Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Jett Leivn

Lesson Title: Graphic Organizer Groups for

Orphan Train

Grade Level: 10

Lesson Goals
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
Central Focus: to explore what we carry with us, synthesizing narrative strategies from mentor texts and creating personal narratives
with thematic elements that reflect individual growth experiences.
This lesson guides students through reading and gives them strategies to organize their thoughts on characterization. It will be a
useful tool to them in the future as they compare and contrast the intersecting narratives within the book.
List the title, author, and write a short description of the text(s) used in this lesson.
Orphan Train by Christina Baker Kline. Orphan Train is a novel about the intersection of two womens stories: Vivian Daly and Molly
Ayer. In and out of foster homes, Molly steals a book and is threatened with juvenile prison and being kicked out of her uncomfortable
home if she does not find a way to do community service hours elsewhere. Vivian, an elderly woman whose childhood as an Irish
immigrant on the orphan train determined the progression of her life homes lives nearby, and needs help working through the
memories and objects from those years that have been lying abandoned in her attic. When Mollys boyfriend tells her of an
opportunity to get hours helping Vivian clear out her attic, a unique friendship is born.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework:
The conceptual framework for this lesson comes from Van Garderen and Whittakers Planning Differentiated, Multicultural
Instruction for Secondary Inclusive Classrooms. The authors argue that within a UDL framework, content, what is taught
and how information is presented needs to be presented in ways that are inclusive and accessible to all students. They
provide examples of successful practice of content UDL accommodations, including provision of organizers to guide note
taking (Van Garderen 14). The goal of this lesson is to provide students with the scaffolding they need to read Orphan
Train, tracking their thoughts and changes across the novel.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):

IPTS Standard 2 - Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of
content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area
literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content
area and pedagogical knowledge, and evidence-based practice.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
Central Focus: to explore what we carry with us, synthesizing narrative strategies from mentor texts and creating personal narratives
with thematic elements that reflect individual growth experiences.
The standards above illustrate how the competent teacher should be aware of the intersection of content, in this case Orphan Train
and characterization, and evidence-based pedagogical strategies. UDL states that graphic organizers are useful tools for students
and that differentiation is a proven method that enhances and multiplies opportunities for student learning. CCSS 9-10.3 asks
students to analyze how complex characters develop, and the use of graphic organizers will help them to achieve this goal. Then, the
students will have something to refer back to and a skill to apply to their later work with their reading of The Things They Carried, and
an understanding of characterization will help them produce more sophisticated personal narratives.
Materials/ Instructional Resources:
Butcher paper
Markers
Copies of Orphan Train
Annotation Sheets

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1:

Related Assessment:

Students will apply knowledge of characterization to graphic

organizer formats.

Formative: poster

Explain the Assessments Alignment with the Objective:

The objective is for students to use what they know about the
characters thus far and work in group to synthesize that
information in a graphic organizer format.

Describe the form of Student feedback that accompanies

the assessment:
The student feedback will be in the form of a poster on butcher pap
paper.
Objective 2:

Related Assessment:

Explain the Assessments Alignment with the Objective:

Describe the form of Student feedback that accompanies

the assessment:

Lesson Considerations
Pre-Assessment:
Inquiry, are students familiar with the concept of characterization? If not, mini lesson on characterization and completion of the
activity as a whole class first, then group work. This may require us to push tomorrow lesson back, flexibility is possible within the
unit.
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

Students should be aware of characterization as a concept and have a working definition. Students can analyze a text and determine
the main character or protagonist as well as who the supporting characters and any antagonists may be. Students are still to analyze
authorial decision making in the context of characterization and question why a choice was made, or why a particular character is
presented in a certain way.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
My students will have encountered a variety of characters in their lives from multiple media sources: books, TV, movies, etc. They are
fond of these types of texts and can draw upon them when we talk about various tropes of writing and characterization. They also
have access to characters from other cultures in my class, with students who contribute a diverse knowledge of media from places
like the Congo and South Korea. They analyze and relate to or criticize characters in media.
Misconceptions:
Students may have misconceptions about interpretations of characters in the book or various historical events described in Orphan
Train. They may react to different characters differently. They may have misconceptions about appropriate norms for group work and
what it means to be a good, or productive group member.

Language Objectives and Demands

Identify a Language Function:
Describe
Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary:

Characterization
Protagonist
Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:

For the student on the autism spectrum, I will refer to the IEP and consult with the special education teacher on how to
best meet their goals and needs with this lesson. If needed, modifications can be made to differentiate goals/objectives
and student output for the day.
Accommodations for students who are not proficient uses of Standard English:

Students who are not proficient in Standard English will be placed in a group with peers who can help them. They can
choose to do the non-writing activities for the group work if they wish.

Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
This class is broken into two pieces: independent reading and small group work. For the student who has special needs, I will be
deliberate in my choice of who works with whom. The student who is on the autism spectrum will be placed in a group of their friends
who can keep them on track with the assignment for the day. Roles within groups are differentiated: illustrator/ idea generator, writer,
citation finder. Therefore, the student can choose a role that is best suited to their strengths. For the student who is French-dominant,
translated resources will be available and they can work in a group of strong Standard English speakers. Additionally, they can take
on a role that requires less writing or minimal reading/writing depending on their comfort level.

Time

*Lesson Plan Details

Lesson Introduction

25
min

Silent reading of Orphan Train pp 23-45

Learning Activities -

20
min

Small groups will create posters in 1 of 2 graphic organizer formats: the single-character person of Molly, Niamh or Vivian,
or the venn-diagram comparison of 2 characters: Molly and Niamh or Niamh and Vivian. Groups will be up to 3 students
each. Each group will have one illustrator/idea generator, one writer, and one citation seeker. Students may choose which
role they fill in the group.

Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.

The planned informal assessment for this lesson is the group activity and will demonstrate to the instructor that students can
identify character traits, descriptors, and provide citations for these from the reading they complete in the beginning of the
lesson. By the end of the lesson, they will have a physical object (the poster) to hand in that illustrates their learning.

Closure
Groups will hand in their posters, if there is time they may present them, otherwise they will simply be hung up around the
room for display.
Extension
Students who are finished early can begin filling out their vocabulary and annotation worksheets.

Resources and References (use APA or MLA listing the information from the conceptual framework above as
well as from any other categories where cited a source):
Illinois Professional Teaching Standards (2013). Illinois State Board of Education. ISBE, 2013. Web. 7 December 2015.
National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State
Standards English Language Arts. National Governors Association Center for Best Practices, Council of Chief State School
Officers, Washington D.C., 2010. Web. 7 December 2015.
Van Garderen, Delinda, and Catherine Whittaker. "Planning Differentiated, Multicultural Instruction for Secondary Inclusive
Classrooms." Teaching Exceptional Children 38.3 (2006): 12-20. Print.

Attachments: handouts, assessments, etc.

Chicago Cubs: Your group must choose 1 character to flesh-out in the diagram below. Choose from Vivian, Niamh, or Molly. Follow
the instructions on the diagram and be sure to cite where you found the information you put into it. One person in your group will be
the illustrator/idea generator. It will be their job to draw the diagram on the poster and to come up with ideas for filling in the body.
Another group member will be the writer, it will be their job to write down the information clearly and in the appropriate place. The
remaining group member will be the citation seeker, who will have their book open and ready to find page numbers and textual
evidence of the idea generators claims.
The diagram must have 5 things and must look like a person (see below)
1. Personality traits
2. Outward appearance
3. Burden she carries
4. Significant event that shaped her life

Chicago White Sox: Your group must choose 2 characters to compare and contrast using a Venn-diagram format. At the top of the
diagram, write two character names from this list: Molly, Vivian, Niamh. Then, compare and contrast the characters. Be sure to
include their personality traits, outward appearance, burdens they carry, and a significant events in their lives. Be sure to cite
information you use. One person in your group will be the illustrator/idea generator. It will be their job to draw the 3-part diagram on
the poster and to come up with ideas for filling it. Another group member will be the writer, it will be their job to write down the
information clearly and in the appropriate place. The remaining group member will be the citation seeker, who will have their book
open and ready to find page numbers and textual evidence of the idea generators claims.