Lesson Planning Form for Accessible Instruction Calvin College Education Program

!
!
!

Teacher: Elle Quist

Date:

Theme: Descriptive Writing Day 5: Sharing/Assessing work

Grade: 6th

I. Objectives
How does this lesson connect to the unit plan?
This is the fifth and final lesson in my Descriptive Writing Unit Plan. Today students will read aloud their papers to themselves to
correct minor grammatical issues, then proceed into a sharing time with partners to peer edit. This is the culmination of the weeks
worth of work. After today, students will have a chance to make final editing changes at home before submitting the final paper the
following class period.
cognitiveR U Ap An E
C*

Learners will be able to:

!
!

Asses their own and others work using a rubric

Ap, Ev

Make edits from classmate/teacher critique

Ev, C

Organize and manage a Google Docs document

U, Ap

Transition between group work, individual work, and full group instruction efficiently and effectively

!
!!
!!

physical
development

!!
!
X
X

socioemotiona
l

!!
!!
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as pacing and description to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details, or other information and examples.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular
learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students must
-Understand how to operate basic functions of Word/Pages (word processing technology)
-Be able to function and stay on task in pair work, full group work, and individual work.
-Know how to read
-Be able to connect rubric values with an actual paper.
Pre-assessment (for learning):
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

-Grading peers and self using a rubric, offering suggestions for each other
Summative (of learning):

-Peer and individual grading will be taken into account by teacher in the end for the final grade (esp.
looking at process)
Provide Multiple Means of
Representation

9-15-14

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical actionProvide options for recruiting

increase options for interaction
interest- choice, relevance, value,
-Students work in pairs around the
authenticity, minimize threats
room to peer edit each others work. -Pair work, full group instruction,
sharing work aloud with a partner

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression
-Students express via written word
in their papers and rubric critique,
but also verbally.

Provide options for sustaining effort

and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
-Students receive feedback from
peer and also honest feedback from
themselves.

Provide options for comprehensionactivate, apply & highlight

-Students grade themselves so they
know what theyre looking for
when then grade each others
pieces.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
-Teacher rotates around while
students peer edit and grade
themselves, monitoring progress
and answering questions.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
-Students assess themselves using
the rubric.

What barriers might this

lesson present?

!!

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials 1) Rubric print-outs (3 per student)

2) Student laptops
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Normal rowsstudents have the opportunity to move around the room with their partner for peer
editing (students may even utilize the hallway and student lounge down the hall).

How will your classroom

be set up for this lesson?
III. The Plan

Time

!!

5 min

Motivation
(opening/
introduction/
engagement)

!!
!

2 min

!!
!!
!!
!!
!

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Components

7 min

Development
(the largest
component or
9-15-14 main body of

Warm-up:
1) Write on the board that the warm-up is to open
laptops and read your paper individually aloud
to catch spelling/grammatical errors.

Warm-up:
1) and 2) Students read paper aloud to check for
grammatical error.

Main Content:
1) As students finish, have them sit at their desks
and free read.

Main Content:
1) Students sit at desks with paper pulled up on
the screen.

!!
!
!!
!!
!!
!!
!!

2) Talk briefly about the importance of assessing

2) Listen to talk on assessing work. Fill out rubric.
yourself. Congratulate students on their hard
Flip it over ands draw when finished.
work, and ask them to be honest when grading
themselves. This is not for the final grade, but
teacher will take this into account when
grading. Pass out the original rubric, but
THREE copies of it, to each student. Have
them put their name on all three, and grade
themselves based on the rubric on the top sheet.
If finished early, draw on the back. Pass
around a stapler while this is happening for
students to staple their packets together.

!!
!
!

main body of
the lesson)

3 min

!!
!

17 min

14 min

!!
!

2 min

Closure
(conclusion,
culmination,
wrap-up)

!!
!

students to staple their packets together.

3) Tell students to place this rubric behind the
other two, and write Peer Review on the top
of the next sheet. Tell students toin a
moment not yetpair up with their 3 oclock
partner and find a place somewhere in the
room. They will be peer editing together.
4) Give students permission to disperse
throughout the room and take turns reading
their pieces to one another and grading each
other on a rubric in pairs. Teacher makes
rounds while this is happening.
5) Regather students to their seats. Give students
time to make changes on their document that
their peer reviewer gave them.
1) Regather students to their seats and discuss the
self/peer editing-w/-a-rubric process. Answer
any questions students have about turning in
the paper the next day, etc.
2) Make sure that students know to come to class
next period with their final draft ready to turn
in. Make sure they take the peer review home
to make changes and bring it back in the packet
Monday.

!!
!!
!!
!!
!

3) Students write peer review on the next sheet,

and listen to instructions.

4) Pair up with a partner to peer edit each others

papers.

5) Students correct peer edit suggestions.

1) Contribute to conversation on peer editing and

using a rubric.

!!

2) Remember to bring in final draft next class

period.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

This lesson requires student interaction and engagement because they are evaluating their own work and their
classmates. This will hopefully prepare students to make final edits on their essays for next class period; I hope that
peer editing especially will attune students to what they can change based on what they read in others papers.
I made a lot of edits while crafting this essay. In my original plan, I had my rubrics being passed out at different
times throughout the lesson when they were needed; I realized that it makes a lot more sense to pass them all out at the
same time in a packet (three at once). 6th graders are, in general, awful at organization, and keeping the rubrics all in
one place does wonders for them. I also originally had students turn in their papers at the end of the day by printing off
a final copy. I realized that that doesn't make sense because kids cant make final edits then. So, I now end the day be
explaining that the final draft is due the next day in class. They can either turn in a hard copy or upload it to our class
Moodle page.
Overall, I am pleased with how this lesson turned out. It is very simple, but it walks through the editing process
thoroughly which gives a good example to students for their future editing endeavors.

!!

9-15-14