Hello! I will be focusing on the alignment of your instruction and assessment to the state standards and also looking at the rigor you have built into your lesson. Please read the information below about the different parts of a lesson to help you when writing your own lesson plan. Focus Activity: The Focus Activity typically a 5-10 min activity, discussion, review, video, etc. that serves to focus student attention on the topic of your lesson. It may also include an Anticipatory Set used to “hook” students or create interest in the topic. Objective Statement: This statement is written using the verbiage you will use with the students. It should relate to the targeted standard and include a performance behavior to ensure it is measurable. What will you ask students to do or produce to prove they are learning? Purpose for Learning: Be sure to explain why it is important for students to learn what you are teaching them. I will be looking for you to include real-world application for the skill or content you are teaching about. Instructional Steps: While my focus is not entirely on the instructional strategies you use, I will be looking at these as a means to assess the rigor of your lesson. Please be VERY DETAILED in the Instructional Steps section. The idea behind this section is that another teacher would be able to pick up your lesson plan and implement it relatively seamlessly. Include the following in your Instructional Steps: · Focus Activity and how you will tie it to your standard(s) &/or prior knowledge. · Direct Instruction/Input – how will you present content? What questions will you ask or how will you guide/scaffold discussion to ensure the standards are being addressed? Remember that the goal is to utilize the Gradual Release Model, i.e. moving from “I do” to “We do” to “You do”. Include your modeling strategy and how you will provide both guided and independent practice for your students as they work towards mastery of the objective. Start with simple questioning during initial instructional input and modeling and lead to more complex critical thinking questions. Questions and activities should always consider and support varying levels of Bloom’s Taxonomy. During Independent Practice, students should be working at higher Bloom’s levels and using higher order/critical thinking. To obtain the highest marks, questions and activities should be at the creative, evaluative and/or analysis levels that focus on the objective of the lesson and provoke thought and discussion. Again, be very detailed and include the exact questions you will ask, clarifications you will make to avoid common misconceptions and discussion topics you will introduce. Questions for Understanding: This is where you will list some examples of the questions you will ask. Remember to include questions at the various levels of Bloom’s. I will be looking for the integration of .

1. Hello!
I will be focusing on the alignment of your instruction and
assessment to the state standards and also looking at the rigor
you have built into your lesson. Please read the information
below about the different parts of a lesson to help you when
writing your own lesson plan.
Focus Activity: The Focus Activity typically a 5-10 min
activity, discussion, review, video, etc. that serves to focus
student attention on the topic of your lesson. It may also
include an Anticipatory Set used to “hook” students or create
interest in the topic.
Objective Statement: This statement is written using the
verbiage you will use with the students.
It should relate to the targeted standard and include a
performance behavior to ensure it is measurable. What will you
ask students to do or produce to prove they are learning?
Purpose for Learning: Be sure to explain why it is important
for students to learn what you are teaching them. I will be
looking for you to include real-world application for the skill or
content you are teaching about.
Instructional Steps: While my focus is not entirely on the
instructional strategies you use, I will be looking at these as a
means to assess the rigor of your lesson. Please be
VERY DETAILED in the Instructional Steps section.
The idea behind this section is that another teacher would be
able to pick up your lesson plan and implement it relatively
seamlessly. Include the following in your Instructional Steps:
· Focus Activity and how you will tie it to your standard(s) &/or
prior knowledge.
· Direct Instruction/Input – how will you present content? What

2. questions will you ask or how will you guide/scaffold
discussion to ensure the standards are being addressed?
Remember that the goal is to utilize the Gradual Release Model,
i.e. moving from “I do” to “We do” to “You do”. Include your
modeling strategy and how you will provide both guided and
independent practice for your students as they work towards
mastery of the objective. Start with simple questioning during
initial instructional input and modeling and lead to more
complex critical thinking questions. Questions and activities
should always consider and support varying levels of Bloom’s
Taxonomy. During Independent Practice, students should be
working at higher Bloom’s levels and using higher order/critical
thinking. To obtain the highest marks, questions and activities
should be at the creative, evaluative and/or analysis levels that
focus on the objective of the lesson and provoke thought and
discussion. Again, be very detailed and include the exact
questions you will ask, clarifications you will make to avoid
common misconceptions and discussion topics you will
introduce.
Questions for Understanding: This is where you will list some
examples of the questions you will ask. Remember to include
questions at the various levels of Bloom’s. I will be looking for
the integration of critical thinking questions and problem
solving in your lesson. Again, questions should be at the
Create,
Evaluate and
Analyze levels of Bloom’s.
Assessment: This is where you detail diagnostic, formative and
summative assessments. Include a description of any formative
assessment strategies you will use during your lesson. This will
include any informal activities or questioning you do
throughout your lesson. Did you use choral questioning? Hand
signals (thumbs up/thumbs down)? Entrance or exit tickets?
These would all be forms of formative assessment. Also

3. include in this section, any summative assessment strategies you
will use. Will students write an essay/paper, create a product,
reflect on & analyze lab data, be quizzed/tested, etc? These are
examples of summative assessments.
Closure: Review or wrap-up of the lesson, relating it back to the
targeted state standard. Will you hold a discussion of what was
learned during the lesson? Will you play a review game? Will
students complete an exit ticket? Explain your closure strategy.
Remember that this is a good way to assess student learning and
determine if further instruction or reteaching is necessary. It is
also a good idea to explain to students how their learning in this
lesson will connect with future learning expectations.
Looking forward to reading your lesson plan! If you have any
questions, please feel free to contact me. I am happy to assist
you with your lesson planning in any way.
Consider the types of places that a safety inspector would visit
for an inspection such as a manufacturing or processing plant, a
construction site, or a pharmaceutical company. You may even
consider the environment that a firefighter may encounter for
this assignment. Then identify one chemical or toxicant that an
individual may be exposed to in this type of workplace.
Research the chemical or toxicant and discuss the following
aspects in your scholarly activity response:
Identify the chemical and discuss the chemical properties. What
level of exposure of this chemical is considered toxic? What
duration of exposure can produce a toxic effect?
Identify the type of workplace where this chemical may be
found and the use of the chemical in this environment.
Discuss how exposure of the chemical to the worker could
occur. Include the route of exposure and what organ(s) or
systems of the body could be affected.
Discuss the toxic effects produced from exposure to this

4. chemical. Consider if it is a localized or systemic effect. Are
the effects acute or chronic? Explain the symptoms and effects
of the toxic exposure including the organs damaged and the type
of damage that occurs. Is the chemical a carcinogen, allergenic,
or something else?
Discuss how to prevent toxic exposure to the chemical and any
known treatments available for toxicity from this chemical.
Your scholarly activity response should be at least two pages in
length and utilize at least three credible sources. Adhere to APA
Style when creating citations and references for this assignment.
APA formatting, however, is not necessary.
TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary
Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and
external responses of the characters, including their
motivations and conflicts; and
(C) analyze different forms of point of view, including first-
person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the
development of the plot through the internal and external

5. responses of
the characters, including their motivations and conflicts, and
analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited by selecting
from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or
pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will
create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students
must identify the four aspects of characterization and how
they pertain to the character. Students will submit the interview
and present to the class for evaluation.
MATERIALS and SETTING Small groups (3 – 4) determined by
the teacher
Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper
sack, objects for the bag
Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee
books
KEY VOCABULARY and
ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external
responses, character, characterization,
point of view
FOCUS ACTIVITY Students will create a character chart from
two poems (“The Peanut Butter King” and “Sarah

6. Cynthia Sylvia Stout Would Not Take the Garbage Out.” to
review ‘static’ and ‘dynamic’
characterizations.
CONNECTION TO PRIOR
LEARNING
Students will review the four different characterization concepts
we have learned in the last
two weeks.
OBJECTIVE STATEMENT Students, today we will continue
our study of characterization, plot development and point
of view. You will complete a project of your choice for the final
assessment of your
understanding of characterization and the role of plot and point
of view in characterization.
PURPOSE OF LEARNING This is important for us to know so
we can understand how writers utilize characters to
impact story lines, and in real life, helps us recognize how other
people impact our lives.
INSTRUCTIONAL STEPS
Include:
Step by step instructions
Key points
Directions to give
1. Review: I will review the different characterization concepts
with the students prior to
starting them on the activity. These concepts include antagonist
and protagonist,

7. dynamic vs. static, round vs. flat, and the difference in implied
and explicit character
traits.
2. Focus Activity: Students will complete the poetry activity to
help them distinguish
between static and dynamic characters.
3. Activity: Students will be completing three different learning
stations that solidify some
of the concepts of point of view and characterization. I will
explain the station
requirements for each station before releasing them to work.
**While students are working on this, I will be pulling some
students for a tier one re-teach
of the concepts before they complete an activity.
Station 1: Students will “become” a character from their group
independent reading
assignment (each group has been reading one of the following
books: Thirsty, Burger
Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of
notebook paper,
students will write down 10 adjectives that describe themselves
as the character
from the book. Students will then list ten more adjectives for
two other characters in
the book from the point of view of the character they have
become.
Station 2: Students will be completing the “Tweet Sheet”
activity. Students have to
write tweets for different characters to point of view on the

8. different conflicts in the
short story. Students may choose any of the following short
stories: “Luck,” “Old
Man on the Bridge,” and “The Other Wife.” Students will
annotate these stories on
the iPads using Scrible. They can read independently to practice
their
comprehension, and then share their findings and notes as a
group. After groups
finish discussing, they will work on their “Tweet Sheets.”
Station 3: Students will write paragraphs from their personal
point of view about a
particular object. They will then write a second paragraph from
the point of view of
that particular object. These objects will be in a paper sack so
that they cannot see
what they are grabbing. Tomorrow, students will take turns
reading the paragraph
from the point of view of their object.
4. Station Completion: Following completion of the stations
activity, I will ask the Post-
Questions to clarify any misconceptions and prepare students
for their project choices.
This assignment will be due in two days.
5. Assessment: Handout project choices for students. Students
will be completing a project
of their choice for the final assessment of their understanding of
characterization and
the role of plot and point of view in characterization. Each
project listed is differentiated
to fit different learning styles. Here is a link to this assignment:

9. https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHX
T-
Ash5eJw4/view?usp=sharing
6. Closure: To review, we will list three types of point of view
and some of the
characteristics of each type. Students will also be sharing what
they remember about the
different characterization concepts before we leave class. They
will not have to write it
down for an exit ticket today. I will take notes on who seems
sure of their responses and
who else might need Tier1/Tier 2 instruction.
7. Connect to Future Learning: Students will be using the
concepts covered in this lesson as
we begin our novel study of A Wrinkle in Time.
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHX
T-Ash5eJw4/view?usp=sharing
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHX
T-Ash5eJw4/view?usp=sharing
QUESTIONS FOR
UNDERSTANDING
Identify levels of Blooms
Pre-Questions:
• What are some of the key differences between direct and
indirect characterization?
Analyze
• What are some ways to determine whether a trait is an implied
or explicit

10. characteristic? Evaluate, Create
• What are some of the different details that make up the
characteristics of a
character? Remember
Post Questions:
• What are you the things that you are most comfortable with
discussing about
characterization and its relationship to other literary elements
moving forward?
Evaluate
• What are some things that you think that we should practice
more before we begin
our study? Create
MODIFICATIONS/
ACCOMMODATIONS
Modifications: IEP and ELL students will have their sentence
stem lists for the writing
portions of the stations. IEP students will also work on their
paragraphs with the teacher
during study hall tutorials.
Accommodations: IEP/504 Students will be able to type the
written portion of these
assignments.
RETEACH/EXTENSION Reteach:
Students who are struggling with the Point of view and
characterization concepts will be
pulled during this lesson for tier one instruction. We will begin

11. by having students list
different adjectives to describe each of the members of the
group. After listing the different
adjectives, we will discuss whether these are implied traits or
explicit traits. Since most will
be explicit, I will be giving them some examples of implied
traits by helping them find ways
to assume certain traits (ex: they can assume that I am also a
coach because I generally come
to class in wind pants or they can assume that a class mate is on
the basketball team because
they wear tennis shoes every day).
The final aspect of this lesson will be for students to read the
short story “Old Man on the
Bridge.” We will read together and take our notes on Scrible
using the iPad. We will discuss
the different characters in the story and label them as flat/round
and tell whether they are
static or dynamic characters. After we finish this, students will
complete a “Tweet Sheet” for
one of the characters in the book.
Extension:
Students who are ready to move on will be completing the
creative writing characterization
activity. This assignment is NOT for a grade, but it can be used
to replace a student’s two
lowest grades. Here is a link to that assignment:
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpe
nwl8ru/view?usp=shari
ng
CLOSURE
Review
Connect to future learning

12. Review: We will list out the three types of Point of View and
some of the characteristics of
each type. Students will also be sharing what they remember
about the different
characterization concepts before we leave class. They will not
have to write it down for an
exit ticket today. I will take notes on who seems sure of their
responses and who else might
need tier 1/tier 2 instruction.
Connection to Future Learning: Students will be using the
concepts covered in this lesson as
we begin our novel study of A Wrinkle in Time.
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpe
nwl8ru/view?usp=sharing
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpe
nwl8ru/view?usp=sharing
REVISED
Bloom’s
Taxonomy
Action
Verbs

13. Definitions
I.
Remembering
II.
Understanding
III.
Applying
IV.
Analyzing
V.
Evaluating
VI.
Creating
Bloom’s
Definition
Exhibit
memory
of
previously
learned
material

14. by
recalling
facts,
terms,
basic
concepts,
and
answers.
Demonstrate
understanding
of
facts
and
ideas
by
organizing,
comparing,
translating,
interpreting,
giving
descriptions,
and

15. stating
main
ideas.
Solve
problems
to
new
situations
by
applying
acquired
knowledge,
facts,
techniques
and
rules
in
a
different
way.
Examine
and
break
information
into

16. parts
by
identifying
motives
or
causes.
Make
inferences
and
find
evidence
to
support
generalizations.
Present
and
defend
opinions
by
making
judgments
about
information,

17. validity
of
ideas,
or
quality
of
work
based
on
a
set
of
criteria.
Compile
information
together
in
a
different
way
by
combining
elements

18. in
a
new
pattern
or
proposing
alternative
solutions.
Verbs
•
Choose
•
Define
•
Find
•
How
•
Label
•
List
•
Match

19. •
Name
•
Omit
•
Recall
•
Relate
•
Select
•
Show
•
Spell
•
Tell
•
What
•
When
•
Where
•
Which

20. •
Who
•
Why
•
Classify
•
Compare
•
Contrast
•
Demonstrate
•
Explain
•
Extend
•
Illustrate
•
Infer
•
Interpret
•
Outline

21. •
Relate
•
Rephrase
•
Show
•
Summarize
•
Translate
•
Apply
•
Build
•
Choose
•
Construct
•
Develop
•
Experiment
with

22. •
Identify
•
Interview
•
Make
use
of
•
Model
•
Organize
•
Plan
•
Select
•
Solve
•
Utilize
•
Analyze
•

23. Assume
•
Categorize
•
Classify
•
Compare
•
Conclusion
•
Contrast
•
Discover
•
Dissect
•
Distinguish
•
Divide
•
Examine
•
Function
•

24. Inference
•
Inspect
•
List
•
Motive
•
Relationships
•
Simplify
•
Survey
•
Take
part
in
•
Test
for
•
Theme
•
Agree

25. •
Appraise
•
Assess
•
Award
•
Choose
•
Compare
•
Conclude
•
Criteria
•
Criticize
•
Decide
•
Deduct
•
Defend
•
Determine

26. •
Disprove
•
Estimate
•
Evaluate
•
Explain
•
Importance
•
Influence
•
Interpret
•
Judge
•
Justify
•
Mark
•
Measure
•
Opinion

27. •
Perceive
•
Prioritize
•
Prove
•
Rate
•
Recommend
•
Rule
on
•
Select
•
Support
•
Value
•
Adapt
•
Build

28. •
Change
•
Choose
•
Combine
•
Compile
•
Compose
•
Construct
•
Create
•
Delete
•
Design
•
Develop
•
Discuss
•
Elaborate

29. •
Estimate
•
Formulate
•
Happen
•
Imagine
•
Improve
•
Invent
•
Make
up
•
Maximize
•
Minimize
•
Modify
•
Original
•
Originate

30. •
Plan
•
Predict
•
Propose
•
Solution
•
Solve
•
Suppose
•
Test
•
Theory

31. •
Maximize
•
Minimize
Anderson,
L.
W.,
&
Krathwohl,
D.
R.
(2001).
A
taxonomy
for
learning,
teaching,
and
assessing,
Abridged

32. Edition.
Boston,
MA:
Allyn
and
Bacon.
TEACHERS of TOMORROW LESSON PLAN PROJECT
FORMAT
NAME:
SUBJECT:
STATE STANDARD:
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:

33. MATERIALS and SETTING
What materials do you need for this lesson? What is the setting?
Are students in pairs, groups, stations, floor, library, science
lab?
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the
concept being taught?
FOCUS ACTIVITY
What activity will students engage in that will pique their
interest about the upcoming lesson? Think of this like a preview
for an upcoming movie – something that ignites curiosity
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have
already learned and how it prepares them for what they are
about to learn; review what they have learned to prepare them
for the upcoming lesson.

34. OBJECTIVE STATEMENT (be sure to include the performance
measure)
This is what you
say to students about what students will
learn today,
and how they will show they have learned
the content (that is the performance measure)
PURPOSE OF LEARNING
Why do students need to learn this today? This should be
written in what you will
say to students and should include both
why it is important to the content
and why it is relevant in their lives.
INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give

36. LITERACY STRATEGIES USED
Be sure you include activities that support literacy; vocabulary,
reading, listening, speaking and writing
STUDENT USE OF TECHNOLOGY
Even if you do not have enough technology devices for your
students, you must include student use of technology as if you
did have all the technology you need.
6 QUESTIONS FOR UNDERSTANDING
1 question per each level of Bloom’s Taxonomy
Identify the level of Bloom’s
Questions should increase in complexity as lesson progresses

37. MODIFICATIONS/ACCOMMODATIONS
Create at least one modification/accommodation for a student
with special needs,
and one modification/accommodation for
English language learners
RETEACH/EXTENSION
Include different activities for struggling students and for
students who already understand the material

38. CLOSURE:
Review: How will you cement the learning that has taken
place in this lesson?
Connect to future learning: How will what students learned
today help them in upcoming lessons?
PREPARING FOR THE LESSON PLANNING
This assignment is designed to evaluate your knowledge and
skills in lesson planning.
· Using the South Carolina state standard to write learning
objectives -
https://www.ed.sc.gov/instruction/standards-learning/
· Aligning the rigor of the state standard to the rigor of the
learning objective
· Developing a performance measure that is aligned to the state

39. standard and is included in the learning objective
· Recognizing the basic elements of lesson planning
· Use the
“
Lesson Plan Template”
See attachment
Resources:
·
Rubic Scoring for scoring – See attachment
·
Example of Completed Lesson Plan – See Attachment
·
Bloom’s Action Verbs list – See Attachment
Assignment
Now it’s time to create your own lesson plans. You will write
(1) lesson plan using standards in your content area.
Your lesson plan should, use the criteria in the rubric. You will
be evaluated on the following:
1) Evidence of rigor within the lesson plan.
2) Alignment of the learning objective to the state standard, at
the appropriate level of rigor.
3) Alignment of the assessment to the learning objective and
state standard, at the appropriate level of rigor.
4) Completion of all parts of the lesson plan.

40. 5) No Plagiarism