Running Head: Language Arts Strand Project
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Karla Cygan
Language Arts Strand Project
EDLC 632
Spring 2023 Term D
Liberty University
Running Head: Language Arts Strand Project
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Abstract
This Language Arts Strand Project will be focusing on the third-grade
curriculum. The theme that I will be talking about is Exploring and Analyzing
Poetry. I will include lesson plans, and activities that will match up with the
curriculum. In this lesson, there will be multiple books used and provided to
the students to help with mastery of all six language arts focuses. The
objective of this lesson will be for the students to expand vocabulary when
reading and read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry. Every student will be able to use learned strategies to
demonstrate their understanding of poetry. All books used will be grade level
appropriate. The main lesson will be introducing the different types of
poetry.
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Grade Level
State
Standards
Objectives
Children’s
Literature/
Reading
Materials
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text.
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text. Click or tap here to
enter text.
Text Set
2nd Grade
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Lesson Plan
LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Click or tap Grade Level: Click or tap here to enter text.
here to enter text.
Candidate’s Endorsement: ClickCentral Focus: Click or tap here to enter text.
or tap here to enter text.
Subject: Click or tap here to enter Learning Segment Theme: Click or tap here to enter
text. text.
Where in the learning segment Lesson Structure or Grouping:
does this lesson occur?☐Whole Class ☐Small Group ☐1:1
☐Beginning ☐Middle Other (specify): Click or tap here to enter text.
☐End
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, family Click or tap here to enter text.
backgrounds, experiences, etc.)
Cultural (Traditions, dialects, Click or tap here to enter text.
worldview, literature, arts, etc.)
Community (Landmarks, Click or tap here to enter text.
community events, etc.)
Developmental (Cognitive, Click or tap here to enter text.
physical, social, and emotional)
CONTENT STANDARDS
State StandardsClick or tap here to enter text.
National StandardsClick or tap here to enter text.
InTASC StandardsClick or tap here to enter text.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
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BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
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MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language
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demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson—with the correct answers.
Instruction/ModelingClick or tap here to enter text.
Guided PracticeClick or tap here to enter text.
Independent PracticeClick or tap here to enter text.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
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EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s) Click or tap here to enter text.
(could be prior to the lesson)
Formative Assessments/Click or tap here to enter text.
Feedback to Learners (part of the
activities in the lesson)
Summative Assessment (matches Click or tap here to enter text.
the objective)
ACADEMIC LANGUAGE DEMANDS
Language Demand(s)Click or tap here to enter text.
Language Support(s)Click or tap here to enter text.
Essential VocabularyClick or tap here to enter text.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character EducationClick or tap here to enter text.
MaterialsClick or tap here to enter text.
Technology ConnectionClick or tap here to enter text.
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do!
List planned supports (instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of the central focus).
Planned SupportsClick or tap here to enter text.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
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levels?
Exceptionalities (special needs Click or tap here to enter text.
[IEPs/504 plans], gifted and
talented, accommodations, etc.)
ELLClick or tap here to enter text.
Learning Styles/Student Click or tap here to enter text.
Engagement
ExtensionClick or tap here to enter text.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
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REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
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Mini-Lessons
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Reading Groups - Tiered Activities
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Assessments
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References
