Your name Title of multicultural literature in APA format
Assessment What will students know and be able to do at the end of the lesson?
Example using Tar Beach by Faith Ringgold
I do: Introduce the story and read Tar Beach. Discuss the story – what did Cassie
dream of and imagine in the story? What was the setting, who were the characters,
etc.
We do: Brainstorm events students have experienced together in the school year –
field day, field trips, school performances and events. Look at pictures from the
school year (slide show). Choose one and have students share details – write on the
board. Then sequence the details and model writing sentences with student input.
You do: Writing Process may take more than one period. Students return to their
seats and choose an event to write about and draw at least one image. Meet with
students about drafts – peer edit if possible – then students revise and type their short
stories and print to display with their images. When everyone is finished, create a
timeline to display the events.
Examine this teacher's perspective on I do, We do, You do or Before, During and
After Reading
Central Focus - 1. What you are teaching your students.
Standard The purpose of teaching this content.
How the implemented standards or planned learning objectives apply to a
learning strategy that you used, any skills that are acquired during the lesson,
and any content-area connections.
How this lesson plan will work with other lesson plans in a unit to help
students make these connections between the skills they develop and your
essential strategy (or composing text in meaningful contexts).
What NCSCoS
standard and objective
align with the NC ELA Standards (Links to an external site.)
assessment? NC ARTS Standards
For the draft lesson you
must have at least one
NCSCoS objective, for
the final you must have
one ELA and two arts
objectives.
Academic Language Vocabulary - includes words, phrases, and symbols used within disciplines. There are
three categories of vocabulary: (1) words and phrases with subject-specific meanings
that differ from meanings used in everyday life, (2) general academic vocabulary used
across disciplines, and (3) subject-specific words and/or symbols defined for use in
the discipline.
Discourse is how members of the discipline talk, write, and participate in knowledge
construction, using the structures of written and oral language.
Syntax are the rules for organizing words or symbols together into phrases, clauses,
sentences or visual representations. One of the main functions of syntax is to organize
language in order to convey meaning.
https://education.indiana.edu/students/undergraduates/clinical-
experiences/_docs/Academic%20Language.pdf
Instruction EXAMPLE
Lesson Introduction
Learning Activities Lesson Introduction - “Before”: Setting the stage, activate and build background
Closure knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is
important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related
to the topic?
How will you introduce and explain this strategy/skill so that students will
understand the how and why?
Learning Activities - “During”: Active engagement in meaning making, explicit
instruction, and practice (you should be checking for understanding throughout the
lesson)
*What planned supports will you use for the whole class, individuals, and/or
students with specific learning needs? (Describe the instructional supports during
your lesson that address diverse learning needs in order for all students to
successfully meet lesson objectives. This can include possible accommodations and
differentiation strategies.)
How will you engage students in active meaning making of key concepts
and ideas?
How will you model this strategy/skill for your students (exemplars and/or
demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it
targets?
What informal assessments will you use to check for understanding at key
points in the lesson? Where will these take place and what methods will you
use?
If you are using a formative assessment in the middle of the lesson, where
will it occur and how will you modify the lesson based on the results?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, check for
understanding
How will students share or show what they have learned in this lesson?
How will you restate the teaching point and clarify key concepts?
How will you engage students in reflection on how the strategies/skills
learned today can be used as readers/writers/learners?
How will you provide opportunities to extend ideas and check for
understanding?
Materials What do you need to successfully deliver the lesson plan – materials, technology,
resources, etc.
Backwards planning - begin with the end in mind
