ELL Lesson Plan 1. Original Lesson Plan: Lesson Plan - In-Class Teach Subject: Topic: Conflict 7th Grade - English Language Arts Central Focus: Analyze how conflict impacts the plot within a short story. Essential Standard/Common Core Objective: CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact. Date submitted: Date taught: 2/14/18 2/14/18 Daily Lesson Objective: I can analyze the effects of conflict in a short story. 21st Century Skills: · Creative Thinking · Critical Thinking · Oral and Written Communication · Collaborating Academic Language Demand(s) · Language Function: Analyze · Content/Academic Vocab: Conflict, Internal conflict (Man vs Self), External conflict (Man vs Man, Man vs Nature, Man vs Society) plot elements (exposition, rising action, climax, falling action, resolution) · Discourse possibilities: Analyzing conflict Prior Knowledge: Students should be familiar with identifying elements of the plot diagram. They should know the meaning of the word conflict. Activity Description of Activities and Setting Time 1. Focus and Review Students will find the “warm up” prompt on the front board as a part of their daily routine. They will respond to the following prompt with a minimum of 5-sentences: Write about a time when you overcame or resolved a conflict between you and someone important to you. What did you do to resolve it? How did it happen? 5 minutes 2. Statement of Objective for Student Students will be able to analyze the conflict within a story. 3. Teacher Input Students will receive a guided note taking sheet. As a review, we will go over the different types of conflict: internal- man vs self, external- man vs man, man vs nature, man vs society, in a powerpoint presentation. In conjunction with the powerpoint,we will provide examples of each type of conflict. Students will complete their notes with the information presented to them. 10 minutes 4. Guided Practice In groups, students will read the excerpts from two different texts, displayed on the powerpoint, and identify the type of conflict. They should also have an explanation for why it fits that specific conflict type. We will then discuss each example. 15 minutes 5. Independent Practice “Handbook for Boys”: Students already selected a character. They will look at that specific character’s conflicts in the novel. Desks are grouped together so that students will work with the person sitting next to them. 20 minutes 6. Assessment Methods of all objectives/skills: informal, formal We will assess students’ understanding of conflict by our discussion about the different conflicts in the novel and by collecting students’ worksheets. 7. Closure Students are able to analyze the conflict within a text and the impact conflict has on the plot. We will ask if students have further questions regarding conflict in “Bang”. 10 minutes 8. Assessment Results of ...

1. ELL Lesson Plan
1. Original Lesson Plan:
Lesson Plan - In-Class Teach
Subject:
Topic: Conflict
7th Grade - English Language Arts
Central Focus:
Analyze how conflict impacts the plot within a short story.
Essential Standard/Common Core Objective:
CCSS.ELA-Literacy.RL.7.3
Analyze how particular elements of a story or drama interact.
Date submitted: Date taught:
2/14/18 2/14/18
Daily Lesson Objective:
I can analyze the effects of conflict in a short story.
21st Century Skills:
· Creative Thinking
· Critical Thinking
· Oral and Written Communication
· Collaborating
Academic Language Demand(s)
· Language Function: Analyze
· Content/Academic Vocab: Conflict, Internal conflict (Man vs
Self), External conflict (Man vs Man, Man vs Nature, Man vs
Society) plot elements (exposition, rising action, climax, falling
action, resolution)

2. · Discourse possibilities: Analyzing conflict
Prior Knowledge:
Students should be familiar with identifying elements of the
plot diagram. They should know the meaning of the word
conflict.
Activity
Description of Activities and Setting
Time
1. Focus and Review
Students will find the “warm up” prompt on the front board as a
part of their daily routine. They will respond to the following
prompt with a minimum of 5-sentences:
Write about a time when you overcame or resolved a conflict
between you and someone important to you. What did you do to
resolve it? How did it happen?
5 minutes
2. Statement of Objective
for Student
Students will be able to analyze the conflict within a story.
3. Teacher Input
Students will receive a guided note taking sheet. As a review,
we will go over the different types of conflict: internal - man vs
self, external- man vs man, man vs nature, man vs society, in a
powerpoint presentation. In conjunction with the powerpoint,we
will provide examples of each type of conflict. Students will
complete their notes with the information presented to them.
10 minutes
4. Guided Practice
In groups, students will read the excerpts from two different

3. texts, displayed on the powerpoint, and identify the type of
conflict. They should also have an explanation for why it fits
that specific conflict type. We will then discuss each example.
15 minutes
5. Independent Practice
“Handbook for Boys”: Students already selected a character.
They will look at that specific character’s conflicts in the novel.
Desks are grouped together so that students will work with the
person sitting next to them.
20 minutes
6. Assessment Methods
of all objectives/skills:
informal, formal
We will assess students’ understanding of conflict by our
discussion about the different conflicts in the novel and by
collecting students’ worksheets.
7. Closure
Students are able to analyze the conflict within a text and the
impact conflict has on the plot.
We will ask if students have further questions regarding conflict
in “Bang”.
10 minutes
8. Assessment Results of
all objectives/skills:
Tip: Try to have at least one formal assessment per LP to
collect data on student understanding
Tip: Always connect your assessments to either the Daily
Objective, Central Focus; and/or Language Function(s).

4. Remember you must assess the Language Function(s)
somewhere in your 3-5 lessons.
Targeted Students Modifications/Accommodations
Vocabulary work with ELLs: conflict, internal, external,
struggle, plot, nature, beginning, middle, end.
SPED students have assistant to share whispered questions with.
Student/Small Group Modifications/Accommodations
Students form heterogeneous pairs with the student sitting next
to them. Teacher moves the desks around frequently to
encourage new pairings and encourage mutual learning.
Materials/Technology: laptops (1:1), handouts with guided
notes (6 copies), pen or pencil, powerpoint presentation
Reflection on lesson:
2. Instructional Strategies:
1. Use “think-pair-share” allows students to discuss topics in
small groups before sharing with the whole class. (p. 171)
2. Teachers talk less and plan classroom activities that give
students regular opportunities to speak. (p.156)
3. Make sure ELLs are seated close to the board so they can
hear and see clearly (p. 200)
4. Include revoicing, which clearly repeats some or all of what
the student said to ensure all students understands each other (p.
158)

5. 5. Use guided notes to help students follow along and
effectively make notes (p. 209)
6. Utilize journals to maximize independent writing time (p.
240)
7. Position a “word wall” in the classroom to display important
academic terms (p. 244)
8. Students can use role play to act out readings in order to fully
understand the plot (p. 274)
9. Integrate culture into questions so that students are more
likely to understand and engage (p. 275)
10. Use reading self-assessments for student to keep track of
their own use of strategies and to assess their ability to stay on
task (p. 218)
Name: _______________________________ Date:
___________ Block: _______
Directions for CHARACTER CAKE Planning:
Step One: Choose the character you are going to analyze.
_______________________________
Character’s Name
Step Two (Tablecloth): Determine a theme from the novel.
Then, write that theme at the bottom of the table cloth. Find
three pieces of evidence to support your theme..
Theme:
_____________________________________________________
______
Evidence #1:
_________________________________________________
_____________________________________________________

6. ____________
Evidence #2:
_________________________________________________
_____________________________________________________
____________
Evidence #3:
_________________________________________________
_____________________________________________________
____________
Step Three (Plate): Identify the main setting of the novel and
write it on the plate. Include 2+ pieces of text evidence to show
that setting.
Setting:
_____________________________________________________
______
Evidence #1:
_________________________________________________
_____________________________________________________
____________
Evidence #2:
_________________________________________________
_____________________________________________________
____________
Step Four (Layers of Cake): Determine the five main
characteristics of the character. Include 2+ pieces of text
evidence to support your analysis.

7. Characteristic: _______________________________________
Evidence #1:
___________________________________________
_____________________________________________________
___________
Evidence #2:
___________________________________________
_____________________________________________________
___________
Characteristic: _______________________________________
Evidence #1:
___________________________________________
_____________________________________________________
___
Evidence #2:
___________________________________________
_____________________________________________________
___
Characteristic: _______________________________________
Evidence #1:
___________________________________________
_____________________________________________________
___
Evidence #2:
___________________________________________
_____________________________________________________
___

8. Characteristic: _______________________________________
Evidence #1:
___________________________________________
_____________________________________________________
___
Evidence #2:
___________________________________________
_____________________________________________________
___
Characteristic: _______________________________________
Evidence #1:
___________________________________________
_____________________________________________________
___
Evidence #2:
___________________________________________
_____________________________________________________
___
Step Five (Candles): Identify 4-5 different types of
internal/external conflict.
Internal Conflict #1:
Internal Conflict #2:
External Conflict #1:
External Conflict #2:
Step Six (Flames): Explain the impact that each conflict has on
the plot of the novel.
Impact of Internal Conflict #1:
Impact of Internal Conflict #2:
Impact of External Conflict #1:

9. Impact of External Conflict #2: