Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Libby Hansen

Grade Level: 6th

Subject: Language Arts

Date: 2/6/19

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.

6.W.3 Write narratives and other creative texts to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-structured event
sequences. a. Engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically. b.
Use literary and narrative techniques, such as dialogue, pacing, rhythm, and description, to
develop experiences, events, and/or characters. c. Use a variety of transition words, phrases,
and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, figurative and sensory
language to convey experiences and events. e. Provide a conclusion that follows from and/or
reflects the narrated experiences or event (when appropriate to the genre).
6.W.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
6.W.6 Use technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others. Demonstrate sufficient command of keyboarding skills to
type produce writing with a minimum of two-three pages in a single sitting.

List the Rationale (cite theories or theorists):

Gardner: multiple intelligences

Archer: direct instruction

List the learning objective(s) to be addressed in this lesson (specific, measurable,

attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to write a narrative essay that will tell a story that is a narrative story will
clear characters, has a problem and a solution, and a clear ending.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

These objectives meet the State Standards in writing and writing narratives.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and those
due to cultural characteristics).
Girls-5 Boys- 7 White- 12

Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).

IEP’s- None

List the materials/resources you will need to teach the lesson.

Pencil

Paper

Characterization worksheet

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.

Students Laptop

They will be typing their stories on write to learn.

Accommodations: Base this on the information you provided for Classroom

Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *
N/A

Pre-Assessment: Describe the instrument or process you will use to measure

students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

For my pre-assessment I will have the students write on the prompt Flying Principal. This way
they have the base of their story and we can make improvements throughout the unit.

Pre-Assessment: Describe how the results of the pre-assessment (what the students
have demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment. (Include charts, graphs if applicable)

I will see what are their strengths in narrative writing and where their weaknesses are so I
know what I need to go over more to help develop their stories.
See below
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will have procedures set in place where students will know exactly what is expected of them
and what will happen if they don’t do what is expected.

Implementation

“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective.

I will tell the students that we will be improving the stories that we wrote yesterday. What we
will be working on today is improving the characters in our story. They are the author of this
story and authors help readers ‘see’ characters through their writing. I will then hand out the
“Who Are you” worksheet that has a short paragraph describing a character. It then asks
questions about the character and how they saw her.

“We Do”
(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

We will go through the questions together and discuss how we visualized that characters.
What words did they use to help us see the characters. The students will then get out a
scratch piece of paper and I am going to ask them to think of the characters they have in their
story. I will then start asking them questions from “Character Sketch” This way they will get
good picture of their characters in their story. They will have the descriptive words in front of
them to use.

“You Do”
(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?

After discussion and writing down the depth of the characters the students will have to put
what they wrote down to the characters in their original story. Giving them more depth and
description.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that
were taught in an interactive manner (whole/small group, etc.).

I will remind the students that it is their job as an author to have the reader “see” the character
in their story. Help them know who this person is.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.

The post assessment will be their final story at the end of the week.
 Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent
did students achieve the learning goals/objective of the lesson? Cite examples from the
lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Students writing really improved after I taught them to add detail to their characters and how
to make their endings better
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that
would prompt revisions.

I think overall the lesson went very well. The students had a lot of fun getting to make up their
principal and adding more life into their stories. My pacing is getting a lot better when it comes
to presenting my lessons I think. I am becoming more comfortable with my teaching and with
the students. I had a lot of fun with this lesson and I can see that the students really did add to
their characters which gave all of their stories so much more life. One thing that I need to work
on is I say “does that make sense” to much. It makes sense in some of the content that I use it
in, but I use that phrase as a filler.
Millicent Atkins School of Education: Common Lesson Plan
Template

Teacher Candidate Name: Libby Hansen

Grade Level: 6th

Subject: Language Arts

Date: 2/29/19

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.

6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from claims that are not.
6.SL.2 Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

List the Rationale (cite theories or theorists):

Gardner: multiple intelligences

Archer: direct instruction
List the learning objective(s) to be addressed in this lesson (specific, measurable,
attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to know who the author of the book Hatchet is and come up with a
explanation of their side of an statement and how it is relevant to the book.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

These objectives meet the State Standards.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and those
due to cultural characteristics).

Girls-5 Boys- 7 White- 12

Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).

IEP’s- None

List the materials/resources you will need to teach the lesson.

Pencil

Paper

Authors worksheet

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.

N/A

Accommodations: Base this on the information you provided for Classroom

Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *

N/A

Pre-Assessment: Describe the instrument or process you will use to measure

students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

For my pre-assessment I will have the students answer the questions who is Gary Paulsen,
What would you do if you were stranded in the wilderness with nothing but you clothes and a
hatchet?, and If you had to live in the wilderness for two months, what ten things would you
want to take along? The question that I will grade is who is Gary Paulsen.
Pre-Assessment: Describe how the results of the pre-assessment (what the students
have demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment. (Include charts, graphs if applicable)

This way I will know how much I will need to talk about the author and give them background
information on this book.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will have procedures set in place where students will know exactly what is expected of them
and what will happen if they don’t do what is expected.

Implementation

“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective.

To start the class I will tell the students how we are going to start reading hatchet, but today
we will learning a little bit about the author and have a conversation about some of the main
ideas of the story and if they agree or disagree with some of the statements I have.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

As I class I will take volunteers to take turns reading the Author Biography: Gary Paulsen. I
will then ask them a couple of questions. After they have independently answered my
questions I will then explain to them that next I will say a statement and they will have to either
go to the side of the room with that says false if they disagree or the side of the room that
says true if they agree with the statement. I will then explain they will then have to talk in their
groups and come up with an argument on why their side is right.

“You Do”
(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?

For the questions that I ask on the author handout they will answer independently. For the
answers they will either write on the top and bottom of the handout or they will highlight their
answers.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that
were taught in an interactive manner (whole/small group, etc.).

We now know who wrote Hatchet and what this book is probably going to be about.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.
They will be able to tell me who Gary Paulsen is after this lesson and by the end of the book
they should be able to tell me what they would bring with them if they had to survive in the
wilderness.

Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent
did students achieve the learning goals/objective of the lesson? Cite examples from the
lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

When I first asked them who Gary Paulsen was no one knew. Some knew that he was some
sort of author because we are in English Language arts classroom. After the lesson was done
I asked them the next day the same question. All but one (the student who was not present
the previous day) knew who he was a writer and that he wrote Hatchet.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that
would prompt revisions.

Overall I think the lesson went very well. It got the students excited to start reading hatchet,
but still thought them how Gary Paulsen was, and what the book is probably going to be
about. At times the students got a little bit to excited and they all really wanted to share why
they chose that side would just start blurting it out. I really need to work on being more
authoritative and bring the students back to focus when thing get a little bit loud. I think that I
gave clear direction and expectation to the students so they knew what they had to do
throughout the lesson. The students feel very comfortable with me and are open to share
what they think and why they chose what they did.

Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Libby Hansen

Grade Level: 5th

Subject: Science

Date: 3/11/19
 PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.

5MD.C.5.C Apply the formulas V = l × w × h and V = B × h (where B is the area of the base)
for rectangular prisms to find volumes of right rectangular prisms with whole number edge
lengths in the context of solving real world and mathematical problems.

List the Rationale (cite theories or theorists):

Gardner: multiple intelligences

Archer: direct instruction

List the learning objective(s) to be addressed in this lesson (specific, measurable,

attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to use a diagram to sketch a 2-dimensional model of the Yates hoist
system with accurate labels. Draw a 2-D scaled diagram of the Sanford Lab cage on
centimeter grid paper which can be folded to create a model cage, with a total base area of
less than 432 cm3. Build an accurate scale model of ten Sanford Lab cage to accommodate
at least 6 people, using materials provided.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.
These objectives meet the State Standards, and what is required of the lesson.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and those
due to cultural characteristics).

Total- 31 Boys-7 Girls- 9 1- Asian 1- Black

Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).

IEP’s- None

List the materials/resources you will need to teach the lesson.

Yates Hoist System photo

Paper printed with 1 centimeter grid

Duct tape

6 metal bolts

Science notebook

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
PowerPoint

Accommodations: Base this on the information you provided for Classroom

Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *

N/A

Pre-Assessment: Describe the instrument or process you will use to measure

students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

They were ask the question if you had to scale down a model that had the length of 90 feet,
width of 60 and the height was the same as the width. How could you scale it down. It will be
a pass or fail question.

Pre-Assessment: Describe how the results of the pre-assessment (what the students
have demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment. (Include charts, graphs if applicable)

This will let me know how much information we will need to go over about area and scale
before we start this unit.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will make sure that there are procedures in place so the students know how they are
suppose to act during class. I will also make sure I give explicit directions for students to
follow so they know exactly what is expected of them. If they are off task I will be able to
redirect them to the task at hand by talking to them and getting them back to the task at hand.

Implementation

“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective.

I will then distribute the Yates Hoist System photo to each group.

“We Do”
(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

They will look it over in their groups and then sketch a diagram in their science notebooks,
labeling where the headframe, sheave wheels, hoistroom, north cage, south cage, shaft, and
metal ropes are.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?

I will now distribute the task cards and supplies. Then will then work in their groups to make a
scale model of the Yates cage. They need to make sure that the width is half of the length and
the height is the same as the width. They will first make it on graph paper and then they will
cut it out and then duct tape it so it is sturdy. When they are done they will fill out the task card
answer the questions how their is accurate in size, accurate in shape, and what process they
used to make their model.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that
were taught in an interactive manner (whole/small group, etc.).

It is important to have accurate models and measurements. How you are able to examine
something that is so big or small if you scale it down.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.

They were ask the question if you had to scale down a model that had the length of 140 feet,
width of 70 and the height was the same as the width. How could you scale it down.

Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent
did students achieve the learning goals/objective of the lesson? Cite examples from the
lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that
would prompt revisions.

Overall I think they understood what they have to do. It just went very chaotic at some points,
but I was not use to having 31 students in one room. I think during instruction some of them
didn’t get what they had to do, but right when I explained it to them in their groups they
immediately got it.
Millicent Atkins School of Education: Common Lesson Plan
Template

Teacher Candidate Name: Libby Hansen

Grade Level: 8th

Subject: Language Arts

Date: 3-12-19

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.

8.W.1 Write arguments to support claims with clear reasons and relevant evidence. a.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically. b. Support claim(s) with logical
reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text. c. Use transitional words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style. e. Provide a concluding statement or section that
follows from and supports the argument presented

List the Rationale (cite theories or theorists):

Gardner: multiple intelligences
Archer: direct instruction

List the learning objective(s) to be addressed in this lesson (specific, measurable,

attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to argument essay that has a introduction with a hook and a thesis,
supporting evidence, counter argument, and conclusion.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

These objectives meet the state standards.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and those
due to cultural characteristics).

Total-18 Girls- 10 Boys- 8

Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).
This is the upper half of the 8th graders.

List the materials/resources you will need to teach the lesson.

Two articles on Cell Phone Laws

Argument essay Work Packet with outline

Write to Learn- “Use of Cell Phones while driving”

Chromebooks

ELMO w/ smartboard

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.

Chromebooks- they will use these to type up their essay on Write to Learn.

I will use the ELMO to show them our outline. This way all students can see it and benefit
from seeing how it is suppose to look at the end.

Accommodations: Base this on the information you provided for Classroom

Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *

N/A
Pre-Assessment: Describe the instrument or process you will use to measure
students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

I will ask the students what an argumentative essay is and have them write it down on a sticky
note.

Pre-Assessment: Describe how the results of the pre-assessment (what the students
have demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment. (Include charts, graphs if applicable)

Only one of them knew what an argumentative essay was so in this case we will have to
teach the students how to properly set up a good essay, but what kind of content that their
essay is going to contain.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will have procedures set in place where students will know exactly what is expected of them
and what will happen if they don’t do what is expected.

Implementation

“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective.
We taught them what an argumentative essay is and what kind of content that it is going to
contain.

“We Do”
(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

We had students read the two article the day before so we had more instruction time in class.
To start us off I ask them to circle either “Yes” if they agree that there should be a law
enforcing the use of a bluetooth device when using a phone while driving or circle “No” if they
agree that the law wouldn’t solve the problem. They were then asked to find three pieces of
evidence that support both sides. After they had found three they could share in their pods to
help each other get more evidence for either side. When everyone had a least five for each
side we moved to writing a thesis. We explained how a thesis statement is your opinion stated
as a fact. As students worked on their own thesis statements we went around and ok them if
they wrote a good a thesis statement. Now I am going to tell them about how to write a hook/
introduction to their story.

“You Do”
(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?

Using their outline and packet they will then write their argumentative essay in write to learn.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
They will be reminded what any argumentative essay is and the basic layout of the essay.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.

They were again asked what an argumentative essay is.

Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent
did students achieve the learning goals/objective of the lesson? Cite examples from the
lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that
would prompt revisions.

I think overall the lesson went very well and the students had a lot of fun with it. It was
something that they could relate to. I think they understood how to properly set up the essay.
There were a few of them that had their outline perfectly filled out but when it can to actually
writing their essay they didn’t follow their outline so that was very frustrating and I don’t know
how to exaggerate even more that you follow your outline.

Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Libby Hansen

Grade Level: 5th

Subject: English Language Arts

Date: 3/11/19

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.

5.W.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and clear event sequences. a. Orient the reader by
establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show the responses of characters to
situations. c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events. d. Use concrete words and phrases and figurative and sensory details to
convey experiences and events precisely. e. Provide a conclusion that follows the narrated
experiences or events.
5.W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
5.W.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, drafting, revising, editing, or rewriting.
5.W.6 With guidance as needed, use technology, including the Internet, to enhance writing.

List the Rationale (cite theories or theorists):

Gardner: multiple intelligences

Archer: direct instruction

List the learning objective(s) to be addressed in this lesson (specific, measurable,

attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to write an imagined narrative story.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.
These objectives meet the State Standards, and what is required of the lesson.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and those
due to cultural characteristics).

Total- 31 Boys-7 Girls- 9 1- Asian 1- Black

Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).

IEP’s- None

List the materials/resources you will need to teach the lesson.

Pre-writing graphic organizer.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
Write 2 Learn

Accommodations: Base this on the information you provided for Classroom

Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *

N/A

Pre-Assessment: Describe the instrument or process you will use to measure

students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

Students will answer what is a narrative story and how a narrative story should be organized
and what key literary element need to be included.

Pre-Assessment: Describe how the results of the pre-assessment (what the students
have demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment. (Include charts, graphs if applicable)

Based on their answers I will know what I will need to focus on more when constructing the
prewriting organizer.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will make sure that there are procedures in place so the students know how they are
suppose to act during class. I will also make sure I give explicit directions for students to
follow so they know exactly what is expected of them. If they are off task I will be able to
redirect them to the task at hand by talking to them and getting them back to the task at hand.

Implementation

“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective.

I will start by telling the students that we will be writing a narrative story. I will explain how
every story needs to have developed characters, a setting, and a beginning, middle, and end.
I will explain what each of those means in the context of writing. To help the students develop
these ideas I will give them the prewriting graphic organizer.

“We Do”
(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

Together we will fill out their graphic organizers so they know how to set up their stories. They
will first figure out the setting and characters of their story. Giving their characters description
and making sure their setting is clear. We will then work on introducing the topic of their story.
You need to be able to hook your reader and bring them into your story. The students will then
decide what happens and in what order in their stories. What is going to happen to the main
character during the story. Finally we will then work on the conclusion. How is their story going
to be resolved. Does the ending connect to the rest of the story. Are there any loose ends?
“You Do”
(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?

After filling out their organizers they should have a good start to their story all they need to do
is put it will more details in Write 2 Learn. They will work independently on writing their story.
When they are finished they will go through the editing checklist to edit their story. Saving
reading their story till they have made all other corrections, gotten feedback, and fixed those
corrections.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that
were taught in an interactive manner (whole/small group, etc.).

I will remind students that every story needs to have developed characters, setting, and a
beginning, middle and end.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.

Students will answer what is a narrative story and how a narrative story should be organized
and what key literary element need to be included.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent
did students achieve the learning goals/objective of the lesson? Cite examples from the
lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that
would prompt revisions.

I think that the students writing seems more coherent and flowed a lot better. Thanks to the
help of the graphic organizer and checklist. With this class it is really hard for me to not get
overwhelmed because I am not in there everyday and there is 31 of them. I can tell though
that I am getting more comfortable as a teacher in general though.