Subject: English

Teacher: Ms. Akinde

Student Outcomes: Students will be able to understand the historical background of reading during
times of slavery in the United States and importance of narratives
Learning Targets:
I can.research, identify and present different locations in the Bronx to bring a tour group.
Instructional Focus: Connecting Learning to Experience
What am I learning
Students are learning how to research, identify and present different locations in the Bronx.
Why am I learning it?
Students need to be able to have understanding .
How can I use what I am learning? (Real world application)
Students can use the skills when researching a trip of their own.
CCLS Standards Addressed:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text.
CCSS.ELA-Literacy.RL.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.

Blooms
Taxonomy 2001
Remember -Retrieve
knowledge from
long-term
memory,
recognize, recall,
locate, identify
Understand -Construct
meaning, clarify,
paraphrase,
represent,
translate,
illustrate, give
examples,
classify,
categorize,
summarize,
generalize,
predict
Apply -- Carry out
or use a
procedure in a
given situation;
carry out or use
/apply to an
unfamiliar task
Analyze -- Break
into constituent
parts, determine
how parts relate
Evaluate -- Make
judgments based
on criteria, check,
detect
inconsistencies/fal
lacies, critique
Create -- Put
elements together
to form a
coherent whole,
reorganize
elements into new
patterns/
structures

Webbs Depth-ofKnowledge
Level 1 Recall &
Reproduction: Recall
of a fact, term,
principle, concept, or
perform a routine
procedure
Level 2 - Basic
Application of Skills/
Concepts: Use of
information, conceptual
knowledge, select
appropriate procedures
for a task, two or more
steps with decision
points along the way,
routine problems,
organize/display data,
interpret/use simple
graphs
Level 3 - Strategic
Thinking: Requires
reasoning, developing a
plan or sequence of
steps to approach
problem; requires some
decision making and
justification; abstract,
complex, or nonroutine; often more
than one possible
answer

Evidence of Student Learning

What constitutes evidence that students are approaching the
Learning Target?
Students are approaching the Learning Target if they are unable to
identify then two or less locations and explanations.
What constitutes evidence that students are meeting the
Learning Target?
Students are meeting the Learning Target if they are able to identify
four or more locations and explanations.
What constitutes evidence that students are exceeding the
Learning Target?
Students are exceeding the Learning Target if students are able to
identify and explain five or more locations.

Level 4 - Extended
Thinking: An
investigation or
application to real
world; requires time to
research, problem
solve, and process
multiple conditions of
the problem or task;
non-routine
manipulations, across
disciplines/content
areas/multiple sources

Essential Question(s):
What is the purpose of this project?
Why do we need to bring tour groups to the Bronx?
Who is your audience for this power point or brochure?
Any perks of picking you as the tour guide over the competition?
Critical Thinking
Collaboration with peers
Strategies
Close reading
Self-assessment

Acquisition
Strategies
Direct Instruction
Pre-Teach Word
Semantic Maps
Semantic Story
Design
Frayer Model
LINCS

Assessment
Options
KWL Organizers
Likkert Scale
Exit Cards
Conferencing
Quizzes
Surveys
Observations
Quick Writes
Essay (with Rubric)
Frayer Model Map
Homework
Multi-Media
Presentations
Hand/Card Signals
Problem Solving

Differentiation
Strategies
Anchor activities ,
Flexible grouping,
Tiered Instruction
Interest-based
investigations, Learning
Centers, Learning
Contracts, Personal
Agendas, Choice Boards
Graphic Organizers,
Adjusted Questions,
Compacted Curriculum,
Building a RAFT

Essential Vocabulary:
Tier III Words (Content): Tourism and Hospitality
Tier II Words (Academic): Target Market

Continued on next page!

Assessment During the Lesson:
(Describe how you will check for understanding several times throughout the lesson. What tool will
you use to memorialize the data you are collecting?)

Teacher circulation and data collection based on conversation, questioning and

student assessment of peer(s) presentations.

Differentiation:
I plan to differentiate for
Readiness Level
Student Interest
Learning Style
By differentiating the
Content
Product
Process

Differentiation Plan:
Students may work with peers to complete their
presentations.
Differentiated Groups or Individuals:
Students will work in preassigned groups. These groups
have been formed based on recent classroom assessments
and student affect.

Strategies
Auditory
Believer/Doubter
Fishbowl
Four-Corners Debate
Literature Circles
Roundtables
Socratic Seminars
Teach-Back
Think-Pair-Share
Read-Aloud
Think-Aloud
Visual
Guided Note Taking
Flowcharts
Double-Entry
Notebooks
Sequencing Maps
Concept Maps
Venn Diagrams
Foldables
Dioramas
Mobiles
Graphing
Kinesthetic
Gallery Walks
Readers Theater
Investigations
Games
Floor/Wall Puzzles

Lesson Outline: (9:30-10:27)

Do Now: (9:30-9:35)
Day 1: Why do we need to bring tours to the Bronx?
Day 2: As a tour guide, who would your target market be?
Day 3: What is one example of a location you want to visit in the Bronx and
why?
Transition to Mini-Lesson: (9:38-9:40)
We will share out 3 student responses for the Do Now.
Guided Practice: (9:40-9:50)
Unpack LT and connect it to larger learning targets posted on the front board in
the classroom.
Day 1: Teacher will give an example of a Brooklyn location and go over
expectations and guidelines of activity.
Day 2: Teacher will give an example of a Manhattan location and go over
expectations and guidelines of activity.
Day 3: Students will present their presentations to the class. Students will assess
their classmates according to the rubric.
Independent Practice (9:50-10:20)
Day 1: Students will work on their projects.
Day 2: Students will work on their projects and prepare for presentations.
Day 3: Students will present their presentations to the class. Students will assess
their classmates according to the rubric.
Lesson Summary/Exit Ticket (10:20-10:27)
Exit Ticket/Debrief: Students will fill out a Marzano exit ticket based on the LT.
Exit tickets will be collected.

Subject: English
Teacher: Ms. Akinde
Number of Students:30
Date: April 22, 2016
Student Outcomes: Students will be able to cite and us textual evidence to support analysis of what
the text explicitly says and make inferences drawn from text
Learning Targets:
I can.cite textual evidence and draw inference from text
Unit Focus : Social Justice
What am I learning
How to cite and draw inference from text
How can I use what I am learning? (Real world application)
Citing and inference two are critical thinking strategies that can be used all throughout your life. The
ability to make an inference may help you indentify harmful situations, i.e. health injuries or domestic
violence. On a deeper level sometimes injustice is not bold face and obvious but being able to make
inferences will help us read between the lines in our daily lives. Citing may help you explain the
theories and ideas you have to others while being able to communicate and validate the origin of your
thoughts.
CCLS Standards Addressed:
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
Evidence of Student Learning
What constitutes evidence that students are approaching the
Learning Target?
Students will be able to draw inference from the text ( read between
the lines)
What constitutes evidence that students are meeting the
Learning Target?
Students will organize stories chronologically and write paragraphs
citing the evidence that proves the order of the story was correct
What constitutes evidence that students are exceeding the
Learning Target?
Students are able to give in-depth analyze of text and cite evidence

Level 1 Recall
& Reproduction:
Recall of a fact,
term, principle,
concept, or
perform a routine
procedure
Level 2 - Basic
Application of
Skills/ Concepts:
Use of
information,
conceptual
knowledge, select
appropriate
procedures for a
task, two or more
steps with
decision points
along the way,
routine problems,
organize/display
data, interpret/use
simple graphs
Level 3 Strategic
Thinking:
Requires
reasoning,
developing a plan
or sequence of
steps to approach
problem; requires
some decision
making and
justification;
abstract, complex,
or non-routine;
often more than
one possible
answer
Level 4 Extended

Thinking: An
investigation or
application to real
world; requires
time to research,
problem solve,
and process
multiple
conditions of the
problem or task;
non-routine
manipulations,
across
disciplines/conten
t areas/multiple
sources

Homework/assessment: Work on inference worksheet provided.

Critical Thinking
Strategies

Acquisition
Strategies
Direct Instruction
Pre-Teach Word
Semantic Maps
Semantic Story
Design
Frayer Model
LINCS

Collaboration with peers

Close reading
Inference

Essential Vocabulary:
Analysis- detailed examination of the elements or structure of something,
typically as a basis for discussion or interpretation
Cite- quote (a passage, book, or author) as evidence for or justification of an
argument or statement, especially in a scholarly work
Inference- a conclusion reached on the basis of evidence and reasoning

Continued on next page!

Assessment
Options
KWL Organizers
Likkert Scale
Exit Cards
Conferencing
Quizzes
Surveys
Observations
Quick Writes
Essay (with Rubric)
Frayer Model Map
Homework
Multi-Media
Presentations
Hand/Card Signals
Problem Solving
Differentiation
Strategies
Anchor activities ,
Flexible grouping,
Tiered Instruction
Interest-based
investigations,
Learning Centers,
Learning Contracts,
Personal Agendas,
Choice Boards
Graphic
Organizers,
Adjusted
Questions,
Compacted
Curriculum,
Building a RAFT

Assessment During the Lesson:

(Describe how you will check for understanding several times throughout
the lesson. What tool will you use to memorialize the data you are
collecting?)
Teacher circulation and data collection based on conversation and questioning.
Walk around with clip board with students name in order to make sure I have
informally spoken to every student at least once during class period.

Differentiation:
I plan to differentiate
for
Readiness
Level
Student
Interest
Learning Style
By differentiating
the
Content
Product
Process

Differentiation Plan:
Students will work in pre-assigned groups. These groups
have been formed based on recent classroom assessments
and the effect of the students learning.
Children who are not at grade level for reading will use
the same inferring strategies to infer pictures

Strategies
Auditory
Believer/Doubter
Fishbowl
Four-Corners
Debate
Literature Circles
Roundtables
Socratic Seminars
Teach-Back
Think-Pair-Share
Read-Aloud
Think-Aloud
Visual
Guided Note
Taking
Flowcharts
Double-Entry
Notebooks
Sequencing Maps
Concept Maps
Venn Diagrams
Foldables
Dioramas
Mobiles
Graphing

Lesson Outline: (9:30-10:27)

Do Now: (9:30-9:35)
Get classroom dictionary find definition of words: cite, inference and analysis
Transition to Mini-Lesson: (9:35-9:40)
We will share out and discuss 3 student responses for the Do Now.
Guided Practice: (9:40-9:50)
Teacher will give example of text/picture. On smart board teacher and students
will work together drawing inferences and citing the evidence from text/picture.
Independent Practice (9:50-10:20)
Students will be put in pre-assigned groups and put organize the pictures.
After discussing the order with class and realizing students used evidence and
inference to order those pictures, students will in groups write one paragraph
describing what clues, evidence and inferences they used to organize the pictures
Lesson Summary/reflection (10:20-10:27)
Students will write one thing they learned in todays lesson, one thing they liked
about todays lesson, one thing they still have confusion with (if any), and one
thing that might have not gone so well for them in todays lesson

Kinesthetic
Gallery Walks
Readers Theater
Investigations
Games
Floor/Wall Puzzles

EdTPA
Lesson Template
Teacher: Ms. Akinde
Grade: 9th grade
Subject: English Language
Date: November 9, 2017

Standards: (Common Core

Learning Standards/ New York
State Standards)
CCSS.ELA-LITERACY.W.910.1.A
Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims, and
create an organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence.
Content
Vocabulary:

Language
Function:

Social
Injustice
Claim
Argument

Circle one:
Analyze
Argue
Describe
Evaluate
Explain
Interpret
Justify
Synthesize

Objective(s)/Aim(s): Students will

be able to understand the main
components of argumentative
writing
Essential Questions: How can we
use argumentative writing to
impact social injustice?

Materials/Resources:
Writing journal
Summary of Letter from
Birmingham jail
Images of injustice
Post-it
Technology: Smart Board
Laptop

Language Supports: Language used in this lesson supports

argumentative/academic writing. Students will be able to identify key
words used when writing argumentative essays.
The whole language theory will be used during this lesson. Students
will be referred to as writers, therefore the words workshop and
revising will be explained to the class and then used multiple times in
the same context to ensure comprehension and knowledge of how to
use the word

Motivation/ Hook/Do Now: (The purpose, connection to experiences, or review of a previous lesson ~5
min.)
What are some injustices you see in this world? What are some injustices that may have affected you or a
loved one personally? Write your answers in your writing journals.
Examples may include: Racism, sexism (discrimination on the basis of sex), double standards (they can
wear their natural hair but you cannot wear yours) etc. the list goes on

Mini-Lesson/Direct Instruction: (Teacher explains, models correct responses, elicits scholar responses,
step-by-step procedure. ~10 min.)
Chalk talk exercise: Images of social injustices will be placed around the room. Students will walk around
the classroom writing their responses and thoughts on the issues shown in the pictures. Students will be
encouraged to respond or question previous comments their classmates have made under the picture.

Guided Practice: (Teacher works with students: 1. to have them demonstrate understanding of objective
with assistance, 2. to allow students to show understanding individually or in groups, and 3. to re-teach
through multiple intelligences. ~15 min.)
Explain to students that by making certain statements during the Chalk Talk, they have made their
claim pertaining to the particular social injustice.
*Explains each step in depth as needed by class*
6 Keys to successful argumentative writing piece
1 In a written argument, authors state their opinion and provide facts to support their beliefs.
2 First they make a claim or statement they believe to be true
3 Then they back their claims with logical reasoning
4 They list evidence or factual information that support their reasons; and explain the evidence
5 The evidence should be sufficient or enough to firmly support the claim.
6 Writers also include a counter argument.

Independent Practice: (Teacher provides activity and students complete tasks independently while teacher
observes and informally assesses for understanding. ~15 min.)
Take a look at this picture of police brutality from the Civil Rights; write a claim and two reasons to back
up your claim.

Share/Reflection: (Closure, connection, students share/reflect while teacher continues to check for
understanding, exit slips. ~5 Min.)
Sit in a circle, for those students who feel the need to share their journal do now post, they may.
For other students they may speak briefly on what they learned/ enjoyed about todays lesson or they may
speak on what they did not like (even if it pertains to the Civil rights movement) or what they are still
confused with.

Differentiation:
Students who learn best through
visuals will benefit from Chalk
Talk exercise

Assessment
(Formative/Summative):
Formative: Teacher will walk
around collecting information on
student comprehension
Teacher will take notes as students
speak on experiences
Teacher will read comments
during Chalk talk exercise

Homework:
Read this spark notes summary
for letter to Birmingham.
Answer the question: Why is Dr.
King writing this Letter?
To whom is he writing the letter
to? Do you agree with the points
King is making or the points the
clergy men have made? Why?

EdTPA
Lesson Template
Teacher: Ms. Akinde
Grade: 9th grade
Subject: Gifted ELA
Date: November 10, 2017
Standards: (Common Core
Learning Standards/ New York
State Standards)
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices
concerning how to structure a
text, order events within it (e.g.,
parallel plots), and manipulate
time (e.g., pacing, flashbacks)
create such effects as mystery,
tension, or surprise.

Content
Vocabulary:

Language
Function:

Workshop
Revising

Circle one:
Analyze
Argue
Describe
Evaluate
Explain
Interpret
Justify
Synthesize

Objective(s)/Aim(s):
Students will be able to identify
what makes an argumentative
essay effective. Students will able
to begin writing their own
argumentative essay.

Materials/Resources:
Pen
Ms. Akindes speech
Technology:
Smartboard
laptop

Essential Questions: What are

some social injustices in your life
that you wish to change with the
power of your words?

Language Supports: The language used in this lesson can be used in

peer review in all content areas that involve writing. Students will
learn what it means to revise as oppose to editing.
The whole language theory will be used during this lesson. Students
will be referred to as writers, therefore the words workshop and
revising will be explained to the class and then used multiple times in
the same context to ensure comprehension and knowledge of how to
use the word.

Motivation/ Hook/Do Now: (The purpose, connection to experiences, or review of a previous lesson ~5
min.)
Name one thing you learned about injustice while reading Dr. Kings letter; write in your writing journals

Mini-Lesson/Direct Instruction: (Teacher explains, models correct responses, elicits scholar responses,
step-by-step procedure.~5 min.)
Direct lesson:
While I read my speech My Philosophy of Education students will read along. As they listen and read
along students will make a list featuring the major differences and similarities between Dr. Kings letter
and my speech.

Guided Practice: (Teacher works with students: 1. to have them demonstrate understanding of objective
with assistance, 2. to allow students to show understanding individually or in groups, and 3. to re-teach
through multiple intelligences. ~20 min.)

Students collectively will workshop my piece, give me feedback, suggestions, questions, state what they love
about my piece and state what confuses them about my piece to help me better it. By revising together
students will eventually be able to do the same for their classmates

Independent Practice: (Teacher provides activity and students complete tasks independently while teacher
observes and informally assesses for understanding. ~15 min.)
Students will begin working on their own argumentative draft in class. Students do not have to sit in
silence if they do not chose and are not disturbing others directly. They may discuss and brain storm as
they write, they may ask questions as they write. They may ask for help as they write for the next hour of
the class

Share/Reflection: (Closure, connection, students share/reflect while teacher continues to check for
understanding, exit slips. ~5 Min.)
Students will write on an exit slip Glos and Grows of todays lesson. Glos: Areas that went extremely well
for the student vs. the parts of the lesson that confused/ confuses the student

Differentiation:
Students will be able to choose
their own topic for their
argumentative speech
Students who learn best through
peer discussion will benefit by
discussing aspects of effective
argumentative writing in groups
Students who are advanced can
engage in further research in
order to add information to their
essays

Assessment
(Formative/Summative):
Summative: exit slips

Homework:
Finish your draft. Use the rubric
provided, use Kings speech as
model, use my speech as a
model, use relevant personal
experience as evidence and it is
also highly suggested you find
outside sources. Tomorrow we
will workshop your drafts.

Reflection: For this standard I gathered my old lesson plans. The lessons vary in content,
strategy, and assessments. The lesson plans presented on this website also show a wide
range of lesson plans for students at different writing, speaking and reading, levels

EdTPA
Lesson Template
Teacher: Olukemi Akinde
Grade: 9th grade gifted class
Subject: English Language Arts
Date: November 11, 2017
Standards: (Common Core
Learning Standards/ New York State
Standards)
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices
concerning how to structure a text,
order events within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing, flashbacks) create such
effects as mystery, tension, or
surprise.

Content
Vocabulary:

Language
Function:

Counter claim
Tone
Allusion
Emotional
-Appeal

Circle one:
Analyze
Argue
Describe
Evaluate
Explain
Interpret
Justify
Synthesize

Objective(s)/Aim(s):

Materials/Resources:

Students will be able to identify

what makes an argumentative essay
effective. Students will able to begin
writing their own argumentative
essay

Highlighters
pens
Technology:
Lap top
Smart board

Essential Questions:
What are some social injustices in
your life that you wish to change
with the power of your words?

Language Supports:
Language used in this lesson supports argumentative/academic writing.
Students will be able to identify key words used when writing
argumentative essays.
During the lesson we will use dictionaries and highlighters/ pens to
discuss the meaning of the words we do not understand in the text. We
will write the meaning of the word next to or around the word. This
method will be encouraged to be done at home when students are faced
with difficult words.

Motivation/ Hook/Do Now: (The purpose, connection to experiences, or review of a previous lesson ~5 min.)
In order to gain context and background of letter from Birmingham the class will watch short video on civil
rights

Mini-Lesson/Direct Instruction: (Teacher explains, models correct responses, elicits scholar responses, step-bystep procedure.~10 min.)
Discuss shocking components of the video for the first 5 minutes
Then as a class we will use the next 5 minutes recalling and discussing the 6 important parts of an argumentative
essay

Guided Practice: (Teacher works with students: 1. to have them demonstrate understanding of objective with
assistance, 2. to allow students to show understanding individually or in groups, and 3. to re-teach through
multiple intelligences. ~15 min.)
Together as a class we will read the first 2 paragraphs of Dr. Kings letter Letter from Birmingham Jail, taking
notes, highlighting, defining unknown words and Identifying what makes the arguments strong. What literary
devices does King use to get his point across effectively? Does Dr. King hit all 6 points we mentioned as a class?

Independent Practice: (Teacher provides activity and students complete tasks independently while teacher
observes and informally assesses for understanding. ~15 min.)
Students will take the next 15 minutes to work in their groups reading, highlighting, defining unknown words and
identifying the argument that King is trying to make.

Share/Reflection: (Closure, connection, students share/reflect while teacher continues to check for
understanding, exit slips. ~5 Min.)
Students will write on an exit slip Glos and Grows of todays lesson.

Differentiation:

Assessment
(Formative/Summative):

Homework:

Students who learn best through

peer discussion will benefit by
discussing aspects of effective
argumentative writing in groups

Formative assessment: Teacher will

be walking around the during at
various times during the lesson to
ensure student comprehension

Do the best that you can reading

half the document and
highlighting defining and taking
notes as we did in class. Use the
supplemental work including the
summary of the letter from
Birmingham and the example of
notes highlighting and definition
we did today in class.

Students who learn best through

modeling will benefit from model
lesson by teacher
Students who have not benefited
will be given the opportunity to
speak about confusing/ difficult
aspects during reflection
Students who learn through videos
will benefit from video of Civil
Rights

Students will then answer the

question:
Identify and describe What Dr.
Martin Luther King calls the 4
basic steps to a non-violent
campaign?