Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level: K-8
Unit/Subject: English/Language Arts
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
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National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. |
CCSS.ELA-LITERACY.RI.8.10 CCSS.ELA-Literacy.W.7.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | CCSS.ELA-LITERACY.RI.8.10 CCSS.ELA-LITERACY.RST.6-8.2 - Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. | CCSS.ELA-Literacy.L.7.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. | Paraphrase text from other sources effectively | Conduct an analysis of a controversial topic | Define the given words and formulate an analogy using the relationship between the identified words. |
| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | Recount, retell | Contrary to, despite | In order to, therefore, as a result |
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Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. |
Four sentence text Dictionary |
Debate organizer Pen |
Dictionary, internet |
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Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? Level 1: Recall Level 2: Skill/Concepts Level 3: Strategic Thinking Level 4: Extended Thinking |
Level 1: Recall | Level 2: Skills and concepts | Level 3: Strategic thinking |
Section 2: Instructional Planning
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Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
Present a short text and ask volunteers to summarize it in their own words. | Read a text on environmental pollution and ask questions related to the text. | Ask learners the differences and similarities of a pair of words and how they can be related/connected |
Presentation of Content |
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Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. |
Visual and audio presentation | Visual and audio presentation | Visual and audio presentation |
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Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) |
For early finishers, more work will be given. Special needs learners will be given extra time (5minutes) and assisted. Meaning of words will be provided to ELL. |
For early finishers, more work will be given. Special needs learners will be given extra time (5minutes) and assisted. Meaning of words will be provided to ELL. |
For early finishers, more work will be given. Special needs learners will be given extra time (5minutes) and assisted. Meaning of words will be provided to ELL. |
Application of Content |
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Multiple Means of Engagement How will students explore, practice, and apply the content? |
Discussions, individual work | Discussions, individual work | Discussions, individual work |
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Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) |
Different levels of text complexity depending on the group |
Different levels of text complexity depending on the group | Different levels of text complexity depending on the group |
Assessment of Content |
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Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. |
Class work assessment Homework |
Class work assessment Homework |
Class work assessment Homework |
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Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional resources/support) |
Extra assessment for ELL and special needs learners |
Extra assessment for ELL and special needs learners | Extra assessment for ELL and special needs learners |
Analysis
Existing evidence indicates that reading and writing are very dependent on each other. They have an interdependent relationship. The one that comes first is not the paramount issue. What matters most is that none can exists in the absence of the other. Literacy development in children relies on the link between the ability to read and write (Maki et al., 2002). Effective reading instruction occurs when it is connected to writing and the other way round. According to J ones & Reutzel (2014 ), children who read widely end up becoming good writers because reading different genres helps them understand text structure which is transferred in their individual writing. The main reason for reading text is to learn. Therefore, reading widely provides a learner with the knowledge to be transmitted through writing (Maki et al., 2002). Practicing writing helps students develop and improve their ability to read. This is particularly true for young children who are working towards developing phonemic awareness as well as skills in phonics (Schoonen, 2018). Their phonemic awareness grows as they learn how to read and write words. Also, their ability to connect sounds to make a word is reinforced through reading and writing the same words. In older children, practicing how to write text helps them make analyses of the texts read. The knowledge obtained can be applied on a text structure to improve comprehension of an author’s text or information. Therefore, the relationship between reading and writing can be used to promote language development in children.
References
Jones, C. D., & Reutzel, D. R. (2014). Write to read: Investigating the reading-writing relationship of code-level early literacy skills. Reading & Writing Quarterly , 31 (4), 297-315. https://doi.org/10.1080/10573569.2013.850461
Mäki, H. S., Voeten, M. J., Vauras, M., & Niemi, P. (2002). Relationships between reading and writing skills in the intermediate grades. Studies in Written Language and Literacy , 215-228. https://doi.org/10.1075/swll.11.15mak
Schoonen, R. (2018). Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL. Reading and Writing , 32 (3), 511-535. https://doi.org/10.1007/s11145-018-9874-1
