PRE-OBSERVATION DATA LESSON PLAN DIRECTIONS: The teacher will complete the appropriate sections of this form and

d submit it to the evaluator no later than one day prior to the observation. The information provided will be used for discussion during the pre-observation and post-observation conferences. Completing this form electronically and submitting it is the preferred method of completion. Shannon L. Boshart
Teachers Name

Composition for Publications

Class Observed

April 23, 2013 7:50-8:35 AM

Date Time

Observers Name: Carole Henning

1. Describe the lesson you are planning to teach to students. This lesson will allow students to prepare for their upcoming Unit II exam. This test covers three chapters out of the text. Exam topics include organization of writing, writing devices and editing. 2. What are your goals for the lesson? What do you want the students to know and/or be able to do? SWBAT review topics covered in Unit II. SWBAT create a Unit II study guide for use on the exam. 3. What are the unit outcomes addressed by this lesson? SWBAT define summary lead. SWBAT explain the usage of the summary lead. SWBAT use the inverted pyramid and the 5Ws and H to write a summary lead. SWBAT explain the difference between various types of soft news leads. SWBAT explain the concept of the Inverted Pyramid. SWBAT show how journalists use the Inverted Pyramid. SWBAT define attribution and correctly attribute quotes. SWBAT define paraphrasing. SWBAT use copy editing symbols appropriately when editing a news piece. SWBAT define clich and give an example of one. SWBAT explain redundancy. SWBAT define tie-back. SWBAT asses their personal understanding level of concepts on Unit II Study Guide. 4. What district exit outcomes will be addressed? Self-Directed Learners: This review day gives students the opportunity to evaluate their own learning process. Students will be offered a scaffolded study guide in order to aid their preparation for their upcoming exam. Students will need to self-assess their levels of understanding of concepts. Once this has taken place, students will act as self-directed learners to monitor their own study progress. Complex Thinkers: Completing the Study Guide and finishing the Unit II exam will require students to think in a complex manner about a variety of topics related to journalistic writing.

Both the Study Guide and the exam force students to recall information and synthesize it in order to produce a new and unique product. 5. How will you know that student learning has occurred upon completion of the lesson? Students will accurately fill out the Unit II Study Guide. Students will also successfully complete the exam. 6. How do you plan to engage students in learning? What strategies will you employ to engage students, and how will you tie the learning to their lives? Students will be engaged in an interactive game. They will work in groups to generate answers to questions. Students will also work on a graphic organizer Study Guide. This will keep them engaged in the game and give them notes to study from when it is over. Throughout the game, learning will be tied to students lives through newspaper examples. 7. What instructional materials, other resources, or technology will be used to support your instruction? Unit II Study Guide, editing practice exercise 8. How do you plan to assess student achievement of the lesson outcomes? What procedures will you use? (Attach any assessments with accompanying scoring guides or rubrics.) Students will hand in their Unit II Study Guides after they complete the Unit II exam on Thursday, April 25, 2013. This will be assessed on a completion basis. 9. How do you plan to make use of the results of the assessment? I will look at the relationship between completed Study Guides and Unit II exam scores. This information will help me conclude the usefulness of the review day. If students succeed on the exam without completing the Study Guide, I will reconsider offering review days in the future.

Unit II Exam Review Tuesday, April 23, 2013 Summary: Today will help prepare students for the Unit II exam they will be taking Wednesday and Thursday. Objectives: SWBAT review the topics covered in Chapter 6, 7, 8. Teacher Activities: Materials: Unit II Study Guide, Editing activity Direct Instruction: Today we will be reviewing for the Unit II exam. Put students in four groups for the review game. Have students take a minute to make sure they have all their study guides and handouts ready for use on the Unit II exam. Chapter 6, 7, 8 study guides are all on Moodle for download. Make sure all students have copies of the Copyediting Symbols handout and Unit II Study Guide. Students will fill out the study guide while they play the review game. Have students play Comp for Pub Jeopardy as a review for the test. The questions in the game correspond with the questions on the Unit II Study Guide. Tell students they will fill out their completed Study Guide with their exams. Final Jeopardy is an editing competition. Students will be able to use their Copyediting Symbols handout to complete the task. Checks for Understanding: Answer student questions, circulate to monitor student conversations. Student Activities: Guided Practice: Students complete the Unit II study guide. Assessment: Unit II Exam.

Name: Unit II Study Guide (Chapter 6, 7, 8) Materials for the test: Study Guides, Copyediting Symbols Handout, other handouts/notes Topic: Take Me to Your (Lead)er What is a summary lead? What type of lead uses sensory details to make the reader feel like he or she is experiencing the story? Explain the difference between a zinger lead, an anecdote lead and a quotation lead. Describe the relationship between the inverted pyramid and the summary lead. Of the 5Ws, which two should never start a lead? Topic: Write Like an Egyptian: Inverted Pyramid Explain the concept of the Inverted Pyramid. According to the Inverted Pyramid, which facts come first in a news story: important facts or secondary facts? Name two reasons why reporters use the Inverted Pyramid. Draw the Inverted Pyramid, explain why it is the shape it is. How does a journalist decide which facts appear at the top of the Inverted Pyramid? Topic: Quotable Quotations What is an attribution? In a direct quote, where are the two places a journalist can put the attribution? What is the definition of paraphrasing? Correctly punctuate the following quote: I love Comp for Pub said student teacher Shannon Boshart. Name one situation when paraphrasing is appropriate. Topic: The Write Stuff Journalists do not use clichs in their writing. What is a clich and give one example of one. What is redundancy? Spell the word _____________________.

Describe two of the job tasks of a copy editor. What is a tie-back? Study Plan Topics I know:

Topics I kind of know:

Topics I need to review: