Running head: CONTENT AREA CHART

Caleb Ricks

Grade Level Content Area Chart

National University
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1. How do you usually start planning? Where do you begin?

● use planning book (binder with strategies and standards)

○ Standards = MUST KNOWS — priority standards
■ level — where at and need to go?
■ pre-assessment to find out level
■ ex: narrative — grade to see gaps
● reading level — lexile test (reading inventory)
○ assess notes & judge spread & scaffolding

2. What are some key considerations you use at the beginning and during your planning process?

● planning = fluid, alive, cyclical

● constant feedback
● miny formative assessment
● vocab — adapt and fluid
● WHY collecting specific assignment
○ what standard is assignment addressing?
○ what is point of assignment?
○ no busy work (completing assignments does not necessarily display learning)

3. In terms of content area knowledge, how do you decide on the target for a one-day lesson,
two-day lesson or an instructional unit of study over several days?

● 6 weeks = general unit aim

○ grades due week 6
● grade reflects learning
● having 6 week deadline helps make decision about choosing target and standard
● target = standard and mini standard
○ combine— ex: reading comp quizzes = reading and understanding
● two priority standards picked by department

4. In terms of your learners, what are some key things you always keep in mind when
planning?

● type of learner — UDL

● address all types of learners in one lesson
● ELL = VOCABULARY
● make engaging (tech, pair share, fun)

5. Do you plan for differentiation ahead of time and if so, what are you including in this
planning?

● plan for differentiation

○ scaffolds, graphic organizers, samples, modeling
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● SPED & ELL — good for ELL good for all!
○ pacing
○ scaffold to ELL (middle child)

6. How about planning for differentiation while you are teaching? How about technology
mediation or access to resources or curricular materials?

● immediate feedback
● ask students to volunteer for extra help
● differentiation happens in moment (adapt, be fluid)
● sentence frames as scaffolds (take away slowly as students progress)

7. In terms of assessment, what are important areas you keep in mind when planning? Do
you prepare your assessments as part of your planning? Do you allow yourself to deviate
from your original assessments and if so, when and how?

● assessment needs to match standards

● assessment needs to match verbs in standards (what assessing?)
● warm-ups = informal formative assessment
● write rubric ahead of time so know what addressing
● projects = high level thinking (create)
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GRADE LEVEL: 11

COMMON CORE STANDARD(S):

CCSS.ELA-LITERACY.RI.11-12.5
Analyze​ and ​evaluate​ the effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
A. Use context​ (dialogue and narration in text) as clues to determining effectiveness of argument
B. Use graphic organizer​ to map, organize, and cite examples
C. Describe​ how images and metaphors give clues about theme and message
D. Find evidence​ in the text through analysis

CCSS.ELA-LITERACY.RI.11-12.6
Determine​ an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing​ how style and content contribute to the power, persuasiveness or beauty of the text.
A. Use ​close reading​ skills to identify clues to the theme and message
B. Examine​ words and and their significance
C. Understand story by ​summarizing​ key plot points
D. Identify​ and ​classify​ important details

ENGAGEMENT REPRESENTATION EXPRESSION

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● Students will listen to ● Lecture (visual and ● Lesson uses written,

both lecture (visual, auditory) on visual, and oral
auditory) and watch a SmartBoard expression
brief YouTube clip ● Short YouTube video ● When presenting to
(visual, auditory) that that further defines class their findings of
defines and explains theme/images (visual the theme, can use
theme and images and auditory) speech, Google Docs on
● Multiple means of ● video helps IEP and SmartBoard (share their
engagement (lecture, ELL students (visual) organizer), or use
video) ● Graphic organizers Google Slides to present
● Access text on iPads (visual, kinesthetic) can on SmartBoard
(highlight, underline, be written or created ● Students will be placed
etc.) using Chromebooks in pairs to collaborate
● Students will reproduce ● groups (visual, and think critically
modeled creation of auditory, kinesthetic, about the text and its
graphic organizer modeling) message
(visual, auditory, ● Modeling graphic ● When groups present in
kinesthetic) organizer on front of class, discussion
● Provides model SmartBoard (visual, will be open and class
behavior for students to kinesthetic) will be able to respond
observe and reproduce ● Re-reading story aloud and engage
(Social Learning in pairs (visual, textual, ● Providing multiple
Theory) oral, auditory, means of expression
● Pre-made graphic kinesthetic) through the use of the
organizer will be ● Monitor and assess same graphic organizer
available through understanding of fosters creativity
Google Docs and representation by (students can make
Google Classroom circulating room and graphic organizer their
● Provides engagement examining their graphic own)
for students who have organizers to see which ● Using graphic
sensory-motor barriers clues/images included. organizers to explicitly
● Prevents distraction ● This will allow me to state clues/images
during process of assess whether visual facilitates critical
creating table/graphic representation best form thinking (How do these
organizer for lesson. I will assist clues/images reveal the
● Alleviates confusion and model to close gaps message of the text?)
regarding creation of in understanding. ● Summary of theme
graphic since rows and facilitates collaboration
columns pre-labeled and and critical thinking by
pre-defined having students write
● Written graphic about and think about
organizer or graphic their own reading
organizer on ● Graphic organizers can
Chromebook (Google be assessed as products
Doc) of learning
● Make theme relevant to ● Theme summary and
learner by explaining imagery analysis can be
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how this process could assessed as a product of

be done to students’ learning
favorite TV show or ● group sharing summary
movie and theme (imagery) =
○ Makes relevant, informal assessment
provides real ● Listening to group/pair
life application, discussions = informal
context, etc. assessment

Learner​: English Speakers Learner​: English Language Learner​: Student with Dyslexia
Proficient Level Learners PDL Bridging

Target​: Students will be able to Target​: Students will be able to Target​: Students will be able to
determine the theme of "Sinners determine the theme of "Sinners determine the theme of "Sinners
in the Hands of an Angry God" in the Hands of an Angry God" in the Hands of an Angry God"
and, through close reading, and, through close reading, and, through close reading,
determine how Edwards determine how Edwards determine how Edwards
manipulates the emotions of his manipulates the emotions of his manipulates the emotions of his
audience through the use of audience through the use of audience through the use of
imagery and metaphor. imagery and metaphor. imagery and metaphor.

Assessment​: Assessment​: Assessment​:

● Puritan intro journal ● Puritan intro journal ● Puritan intro journal

notes (assess notes (assess notes (assess
annotations) annotations) annotations) OR
● imagery analysis table ● imagery analysis table equivalent due to
(identify five images of (identify five images of learning disability and
wrath and if it appeals to wrath and if it appeals to assess in accordance to
fear, pity, or vanity, and fear, pity, or vanity, and IEP (oral if necessary)
page number) as product page number) as product ● imagery analysis table
of learning of learning (identify five images of
● on back of table sheet, ● on back of table sheet, wrath and if it appeals to
students are asked to students are asked to fear, pity, or vanity, and
draw the image they draw the image they page number) as product
believe is the most believe is the most of learning— or
powerful (as product of powerful (as product of equivalent (such as
learning, creation of learning, creation of drawn each image after
image reflects higher image reflects higher listening, orally identify
level thinking level thinking and explain, etc.)
● on back of table sheet,
students are asked to
draw the image they
believe is the most
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powerful (as product of

learning, creation of
image reflects higher
level thinking)

Instruction​: Instruction​: Instruction​:

● Students will learn the ● Students will learn the ● Students will learn the
meaning of imagery and meaning of imagery and meaning of imagery and
metaphor metaphor metaphor (student with
dyslexia will receive
Method​: Have students take Method​: Have students take typed notes during time
notes and while I explain notes and while I explain of lecture or in
visually on the board that visually on the board that accordance to IEP)
“imagery” is a ​term used for “imagery” is a ​term used for
language and description that language and description that Method​: Have students take
appeals to our five senses​ a​ nd appeals to our five senses​ a​ nd notes and while I explain
that the author’s​ message could that the author’s​ message could visually on the board that
be communicated through be communicated through “imagery” is a ​term used for
imagery. Explain that they must imagery. Explain that they must language and description that
pay attention to the speakers’ pay attention to the speakers’ appeals to our five senses​ a​ nd
words, actions, and the emotions words, actions, and the emotions that the author’s​ message could
the images evoke. Tell students the images evoke. Tell students be communicated through
to think about what happens as a to think about what happens as a imagery. Explain that they must
result of these images result of these images pay attention to the speakers’
(emotions/thoughts). To help (emotions/thoughts). To help words, actions, and the emotions
guide them, I will tell students to guide them, I will tell students to the images evoke. Tell students
ask themselves, “What message ask themselves, “What message to think about what happens as a
does the author want to get does the author want to get result of these images
across to the reader?” across to the reader?” ELL (emotions/thoughts). To help
students will be provided a word guide them, I will tell students to
● Students will learn to bank and vocabulary list to ask themselves, “What message
use close reading in accompany reading. does the author want to get
order to cite evidence in across to the reader?” ELL
the text when analyzing ● Students will learn to students will be provided a word
imagery use close reading in bank and vocabulary list to
order to cite evidence in accompany reading.
the text when analyzing
Method​: I will model close imagery ● Students will learn to
reading by using the SmartBoard use close reading in
to highlight and underline order to cite evidence in
important details (imagery) on Method​: I will model close the text when analyzing
first page that give clues about reading by using the SmartBoard imagery (If student
message to highlight and underline difficulty reading, may
important details (imagery) on cite images from audio
● Students will use first page that give clues about file)
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graphic organizers to message. Illustrations may be

organize textual accompanied with text for ELL
evidence (images) and students who are not able to Method​: I will model close
summarize the text grasp imagery in text. reading by using the SmartBoard
to highlight and underline
● Students will use important details (imagery) on
Method​: I will model on the graphic organizers to first page that give clues about
SmartBoard how create the organize textual message. Illustrations may be
graphic organizer and use it to evidence (images) and accompanied with text for ELL
write clues within the boxes. I summarize the text students who are not able to
will then model for students how grasp imagery in text.
use the notes from the graphic Method​: I will model on the
organizer to write a summary of SmartBoard how create the ● Students will use
what was read. graphic organizer and use it to graphic organizers to
write clues within the boxes. I organize textual
● Students will use close will then model for students how evidence (images) and
reading to determine the use the notes from the graphic summarize the text (may
messages of the imagery organizer to write a summary of be done orally)
in "Sinners in the Hands what was read.
of an Angry God" Method​: I will model on the
● Students will use close SmartBoard how create the
Method​: I will have students reading to determine the graphic organizer and use it to
work in pairs to complete a messages of the imagery write clues within the boxes. I
shared graphic organizer by in "Sinners in the Hands will then model for students how
going back to the text to find of an Angry God" use the notes from the graphic
clues/images and use these organizer to write a summary of
images to determine the theme Method​: I will have students what was read.
of the text. When the graphic work in pairs to complete a
organizer is complete, I will shared graphic organizer by ● Students will use close
have the pairs write a summary going back to the text to find reading to determine the
of the theme and share their clues/images and use these messages of the imagery
summaries with the class. images to determine the theme in "Sinners in the Hands
of the text. When the graphic of an Angry God"
organizer is complete, I will
have the pairs write a summary Method​: I will have students
of the theme and share their work in pairs to complete a
summaries with the class. shared graphic organizer by
going back to the text to find
clues/images and use these
images to determine the theme
of the text. When the graphic
organizer is complete, I will
have the pairs write a summary
of the theme and share their
summaries with the class.
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Management​: ​Pairings will be Management​: ​Pairings will be Management​: ​Pairings will be

predetermined before the start of predetermined before the start of predetermined before the start of
the lesson to facilitate a quick the lesson to facilitate a quick the lesson to facilitate a quick
transition from lecture to group transition from lecture to group transition from lecture to group
work. During my explanation of work. During my explanation of work. During my explanation of
imagery, students will take out imagery, students will take out imagery, students will take out
their composition books and their composition books and their composition books and
takes notes that they can refer to takes notes that they can refer to takes notes that they can refer to
later when collaborating with later when collaborating with later when collaborating with
their peers. Though the pairs are their peers. Though the pairs are their peers. Though the pairs are
predetermined, they change predetermined, they change predetermined, they change
often so that students do not often so that students do not often so that students do not
work with the same student work with the same student work with the same student
every time. Because this is not every time.​ ​Because this is not every time. Because this is not
the first time we have done the first time we have done the first time we have done
collaborative work in pairs, collaborative work in pairs, collaborative work in pairs,
students are aware of the class students are aware of the class students are aware of the class
expectations when collaborating, expectations when collaborating, expectations when collaborating,
which includes: remaining on which includes: remaining on which includes: remaining on
task, being respectful, task, being respectful, task, being respectful,
maintaining a proper noise level, maintaining a proper noise level, maintaining a proper noise level,
etc. I will divide the lesson into etc. I will divide the lesson into etc. I will divide the lesson into
four main stages (Explain, four main stages (Explain, four main stages (Explain,
Model, Close Reading, and Model, Close Reading, and Model, Close Reading, and
Share) in order to properly Share) in order to properly Share) in order to properly
manage time. In terms of space, manage time. In terms of space, manage time. In terms of space,
the desks are grouped into tables the desks are grouped into tables the desks are grouped into tables
to facilitate collaboration. to facilitate collaboration. to facilitate collaboration.
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Planning, of course, is an extremely important aspect of instruction. The learning map

model provides not only a blueprint for planning, but a space in which teachers can explore and

unpack the standard being addressed. Teachers create and use learning maps to gain a sense of

direction, organize instruction, and evaluate student learning (Burden & Byrd, 2016). During my

planning process, I will start with the target and consider which standards are to be met and what

objectives and goals I wants want my students to achieve. This method, starting with the

target/goal and then designing a plan of how to get there, is also called backward design (Burden

& Byrd, 2016). This method allows the teacher to “design a lesson based on the goal [he/she]

would like to achieve” (Burden & Byrd, 2016). I believe that this is the method that I will use as

a teacher since it makes the most sense to me. If I begin planning a lesson by using the target as

by starting point, I believe I will be able to pave the road for my students to get there. I believe it

is also important to incorporate students' previous academic experience and personal interests

when planning. Not only does this help me ensure that I am not repeating lessons, but it also

allows me to hold my students' focus when appealing to their interests.

My interview with Mrs. Rogers was extremely interesting and helpful. She not only

emphasized the importance of planning, but also the need for fluidity during the planning

process. Mrs. Rogers stated that differentiation in instruction and planning often happens in the

moment, and the teacher therefore must adapt his or her instruction on the spot. This is why it is

so important to know the type of learner one’s students are. For example, Mrs. Rogers stated that

she is a visual learner and that she often designs her lesson plans to cater to visual learners.

However, when she discovers that a student is another type of learner, such as auditory or

kinesthetic, she must differentiate her mode of instruction on the spot. However, if a teacher
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designs a lesson plan in accordance to UDLs, less spontaneous differentiation will occur because

all types of learners will be addressed in the plan. Differentiation also occurs in other ways. Mrs.

Rogers gave the example that last week, she did not plan to teach her students vocabulary during

their reading of a text. She does teach vocabulary in her lessons, but she did not anticipate that

she would need to devote a class period for vocabulary for this particular lesson. She then had to

adjust her plan in the moment, focus on vocabulary, and push that day’s plan to the next day. She

also explained that lesson plans are alive and fluid and therefore a teacher should never set a

whole semester’s worth of lesson plans in stone. Lesson plans must be constantly adapted to

students’ needs, and trying to create the perfect plan that cannot be changed is futile.
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References

Burden, P. R., & Byrd, D. M. (2016). Methods for effective teaching (7th ed.). New York, NY:

Pearson.