English language arts LESSON PLAN

SUBJECT EnglishTOPIC Video Game Project (Day 10)GRADE 10th

TIME 50 minsOBJECTIVES Students will be able to learn more about the different group’s video project game ideas during their presentations. Students will be able

to assess each person in their group from their presentations using the provided worksheet after their presentation. Students will be able to learn about different video games from their peers perspectives.

IN Academic (K-12) Standard(s)

10.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.10.7.2 Organization and Delivery of Oral Communication: Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or references to authoritative sources.10.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that: • structure ideas and arguments in a coherent, logical fashion using inductive or deductive arguments. • contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy). • clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. • anticipate and address the listeners' concerns and counterarguments.

TIME TEACHER ACTIVITY STUDENT ACTIVITY MATERIALSNCTE: 4.1Equipment, materials, teaching aids

5 mins Anticipatory SetNCTE: 2.1Focus, motivation, set the stage for the lesson

I will first introduce the lesson by handing out the worksheet that instructs the students how to behave in during their peers presentation. I will then go over this worksheet and make sure that they understand what is expected of them during a presentation. (Some of these things include be respectful, no sleeping, no mp3s out, no phones out, etc.) If any of these statements are violated during the presentations, then it will be automatically taken away and will result in a detention. Once each of the presentations are finished the group will assess each other and turn it into me for final

Assessment Worksheet

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grading. 5 mins Objective and purpose

NCTE: 4.1Tell the students the objectives and why they need to learn the material

There are a couple of objectives for today’s lesson. The first one is to give the students an opportunity to show off all of their hard work with this project. These presentations also give the students practice for presenting in front of their peers and working on their speech skills. They also will feel prepared for other future presentations when they enter the real world. They also will be learning bout different types of video games (from their short stories) and understand the different types of elements (plot, conflict, rising action, etc). from each of these presentations. The last objective for this lesson is to show the students how to act like adults while listening to these presentations. They will be listening to many presentations in their life (weather it be from a teacher, peer, or co worker) so showing them how to act appropriately now will only enhance their behavior for the future.

5 mins Input / Instructional strategiesNCTE: 4.2Instructional input; procedure and student activities

In order to figure out which groups go first, I will have a deck of cards. I will instruct one person from each group to pick a card out of the deck. The person with the lowest card will go first and the next lowest, and so on. This will determine the order of presentations. (Side Note: I am pretty sure Ms. Wittich already has the groups in the order she wants them to go in, so I thought this would be a fun activity to do so that the students have a chance to pick out when they are about to present)

Deck of Cards

20 min Checking for understanding (Formative evaluation)NCTE: 4.10Informal evaluation

While the students are presenting, I will be in the back of the room so that I can see both the presenters and the audience. I will be looking around to ensure that the audience is paying attention and that they are not violating any of the ground rules that were stated earlier in the lesson. All the while, I will be assessing each presentation with the rubric. (Side Note: This lesson is planned around having only two groups present each day so that they are allotted enough time and not get cut off early)

5 mins Guided practiceNCTE: 4.5

I will demonstrate what is acceptable and what is not when listening to others presentations. I will put my head on the desk and pretend to ‘sleep’ to show the

Lesson Planning-2

students that they are not allowed to do this. I will also show the gadgets that they are not allowed to have out in front of them while others are presenting.

5 mins Independent practiceNCTE: 4.7, 4.8

The students will then mock what I just modeled for them when it comes to being an attentive audience. They will know not to have out any gadgets, homework, or books on their desk as well as their head. They will be giving the presenters their full attention during their entire presentation.

5 mins Closure (Lesson summation and learner participation ) / Evaluation (Assignments, homework, etc. How does this relate to the objectives of the lesson? Of the unit?)Student work to be collected:

After the two groups have presented for the day, they will return to their seats and fill out their assessment sheet for each other. Once they have finished this they will turn it into me for credit.

Student Work to Be Collected: None; Groups who did not present today will have to be prepared to go tomorrow.

Rationale: (Primary importance—Why teach this content? Secondary importance—Why use this method of instruction?)What research or theoretical basis support your choices?NCTE: 3.7.1Even though there is not an actual lesson being taught, it is important to give the students a chance to present their projects to the rest of the class. It gives them a chance to show off all of their hard work over the past two weeks. Final presentations are important because it is a way to bring together all of the different elements that were taught in lessons past. It also gives students the feeling of being pressured to present to the best of their ability. Using the method of choosing the order of the groups gives the students a chance to choose when they will be going. I believe having some sort of student choice built in the lesson makes the students more motivated. It also creates a sense of competition to see who is going first, third, etc.

Teacher Notes on results of lesson and next steps: How will you use the results of today’s lessons to design the next lesson? Who/What would be good resources to tap?NCTE 2.3I will use the results of today’s lesson to design the next lesson by seeing how the students react to choosing at random when they present. If they are against this idea and prefer to have me put them in order, I will do that for next year’s project. Some good resources to tap into would be my fellow colleagues and researching on the internet about ways to better choose the order of presentations. I believe though that presentations are hard to shape for the next lesson though because they are usually the end of a project.

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Rubric for ELA Lesson Plans

Category Criteria ScoreEmergent Basic Competent Proficient

ObjectivesNCTE: 4.1

Candidate doesn’t develop a clear purpose or selects limited or non-relevant materials

Candidate selects appropriate resources and materials to reach ELA objective, but doesn’t necessarily articulate the connections for students.

Candidate articulates a clear purpose for the ELA curricula and resources selected. States what students will know and be able to do with measurable, ACTION verbs (3 or fewer objectives)

Candidate shows competent characteristics beyond the expected developmental level.

Anticipatory Set

NCTE: 2.1

Candidate provides little or no opportunity for an inclusive and supportive learning environment.

Candidate creates an opening opportunity for an inclusive and supportive learning environment in which all students can engage in learning.

Candidate creates and sustains an inclusive and supportive learning environment in which all students can engage in learning from the onset of the lesson.

Candidate shows competent characteristics beyond the expected developmental level.

Instructional StrategiesNCTE: 4.2

Candidate demonstrates limited ability to design instruction to meet the needs of all students and provide for students’ progress and success

Candidates aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class; small group, and individual work

Candidate creates literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback.

Candidate shows competent characteristics beyond the expected developmental level.

Closure Assessment/ Evaluation NCTE: 4.10

Poor summation of ideas/content.. Candidate fails to provide feedback to students in a consistent way.

Lesson Just Ends (1) No assessment included

Candidate integrates assessment consistently throughout instruction using a variety of formal and informal activities and regularly shares the results

Candidate integrates assessment consistently throughout instruction that allow all students to understand what they know. Candidate interprets assessment results during instruction to adapt lessons accordingly. Candidate assists students in self-monitoring.

Candidate shows competent characteristics beyond the expected developmental level.

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RationaleNCTE: 3.7.1

Missing or too vague. Not at all convincing rationale as to why lesson is important.

Candidate uses major sources of research and theory related to English

Candidate articulates choices in light of research on, and theories of, how students learn in the ELA classroom.

Candidate shows compentent characteristics beyond the expected developmental level.

Teacher Notes

NCTE:2.3

Candidate doesn’t reflect on practice in a way to will lead to professional growth

Candidate demonstrates reflective practice, involvement and willingness to seek collaborative experiences

Candidate uses the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a well conceived plan for professional development that features collaboration with the academic community, professional organizations, and others.

Candidate shows competent characteristics beyond the expected developmental level.

Total PointsComments:

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