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Rachel
Ferry
12
December
2014
Lesson
Plan
Student
Grade:
I
designed
this
lesson
plan
for
a
7th
or
8th
grade
classroom.
Lesson
topic:
Creative
writing
A
brief
overview
of
the
lesson
The
students
will
write
a
short
story
based
on
what
they
want
to.
They
will
be
able
to
use
a
real
life
experience
or
something
they've
come
up
with
on
their
own.
This
will
give
students
a
good
opportunity
to
practice
their
grammar
and
understanding
of
the
English
language
while
also
getting
more
practice
writing
and
speaking.
Previous
Learning
Previous
to
this
lesson,
students
will
have
been
reading
short
stories
to
help
them
get
a
better
understanding
of
this
assignment.
They
will
have
also
been
practicing
their
writing
skills
in
a
variety
of
different
activies.
Content
Learning
Objectives
Have
students
pair
up
with
a
partner
to
share
ideas
with
one
another
and
to
help
come
up
with
more
details
for
their
own
stories.
Supplementary
Materials
Paper
and
pen
Key
Vocabulary
Synonym
Short
story
Imagination
Activity
1
/
Warm
-
Up
2
Rationales:
For
the
warm-up,
Ill
pass
out
a
page
short
story
that
I
will
have
the
students
read
over
and
share
with
a
student
sitting
around
them
what
they
think
the
story
is
about.
The
short
story
will
be
missing
the
ending
and
Ill
have
students
try
and
come
up
with
their
own
ending.
They
wont
need
to
write
this
down,
but
just
share
with
someone
sitting
around
them.
Doing
this
allows
students
to
start
thinking
crucially
and
creatively
about
what
they
will
be
doing
later
in
class.
This
activity
allows
students
to
begin
the
class
by
practicing
their
reading
and
talking
skills.
The
students
will
get
about
10-12
minutes
to
do
all
of
this,
then
they
will
signal
they
have
an
ending
they
want
to
share
by
just
raising
their
hands.
When
explaining
the
directions
to
the
students
I
will
make
sure
I
use
clear
and
slow
speech
so
they
can
understand
me.
I
will
also
make
sure
to
walk
around
the
room
to
see
if
anyone
needs
help,
but
also
to
engage
in
frequent
interaction
with
my
students.
(SIOP)
SOIP
Features
(Check
all
that
apply
for
this
activity)
Preparation
Adaptation
of
content
Links
to
background
Links
to
past
learning
Strategies
incorporated
Scaffolding
Modeling
Guided
practices
Independent
practices
Grouping
options:
Individual
work
pair
work
small
group
work
whole
class
Application
Hands-on
Meaningful
Linked
to
Objectives
Promotes
Engagement
Comprehensive
Input
Simpli^ied
language
Paraphrasing
Repeating
Assessment
Individual
Group
Written
Oral
Strategies
Pre-teach
Key
Vocab
Word
Wall
Bodily
Movement
Word
Sorts
Graphic
Organize
Concept
Maps
Brainstorming
Dramatize
Vocab
Pretest
Picture
Dictionaries
Predictions
Read
Aloud
Webbing
Repetition
and
Chants
Strategies
KWL
Chart
Visual
Aids
CLOZE
Note
Taking
Manipulatives
Gestures
Videos/Multimedia
Framed
Outlines
Body
movement
3
Formative
Assessment:
I
will
be
able
to
know
if
the
students
understood
this
activity
depending
on
the
different
things
they
come
up
with
during
the
share
out
part
of
this
activity.
Formative
assessment
tools
used:
White
board
Visual/graphic
demonstration
of
understanding
Ticket
out
the
door
Role
play
demonstration
of
understanding
4
corners
Kinesthetic
demonstration
of
understanding
Signal
of
understanding
(^ist
to
5,
thumbs
up)
Oral/written
summary
of
key
concepts
Written
short
constructed
response
Verbal
presentation
of
understanding
Observation
Color
cards
Activity
2
Rationales:
My
objective
for
the
main
activity
is
for
students
to
be
able
to
start
working
on
their
own
creative
short
story.
I
will
have
had
students
come
up
with
3
different
1-sentence
ideas
for
homework.
I
choose
this
activity
because
it
allows
students
to
use
their
imagination.
Being
middle
school
students,
they
should
be
able
to
come
up
with
some
really
creative
stories.
In
the
beginning
Im
going
to
have
students
pair
up
with
a
partner
and
talk
about
the
different
ideas
that
theyve
come
up
with.
This
allows
for
them
to
bounce
ideas
off
each
other
and
also
helps
them
give
each
other
advice
and
suggestions
on
their
partners
story.
This
is
connected
to
the
^irst
activity
because
the
warm-up
is
having
the
students
predict
something
and
this
is
taking
it
one
step
further
by
having
them
come
up
with
something
on
their
own.
When
explaining
the
directions
to
the
students
I
will
make
sure
I
use
clear
and
slow
speech
so
they
can
understand
me.
If
a
student
or
students
seem
confused
I
will
either
repeat
the
directions
or
approach
the
student
after
Im
done
with
the
directions
and
help
them
to
understand
what
they
need
to
do.
I
will
also
make
sure
to
walk
around
the
room
to
see
if
anyone
needs
help,
but
also
to
engage
in
frequent
interaction
with
my
students.
(SIOP)
SOIP
Features
(Check
all
that
apply
for
this
activity)
Preparation
Adaptation
of
content
Links
to
background
Links
to
past
learning
Strategies
incorporated
Scaffolding
Modeling
Guided
practices
Independent
practices
Grouping
options:
Individual
work
pair
work
small
group
work
whole
class
Application
Hands-on
Meaningful
Linked
to
Objectives
Promotes
Engagement
Comprehensive
Input
Simpli^ied
language
Paraphrasing
Repeating
Assessment
Individual
Group
Written
Oral
Strategies
Pre-teach
Key
Vocab
Word
Wall
Bodily
Movement
Word
Sorts
Graphic
Organize
Concept
Maps
Brainstorming
Dramatize
Vocab
Pretest
Picture
Dictionaries
Predictions
Read
Aloud
Webbing
Repetition
and
Chants
Strategies
KWL
Chart
Visual
Aids
CLOZE
Note
Taking
Manipulatives
Gestures
Videos/Multimedia
Framed
Outlines
Body
movement
4
Detailed
Instructional
Procedures:
This
is
the
main
part
of
the
class.
I
will
leave
about
30
minutes
for
the
students
to
work
on
this.
1. Students
will
begin
by
partnering
up
with
someone
else
in
the
class
and
sharing
their
different
ideas
they
came
up
with
for
homework.
(7
minutes)
During
this
time
I
will
encourage
the
student
to
take
notes
on
what
the
other
person
is
saying
so
they
have
some
idea
of
what
was
talked
about
2. I
will
put
up
an
example
of
what
I
want
for
them
to
do.
Emphasizing
that
this
is
only
an
example
and
theyre
going
to
be
using
one
of
the
stories
they
came
up
with
for
homework.
This
gives
me
a
better
opportunity
to
show
the
students
what
kind
of
sentences
I
am
looking
for
and
how
I
want
them
to
structure
their
stories.
(2
minutes)
3. The
students
will
then
break
apart
and
start
working
on
the
sequence
of
events
happening
in
their
stories.
(see
handout
at
end
of
doc)
(20
minutes)
This
is
going
to
take
up
a
majority
of
this
part
of
the
hour.
I
will
walk
around
and
help
the
students
put
their
thoughts
on
the
paper.
4. Since
this
is
something
that
the
students
will
be
working
on
for
a
couple
of
days/a
week,
I
want
them
to
have
a
lot
of
time
to
work
on
it
during
class
so
they
can
get
all
the
help
they
need.
During
the
last
couple
minutes
of
the
class
I
will
have
them
end
their
current
thoughts
and
have
them
put
the
paper
away
for
the
next
class
period.
(2-3
minutes)
Formative
Assessment:
I
will
be
able
to
know
if
the
students
are
understanding
the
directions
and
the
worksheet
depending
on
if
and
what
they
have
written
down
on
their
papers.
Formative
assessment
tools
used:
White
board
Visual/graphic
demonstration
of
understanding
Ticket
out
the
door
Role
play
demonstration
of
understanding
4
corners
Kinesthetic
demonstration
of
understanding
Signal
of
understanding
(^ist
to
5,
thumbs
up)
Oral/written
summary
of
key
concepts
Written
short
constructed
response
Verbal
presentation
of
understanding
Observation
Color
cards
Activity
Three
Rationales:
I
really
like
how
my
mentor
teacher
allows
students
15
minutes
for
homework
help
at
the
end
of
class,
so
I
would
like
to
do
that
during
this
time.
5
Preparation
Adaptation
of
content
Links
to
background
Links
to
past
learning
Strategies
incorporated
Scaffolding
Modeling
Guided
practices
Independent
practices
Grouping
options:
Individual
work
pair
work
small
group
work
whole
class
Application
Hands-on
Meaningful
Linked
to
Objectives
Promotes
Engagement
Comprehensive
Input
Simpli^ied
language
Paraphrasing
Repeating
Assessment
Individual
Group
Written
Oral
Strategies
Pre-teach
Key
Vocab
Word
Wall
Bodily
Movement
Word
Sorts
Graphic
Organize
Concept
Maps
Brainstorming
Dramatize
Vocab
Pretest
Picture
Dictionaries
Predictions
Read
Aloud
Webbing
Repetition
and
Chants
Strategies
KWL
Chart
Visual
Aids
CLOZE
Note
Taking
Manipulatives
Gestures
Videos/Multimedia
Framed
Outlines
Body
movement
The
students
will
be
required
to
^inish
the
handout
for
homework
if
they
didnt
get
a
chance
to
^inish
it
while
in
class.
Name
____________________________________________
Short
Story
Assignment
Summary
of
story:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Breakdown
of
story
Make
sure
to
include
at
least
four
transition
words.
They
are
listed
on
the
back
on
this
paper.
First
event:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Second
event:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Third
event:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Order
Words:
^irst
,
next
,
then
,
last
,
^inally
To
Compare
To
Things:
in
the
same
way,
similarly,
likewise,
like,
as,
and
also
To
Summarize
or
Conclude:
as
a
result,
^inally,
in
conclusion,
therefore,
last,
and
in
summary
To
Add
Information:
again,
also,
another,
and,
besides,
for
example,
for
instance,
next,
^inally,
as
well,
along
with.