Standard I:

Goal II: The student will demonstrate the ability to compose in a variety of modes by developing
content, employing specific forms, and selecting language for a particular audience and
purpose.
HIGH SCHOOL READING ELA DTA PLANNING GUIDE
Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

IDENTIFY CCSS.ELA-Literacy.RL.9-10.1
STRATEGY(IES) or Cite strong and thorough textual evidence to support analysis of
SKILL what the text says explicitly as well as inferences drawn from the
OBJECTIVE(S) text.
from CCSS CCSS.ELA-Literacy.RL.9-10.2
STANDARDS Determine a theme or central idea of a text and analyze in detail
Think Abouts for its development over the course of the text, including how it
Academic Rigor emerges and is shaped and refined by specific details; provide
and Clear an objective summary of the text.
Expectations: CCSS.ELA-LITERACY.W.9-10.1.D
● Are standards Establish and maintain a formal style and objective tone
and rubrics while attending to the norms and conventions of the
made available?
discipline in which they are writing.
● Are they posted
CCSS.ELA-LITERACY.W.9-10.5
and shared with
students? Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a
specific purpose and audience.

MATCH To Kill A Mockingbird

OBJECTIVE WITH
TEXT
Ensure each text(s) is
well-aligned to the
chosen strategy/skill and
to student
needs/interests.

LESSON
OBJECTIVE(S) ● Students will learn the parts of a introductory
Objective(s) must be paragraph
posted visibly. ● Students will be able to craft a quality intro containing
Objective(s) must be
stated aloud to students. a hook, a summary of their body paragraphs, and
Think Abouts for their thesis.
Academic Rigor
and Clear
Expectations:
● What is the
expected
outcome of this
lesson?
● Why are you
doing this
objective?
● What evidence
will be need for
students to
show examples
of their work to
illustrate that the
objective(s)/outc
ome is met?
● Does the
objective(s)/outc
ome prompt
students to raise
questions, solve
problems, to
think and to
reason?

VALUE, ● This lesson fits as part of the end of To Kill A Mockingbird

SEQUENCE, AND ● In the previous week and earlier in the novel symbolism
ALIGNMENT/BALA will have been discussed as part of the class.
NCE ● This begins the final essay assignment
Students must be able to ● This study of the evidence for Boo Radley and Tom
build their understanding Robinson’s symbolism has previously scaffold-ed this
of important ideas from
assignment assessment to wrap up the novel.
concept to concept.
● How does the ● The students will begin with a warm up. Afterwards the
lesson fit in with instructor will model the day’s activity and distribute the
previous and outline. Following that the model will remain on the LCD
future lessons in or chalk board so students may reference it as they
this unit of
transition into independent work.
study?
● How will this ● This continues connecting on an interdisciplinary level
lesson proceed with history classes as it is involved in the study of the Jim
 in terms of time Crow South in the interwar period.
and learning
tasks?
● What
interdisciplinary
connections will
be made in this
lesson?
In what ways is this
lesson rigorous and
authentic?
Think Abouts for
Academic Rigor
and Clear
Expectations:
● Is the sequence
of expected
concepts and
skills specified?
● Are there
models of
student work
available in the
sequence of
learning?
● How is teaching
conducted/desig
ned to highlight
the importance
of the
concept(s)?

SUITABILITY FOR ● As students will receive both written and oral instructions,
DIVERSE they receive their information in multiple mediums to
LEARNERS better increase comprehension.
● What ● The instructor will have several specific examples to
accommodations or model what their intro paragraphs should look like.
differentiation of
instruction/use of
UDL has been
provided for diverse
learners (TAG,
ESOL, SPED, 504,
etc.)?
● Are the outcomes
 providing cultural
sensitivity?
● Are assessments
differentiated?
Think Abouts for
Academic Rigor
and Clear
Expectations:
What is/are the
explicit criteria for
every learner to
demonstrate
mastery of the
concept/content?

Independent ● Quote of the Day Writing Warm Up

Reading (5-7
minutes)
(Recommended for
warm-up)
Initial SRI Assessment
data may be used to
determine and monitor
student placement
in independent texts.
Allowing students to
read independent, self-
selected texts (which
may come from the
classroom library)
addresses the needs of
diverse learners in each
class. CCSS RL/RI 10

Teacher provides
monitoring and feedback
through various
formative assessment
tools such as reading
logs, Quick Writes,
teacher/student
conferencing
Think Abouts for
Academic Rigor
and Clear
Expectations:
Are opportunities made
available that allow for
prior and out of school
knowledge regularly in
teaching and learning?

1.
Lesson Teaching Language Essential Question(s),
Component/Teaching Teachers might also include Differentiation/Modification
Moves think alouds and teaching s and Resources Needed
FFT Support, 1.e (Designing
moves on sticky notes in their
coherent Instruction) instructional resources, as
well as noting them on this
planning sheet.
FFT Support, 2d (Managing
Student Behavior)
FFT Support, 3.b
(Questioning/Discussion Techniques)
FFT Support, 3.c (Engaging
Students…)

Introductory & .
Developmental ● The instructor will What do I need in my introductory
paragraph?
Activities 10 min. reiterate the claim
What are important parts of an
-Connect and Engage-5 min. proof analysis introduction?
● Explain/review the structure of writing Outline sheet
strategy/skill and how it
and remind students Completed Proof sheets
is used.
● As appropriate, that a paragraph is
build/activate 5-7 sentences
background knowledge minimum. Discuss
and academic the length of the
vocabulary necessary
paper with students
to beginning to read the
text. and discuss the
● Pre-assess as topic of the paper.
appropriate. The symbolism of
● Students engage with the Mockingbird.
the text (set their
Reactivate prior
purpose for reading,
skim, read, and knowledge from
code/annotate, use previous discussion
 strategic behaviors; to help them think
close reading) about what they
need for this paper.

Modeling-10-15 min. A brief

teacher-directed lesson on ● Ask what a hook is.
reading/writing strategy or
● Model an example
skill
● Includes academic
of the hook.Open
vocabulary / grammar discussion by
instruction as talking about click
appropriate bait. (Buzzfeed in
● Model thinking and with
particular to allow a
think-alouds.
● Record think-alouds for
relatable example)
the students (sticky Discuss the hook in
notes, anchor chart, writing. Why do you
etc.) use it? Where can
● Model close reading
you find the hook in
/evidence-based writing
skills
society around us?
Engage students. Insert Ask students if they
Think/Jot/Pair/Share or other can think of any
student response checks to good hooks that
monitor understanding
make them look at
articles. What
makes them good
hooks?
● Provide an example.
“In the novel To Kill a
Mockingbird by
Harper Lee a young,
innocent Scout Finch
and her brother Jem
see the harsh realities
of prejudice and
racism in a their
hometown of
Maycomb, AL in the
1930s.”
Guided Practice – 10
min. ● The instructor will What do I need in my introductory
take the students paragraph?
Student discussion
Chalkboard
(pair/share, small group, through the rest of
Chalk
and whole group) of the paragraph. The Eraser
guiding questions is a students will be Outline Sheet

guided practice option asked to provide the

for HS English units. middle of an
introductory
Identify guided practice needed paragraph. He will
before releasing students to ask the students
practice on their own.
what the major plot
● Portions of text to read
aloud and think-alouds points pertaining to
to use if needed Boo Radley and
● Graphic Organizer or Tom Robinson are.
note taking Following their hook
expectations (e.g.,
they should preview
response journal,
double-entry journal, the remainder of
sticky notes, notes on their essay. If their
reproducible text, etc.) second and third
● Consider : paragraphs are to
● Cooperative groupings.
be about how Boo
● Conceptual difficulties
that might arise. Radley and Tom
● How students can Robinson are
initiate discussion. mockingbirds what
● How tasks are should their preview
differentiated and
sentences show?
cognitively challenging.
● How the tasks advance The important plot
students’ points should be
understanding and rehashed by
learning. students and should
● How to mentally
be given in the
engage students with
the content and aid in same order that
constructing they will appear in in
understanding. the final draft.
● Ways to check for ● Provide middle
understanding or need
sentence structure
for further support.
model. Rehash plot
Think Abouts for
events from the
Academic Rigor and quotations sheet the
Clear Expectations: class has previously
Is the subject being done as the model
taught in ways that for this.
press students to pose
● Discuss what a
and solve problems?
thesis statement is.
Have students try
and answer the
question before just
giving it to them.

Independent Task(s) – ● Students will work on

15 min. their drafts What do I need in my introductory
paragraph?
(Independent work may independently. The
Guiding Quotations sheet (to be
be embedded in the instructor will returned to them)
guided practice portion circulate to ensure on Outline Sheet
Chalkboard
of the lesson. It may not topic work and to
Chalk
always occur as the last answer any additional Eraser
activity in any single questions. The
lesson.) students will be given
the instructions to
What opportunities will students make sure their
have to use the new
introductory
skills/concepts in a meaningful
way? How will students expand paragraph follows the
and solidify their understanding format “Hook.
of the concept and apply it? Preview. Thesis.” that
How will students demonstrate has just been modeled.
their mastery of the essential
● Students will be
learning outcomes?
May be a continuation of the focusing on their
practice task. introductory
● Reading: Students paragraphs.
apply knowledge in ● Students will be given
texts at their
a detailed outline
independent reading
levels; additional texts sheet to help them
may be provided to craft their essay.
differentiate for ● Students will be
interests and/or reading writing their own
levels.
Hook sentences. In
 ● Students do a close addition they will be
reading and analysis of giving their own
text –RL/RI
preview plot summary
● Writing: Students
engage in various parts sentences. They will
of the writing process then provide a thesis
CCSS 4-6 statement which can
● Students work on be very similar to the
appropriate text-based
one already provided
analysis/mentor-text
written response for to them.
appropriate purpose-
W1, W2, W3
Teacher conferences with
students and includes (as
needed):
● Student-led discussion
groups.
● Peer
responding/conferencin
g.
● Teacher-monitored/led
flexible groups based
on specific needs.
● Teacher-led guided
reading groups based
on reading levels.
Think Abouts for
Academic Rigor and
Clear Expectations:
● Are opportunities for
active use of
knowledge made
available so that
students do the mental
work of making sense
of the content?
● How are students
empowered to do their
own knowledge
construction?
How do you know that the
ideas students develop are
in accordance with the
established
concepts/content?
CLOSING (3-5 minutes) ● Exit Ticket: Ask Exit Tickets
Includes one or more: them if they learned
● Assessment of student anything about
learning, including
introductions they
student reflection on
what was learned didn’t know before
which may include: and if so what is it?
● Connections to If not, do they feel
previous and new they have a solid
learning.
paragraph?
● A review of the lesson
objective and if it was
achieved.
● An exit slip, final journal
reflection, or other
means of informal
assessment.
● PCR, BCR, TBSR, or
quiz.
● Student sharing and
peer feedback.
● Celebrations of
learning.
Think Abouts for
Academic Rigor and
Clear Expectations:
● Do teaching and
assessment focus on
student mastery of a
concept/content?
How do you know?
What evidence will be
needed to illustrate
whether it has?

The standard was assessed by having the students work towards the identification of what they
needed in an introduction. The writing assignment would be graded on the conventions of
standard English as a part of the finished product. I took into account the popularity of the
website “buzzfeed” and their clickbait titles to help students gain a better understanding of the
hook. This non-print media is very popular on both twitter and facebook, both of which are
websites frequented by my students. This is designed to make them think about how creating a
hook relates to their life. This also should help them in crafting their paragraphs overall.

Standard II:
Here is proof of email correspondence with my mentor.

https://www.edmodo.com/home#/group?id=9447171 There is a link to the class edmodo page

used to communicate with students electronically.

Standard III:
Plagarism is considered a level I offense. Repeated offenses can count as upper levels which
may result in long term suspension. The students recieve a 50% and a PF74 on their first
offense.

Standard IV:
Standard V:

HIGH SCHOOL READING ELA DTA PLANNING GUIDE

Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

IDENTIFY CCSS.ELA-Literacy.RL.9-10.1
STRATEGY(IES) or Cite strong and thorough textual evidence to support analysis of
SKILL what the text says explicitly as well as inferences drawn from the
OBJECTIVE(S) text.
from CCSS CCSS.ELA-Literacy.RL.9-10.2
STANDARDS Determine a theme or central idea of a text and analyze in detail
Think Abouts for its development over the course of the text, including how it
Academic Rigor emerges and is shaped and refined by specific details; provide
and Clear an objective summary of the text.
Expectations:
● Are standards
and rubrics
made available?
● Are they posted
and shared with
 students?
MATCH To Kill A Mockingbird
OBJECTIVE WITH
TEXT
Ensure each text(s) is
well-aligned to the
chosen strategy/skill and
to student
needs/interests.

LESSON ● Students will be able to identify in what ways Tom

OBJECTIVE(S) Robinson and Boo Radley are symbolically mockingbirds.
Objective(s) must be ● Students will be able to use textual evidence to show in
posted visibly. what ways Tom Robinson and Boo Radley are symbols.
Objective(s) must be
● Students will be able to consider what makes a character
stated aloud to students.
Think Abouts for a symbol
Academic Rigor
and Clear
Expectations:
● What is the
expected
outcome of this
lesson?
● Why are you
doing this
objective?
● What evidence
will be need for
students to
show examples
of their work to
illustrate that the
objective(s)/outc
ome is met?
● Does the
objective(s)/outc
ome prompt
students to raise
questions, solve
problems, to
think and to
reason?
VALUE, ● This lesson fits as part of the end of To Kill A Mockingbird
SEQUENCE, AND ● On the previous day and earlier in the novel symbolism
ALIGNMENT/BALA will have been discussed as part of the class.
NCE ● This study of the evidence for Boo Radley and Tom
Students must be able to Robinson’s symbolism scaffolds the future assessment to
build their understanding wrap up the novel.
of important ideas from
● The students will begin with a warm up. Afterwards the
concept to concept.
● How does the instructor will model the day’s activity and distribute the
lesson fit in with worksheets. Following that the model will remain on the
previous and LCD screen so students may reference it as they
future lessons in transition into independent work.
this unit of
● This continues connecting on an interdisciplinary level
study?
● How will this with history classes as it is involved in the study of the Jim
lesson proceed Crow South in the interwar period.
in terms of time
and learning
tasks?
● What
interdisciplinary
connections will
be made in this
lesson?
In what ways is this
lesson rigorous and
authentic?
Think Abouts for
Academic Rigor
and Clear
Expectations:
● Is the sequence
of expected
concepts and
skills specified?
● Are there
models of
student work
available in the
sequence of
learning?
● How is teaching
conducted/desig
ned to highlight
the importance
 of the
concept(s)?

SUITABILITY FOR ● As students will receive both written and oral instructions,
DIVERSE they receive their information in multiple mediums to
LEARNERS better increase comprehension.
● What ● Some of the symbol examples will be geared towards
accommodations or youth culture, and others will be geared towards an
differentiation of
American culture to provide multiple examples the
instruction/use of
UDL has been students should be able to relate to.
provided for diverse
learners (TAG,
ESOL, SPED, 504,
etc.)?
● Are the outcomes
providing cultural
sensitivity?
● Are assessments
differentiated?
Think Abouts for
Academic Rigor
and Clear
Expectations:
What is/are the
explicit criteria for
every learner to
demonstrate
mastery of the
concept/content?

Independent ● Quote of the Day Writing Warm Up

Reading (5-7
minutes)
(Recommended for
warm-up)
Initial SRI Assessment
data may be used to
determine and monitor
student placement
in independent texts.
Allowing students to
read independent, self-
selected texts (which
may come from the
classroom library)
addresses the needs of
diverse learners in each
class. CCSS RL/RI 10

Teacher provides
monitoring and feedback
through various
formative assessment
tools such as reading
logs, Quick Writes,
teacher/student
conferencing
Think Abouts for
Academic Rigor
and Clear
Expectations:
Are opportunities made
available that allow for
prior and out of school
knowledge regularly in
teaching and learning?

Lesson Teaching Language Essential Question(s),

Component/Teaching Teachers might also include Differentiation/Modification
Moves think alouds and teaching s and Resources Needed
FFT Support, 1.e (Designing
moves on sticky notes in their
coherent Instruction) instructional resources, as
well as noting them on this
planning sheet.
FFT Support, 2d (Managing
Student Behavior)
FFT Support, 3.b
(Questioning/Discussion Techniques)
FFT Support, 3.c (Engaging
Students…)

Introductory & What is a symbol?

Developmental ● Activate previous What does the Mockingbird
represent?
Activities 10 min. academic
In what ways are Tom and Boo
-Connect and Engage-5 min. knowledge from Mockingbirds?
● Explain/review the prior discussions on
 strategy/skill and how it symbolism. Symbols to be discussed orally and
is used. ● Provide students to be shown visually to
● As appropriate, accommodate multiple modes of
with some key
build/activate learning
background knowledge chapters where they LCD Screen
and academic can find evidence of Projector
vocabulary necessary Tom Robinson and VGA Cable
to beginning to read Boo Radley’s status Symbol Sheet
the text. Computer with VGA Port
as “Mockingbirds” to
● Pre-assess as
appropriate. aid in their close
● Students engage with reading.
the text (set their ● Question students
purpose for reading, about symbolism.
skim, read, and
Refresh their
code/annotate, use
strategic behaviors; knowledge where
close reading) needed. (What is a
symbol? Why do
authors or more
generally people
use symbols?)
● The instructor will
provide several
(visual) examples of
symbols to help
refresh students as
to their purpose.
(Ask what the
symbols represent
and why companies
and people might
use them?)
● Transition following
5th example after
questioning a
myriad of students
about the various
symbols
Modeling-10-15 min. A brief
teacher-directed lesson on
reading/writing strategy or
skill
● Includes academic
vocabulary / grammar
instruction as
appropriate
● Model thinking and with
think-alouds.
● Record think-alouds for
the students (sticky
notes, anchor chart,
etc.)
● Model close reading
/evidence-based
writing skills
Engage students. Insert
Think/Jot/Pair/Share or other
student response checks to
monitor understanding
Guided Practice – 10 What is a symbol?
min. ● The instructor will What does the Mockingbird
represent?
Student discussion take the students
In what ways are Tom and Boo
(pair/share, small group, through at least one Mockingbirds?
and whole group) of example of how Boo LCD Screen
guiding questions is a Radley is a Projector
guided practice option mockingbird (Ch. 31 VGA Cable
Symbol Sheet
for HS English units. pg. 373). After
https://docs.google.com/document/
finishing this d/1-
Identify guided practice needed example, the CA7Fizhodbvy7IOtZS4kPN6T7qD1
before releasing students to instructor should egM1b_V_QxWnmI/edit?usp=shari
practice on their own. ng
leave it on the
● Portions of text to read Computer with VGA Port
aloud and think-alouds screen. Question
Boo Radley example from the text
to use if needed the students about
● Graphic Organizer or the characteristics of
note taking the Mockingbird
expectations (e.g.,
symbol. “What does
response journal,
double-entry journal, the Mockingbird
sticky notes, notes on represent?”
reproducible text, etc.) (characters who are
● Consider : kind and need
● Cooperative groupings.
protection) give
● Conceptual difficulties
that might arise. them this question
● How students can after reading them
 initiate discussion. the quote from ch.
● How tasks are 10 “Mockingbirds
differentiated and
don’t do one thing
cognitively challenging.
● How the tasks advance but make music for
students’ us to enjoy. They
understanding and don’t eat up
learning. people’s gardens,
● How to mentally
don’t nest in
engage students with
the content and aid in corncribs, they don’t
constructing do one thing but
understanding. sing their hearts out
● Ways to check for for us. That’s why
understanding or need
it’s a sin to kill a
for further support.
mockingbird.” When
Think Abouts for
the students can
Academic Rigor and
state the
Clear Expectations:
Is the subject being characteristics of the
taught in ways that Mockingbird symbol
press students to pose after repeated
and solve problems? questioning (What
does the
Mockingbird
represent?) of
multiple members of
the class to ensure
the point is driven
home the transition
can be made to the
independent task.

Independent Task(s) – ● Students will work on What is a symbol?

15 min. their worksheets What does the Mockingbird
represent?
(Independent work may independently or in
In what ways are Tom and Boo
be embedded in the small groups Mockingbirds?
guided practice portion ● Students will be given Guiding Quotations sheet
of the lesson. It may not a sheet with areas to LCD Screen
Projector
always occur as the last find good evidence for
VGA Cable
activity in any single Boo Radley and Tom
lesson.) Robinson’s symbolic Symbol Worksheet
mockingbird status. Computer with VGA Port
What opportunities will students
have to use the new
skills/concepts in a meaningful
way? How will students expand
and solidify their understanding
of the concept and apply it?
How will students demonstrate
their mastery of the essential
learning outcomes?
May be a continuation of the
practice task.
● Reading: Students
apply knowledge in
texts at their
independent reading
levels; additional texts
may be provided to
differentiate for
interests and/or
reading levels.
● Students do a close
reading and analysis of
text –RL/RI
● Writing: Students
engage in various parts
of the writing process
CCSS 4-6
● Students work on
appropriate text-based
analysis/mentor-text
written response for
appropriate purpose-
W1, W2, W3
Teacher conferences with
students and includes (as
needed):
● Student-led discussion
groups.
● Peer
responding/conferencin
g.
● Teacher-monitored/led
flexible groups based
on specific needs.
 ● Teacher-led guided
reading groups based
on reading levels.
Think Abouts for
Academic Rigor and
Clear Expectations:
● Are opportunities for
active use of
knowledge made
available so that
students do the mental
work of making sense
of the content?
● How are students
empowered to do their
own knowledge
construction?
How do you know that the
ideas students develop are
in accordance with the
established
concepts/content?
CLOSING (3-5 minutes) ● Exit Ticket: Can you Exit Tickets
Includes one or more: think of any other
● Assessment of student characters who
learning, including
might be considered
student reflection on
what was learned mockingbirds in the
which may include: text? Why?
● Connections to
previous and new
learning.
● A review of the lesson
objective and if it was
achieved.
● An exit slip, final
journal reflection, or
other means of
informal assessment.
● PCR, BCR, TBSR, or
quiz.
● Student sharing and
peer feedback.
● Celebrations of
learning.
Think Abouts for
Academic Rigor and
Clear Expectations:
● Do teaching and
assessment focus on
student mastery of a
concept/content?
How do you know?
What evidence will be
needed to illustrate
whether it has?

Standard VI:
There is a student with a pair of hearing aids in my first period class. The student has a severe
lisp which can at times make it difficult to understand him. The aids are intended to let him hear
his own words and therefore overtime work to correct the lisp. They also enable him to hear
instruction delivered and interact with his classmates in an auditory fashion.

Standard VII:

Prior to the internship I shunned for the most part the idea of technology in the

classroom. I did however courtesy of my mentor teacher gain access to both Edmodo

and a visualizer. Placing assignments on edmodo is convenient and ensures that

students have access to the work. The visualizer became one of my most used tools. It

would project various sheets of paper or images from a desk to the wall making them

easily viewable for the entire classroom. This enabled me to deliver instruction both

orally and visually to take advantage of the theory of multiple intelligences and to

improve student comprehension.