to pick out one of these memories 15-20 or phrases
and have them organize their thoughts using the min  Oral translation
Memoir Graphic organizer  Bilingual dictionary or
 6. Once they organize their thoughts allow for the 30-35 glossary
student to write down their first draft on writing min  Clarify directions
journal.
7. When finished with their first draft allow students to 15-20
go over their draft and think about any details, they min
can add

Planning 1.2-Data and Assessments: (checking/monitoring students understanding of objective;

Assessment misconceptions; questions to ask; aligned with each objective and instruction)
Instruction 2.5-Monitor Small discussions during the introduction of memoirs
and Adjust
Discussions about the passage
Monitoring student while writing
Allow them to ask questions for further clarification
Instruction 2.5-Monitor Closure: (students sum-up; questions; students reflect on learning facilitating 5 min
and Adjust consolidation, etc. Of content)

 What did we learn about memoirs?

 How do you feel about your example of a memoir?
 What would your next memoir be about?
Homework: None
Professional Practices My Teaching Goal for this lesson: is to introduce memoirs and allow the student to understand what goes in a memoir and how
and Responsibilities
4.2-Goal setting
to plan out and brainstorm ideas that will help create their example of a memoir.