English 12 Benchmark Lesson part 1

Author: Mellisa Doran

Date created: 10/13/2013 11:03 PM EST ; Date modified: 11/04/2013 4:02 PM EST
VITAL INFORMATION
Subject(s)
Language Arts (English)
Grade/Level
Grade 12
Objectives
The students will demonstrate their ability to write informative and persuasive articles in the context of a
newspaper. They will also make connections between their writing and the novel Animal Farm.
Standards
PA- Pennsylvania Common Core Standards (Draft) (2013)
Subject: English Language Arts Grade 6-12
Grade: Grades 11-12
Content Area: 1.3 Reading Literature Students read and respond to works of literature-with an emphasis
on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a
focus on textual evidence.
Domain:
Key Ideas and Details Text Analysis
Standard:
CC.1.3.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on and related to an authors implicit and
explicit assumptions and beliefs.
Content Area: 1.4 Writing Students write for different purposes and audiences. Students write clear and
focused text to convey a welldefined perspective and appropriate content.
Domain:
Informative/ Explanatory
Standard:
CC.1.4.11-12.A Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately.
Domain:
Informative/Explanatory Focus
Standard:
CC.1.4.11-12.B Write with a sharp, distinct focus identifying topic, task, and audience.
Domain:
Informative/Explanatory Content
Standard:
CC.1.4.11-12.C Develop and analyze the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic; include graphics and multimedia when useful to
aiding comprehension.
Domain:
Informative/Explanatory Conventions of Language
Standard:
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
Domain:
Response to Literature
Standard:
CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
MATERIALS AND RESOURCES
Resources
Materials and resources:
-Newspaper
-Terms of newspaper worksheet
-Benchmark lesson worksheet
-Informative graph worksheet
Technology resources:
Smart-board
The number of computers required is 1 per student.
Students Familiarity with Software Tool:
Informed, the students use computers on a daily basis
Classroom has laptop cart in room, each student will work at their desk with their laptop
IMPLEMENTATION
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Lesson Procedures
1. Hand out and go over benchmark lesson (5 min)
2. Hand out newspaper worksheet, go over terms refering to the example (3 min)
3. Working in groups, review newspapers picking out the different terms that are on worksheet (7 min)
4. Do a who, what, when, where chart to get the students thinking about what they want to write about, first
modeled by me using the smartboard (10 min)
5. Students start working on their own chart and eventually start writing their piece. (25 min)
ASSESSMENT
Assessment
Students will create a newspaper with an informative article, persuasive article, and two more creative
options. A rubric developed by my teacher will be used in the grading process
Lesson Analysis and Reflection

After teaching my first lesson on my own, I am quite proud of how it turned out. I thought the students were
all fairly interested in the lesson and the activities kept them engaged. I thought that the most challenging
part of the lesson was the planning. I am currently struggling with remembering to scaffold each lesson to the
correct degree that my students need it. I am constantly thinking about the end goal and big picture instead
of each step it takes to get there. I also just have trouble with narrowing down what ideas I want to use for
my lesson. While in the planning stages, I usually google what I am teaching for different ideas. While doing
that, I tend to get overwhelmed with different ideas and need to force myself to focus on making a cohesive
lesson.
What I liked best about my lesson was how engaged each student was. I was worried that the students
would be overwhelmed because not only was I introducing their most important writing project, but I was
also giving them multiple activities to do, introducing a new format of writing which included new vocabulary,
and instructing them on how to write informative articles. I was worried that the activities I was doing would
not translate as cohesive and building blocks to one another when I actually taught the lesson, but luckily
they did! I believe that each student benefited from the small scaffolding that I did. I was also happy that the
students understood what they needed to do by the end of the day and felt prepared for the writing that
would take place the following day.
What I would want to improve from this lesson is my overall instruction and ability to translate information to
my students. I wanted to make sure I was going at a slow pace for my students, but I would frequently get
tongue tied or lose my train of thought because I was trying to keep track of so many different things at once.
Overall though, I am very happy with the lesson. With the help from my mentor teacher, I believe the lesson
was effective and well thought out.
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