Lesson Planning

Waynesburg University
Pre-Instructional Planning:
Leigh Marcischak – Introduction to Educational Technology

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

I am the current Academic Support teacher at Washington Park Intermediate School. I teach sixth grade students who
are considered “bubble” students. In other words, these students are just below or above basic or just below or above
proficient. They are normally “average” achieving students with much potential. However, they lack motivation or self-
control to focus on necessary skills. I work with small groups on research based curriculum and materials.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

I will be the sole facilitator for this presentation. The lesson may be observed by school administrators. However, no
assistant or additional instructor will be present.

What is the long range goal(s) that is tied to this lesson?

The long range goal for this lesson is for students to identify and describe different author’s purpose. The students will
utilize technology to demonstrate understanding of different genres of text, author’s purpose, and articulate
differences among them. Students will compile created projects into technology portfolio and submit to instructor.

What are the specific learning objective(s) for this lesson?

(Based on Pennsylvania Department of Education Reading Grade 6 Assessment Anchors and Eligible Content)

 R6.A.2 - Understand nonfiction appropriate to grade level.

 R6.A.2.6 - Identify and describe genre of text.

 R6.A.2.6.1 - Identify the author’s intended purpose of text.

 R6.A.2.6.2 - Identify, explain, and/or describe examples of text that support the author’s intended purpose.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

Students must have prior knowledge of informational, persuasive, biographical, instructional (practical/how-
to/advertisement) and editorial/essay text. They should be familiar with these types of text (fifth grade curriculum).
Students must be familiar with using the internet and how to access websites for information.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)

The student should be in the adaptation stage of the instructional hierarchy of learning; in other words, accurate and
relatively fluent in using the skill. He or she also uses the skill in many situations or settings. However, the student is not
yet able to modify or adapt the skill to fit novel task-demands or situations. Here the goal is for the student to be able
to identify elements of previously learned skills of author’s purpose that he or she can adapt to the new demands or
situation.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

This lesson will be a two week (multiple day) lesson. It will be designed for students to work (relatively) at their own pace
on assignments. The teacher will differentiate instruction based on student prior knowledge, ability, level, and
understanding.
Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?

Because this lesson is extended over multiple days and involves various teaching techniques, it will also need to take place
in it will need to take place in different areas of the school building. Introducing the lesson and direct instruction will
take place in the traditional classroom. Students will work in small groups to prepare for technology component. Following,
the students will work in the computer lab to complete the lesson and assessment.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

This lesson is based on the Pennsylvania Assessment Anchors. Students will be evaluated on their knowledge of these
skills throughout the school year. They will be asked multiple choice and open-ended questions based on these skills.
Understanding these concepts will also help students comprehend the text in all subject areas and prepare them for
future lessons. In addition, providing access and practice using technology is a great opportunity to help students apply
learned skills in alternative forms.

How does this lesson relate to the PA Academic Standards?

This lesson is directly related to the PA Academic Standards for sixth grade. The standards provide the targets for
instruction and student learning essential for success in all academic areas, not just language arts. Although the
standards are not a curriculum, it is important for students to apply these skills and understand concepts to engage with
other students in the state.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

This lesson relates to previous lessons about reading comprehension and main idea. We have been and will continue to be
reviewing reading strategies and decoding techniques. These skills are important for reading in all content areas.
Students will be assessed on author’s purpose and types of genres using internet software. Students who master this
skill or struggle with it will be provided with differentiated instruction lessons based on ability.

How will you determine if students have met the lesson objective? (Think assessment)

I will use an online teacher-made assessment for formative evaluation. In addition, students will complete a PSSA
Assessment Anchor aligned standardized progress monitoring test to assess cumulative understanding. A portfolio of
student work (i.e., brainstorming, class work, homework, and printed computer documents) will be collected to record
development.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
This lesson will take place over several days. Thus, the instructor will use direct instruction to begin the lesson, technology to review
vocabulary, small groups to create projects, and they will work independently during designated computer lab time and assessment or
evaluation periods.

Lesson Planning
Waynesburg University

Writing the lesson plan: Element One

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

R6.A.2.6 - Identify and describe genre of text.

Describe and interpret: purpose of narrative and poetic text. Students will be able to differentiate between different
types of genre.

Lesson Objective(s)
(Stated in observable and measurable terms)
Students will be able to differentiate between genres of text; they will improve comprehension by interpreting and
analyzing written text in order to categorize text into literary genres. Students will define and provide examples of
adventure stories, science fiction/fantasy, mystery, romance, realistic fiction, and historical fiction.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Students will create a Microsoft Word document describing the different genres of text. They will use prior knowledge,
textbooks, the Internet, and teacher created resources to define and describe four to five literary genres. Next, they
will find graphics to correlate to the genre and insert them into the Word document.

Differentiated Instruction:
a.) Advanced students will copy and paste Microsoft Word document information into PowerPoint slide
(including graphics); students may format slides to relate to genre; present to small group of students
b.) Lower performance level students will complete only Microsoft Word document and print in color

Materials:
- Dictionaries / Thesaurus

- Texts including several genres for student viewing

- List of useful/related links to different genres on teacher website

- School computer lab for individual student access to computers

Inclusion Techniques for Students with Special Needs:

Option 1: Students with special needs will create Microsoft Word document only; they may work with a partner.
Option 2: Students with special needs will use specific links chosen by teacher to view literary genres; students will use teacher-
created worksheet to record ideas and responses to genre examples

Enrichment Techniques:

Advanced students will copy and paste Microsoft Word document information into PowerPoint slide (including graphics);
students may format slides to relate to genre; present to small group of students

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):

The lesson will be designed as an independent activity. Therefore, all students will complete his/her own slide. Teacher
will sign-up for class time in the grade-level computer lab to ensure all students have ample time to complete the project.
Low performing students may work with a partner to complete the assignment and designate responsibilities.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Teacher will read aloud examples of each type of genre. In addition, teacher-selected music will be played to correlate
and enhance the lesson (to encourage interest). Teacher will identify each type of genre and ask students to read an
additional example.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

- Read genre examples aloud with related music playing in background; encourage student feedback and
evaluations of text
- Provide students with list of genres; allow students to use various sources to define and provide examples of
each
 - Students work independently to create Microsoft Word document with definitions, examples, and graphics
describing each literary genre
- Advanced students will create PowerPoint slideshow including descriptions of each genre
- Lower performing students will print slides in color and share with small group
- Students will take online assessment and PSSA workbook quiz

Guided Practice/Independent Practice/Assessment Activities

- Teacher –created online assessment

- PSSA Assessment Anchor aligned quizzes

Closure:

Introducing students to the concept using relevant music encourages their thinking and sparks interest. Providing
students with examples of each genre allows them to “choose” which genre they prefer most and to become
familiar with the concept prior to being assessed. Students are able to express their individual interpretations of
each genre using the PowerPoint presentation. The graphics help them to connect the concept to real-world
examples. The differentiated plans for higher and lower achieving students help scaffold the lesson. Using the
assessment workbooks help evaluate learning and the effectiveness of the lesson.

Lesson Planning
Waynesburg University

Writing the lesson plan: Element Two

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

R6.A.2.6.1 - Identify the author’s intended purpose of text; Students will read, analyze, and interpret why the author
wrote the text.

Lesson Objective(s)
(Stated in observable and measurable terms)

Student will read text and distinguish whether it was written to entertain, explain, inform, convince, persuade, or instruct. Students will
read and interpret several passages and respond to class BLOG (www.weebly.com) questions.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

To determine whether students are meeting objectives, teacher will use created rubric to assess student responses.
Students will have access (copies) of this rubric and review it thoroughly before BLOG answers are submitted.

Materials:

- Several examples of text with various forms of author’s purpose

- www.weebly.com account and student access to computers
- Teacher-created rubric to assess student responses to text

Inclusion Techniques for Students with Special Needs:

- Students will special needs may respond to blog questions on paper or on a Word Document
 - Students may respond via e-mail (for delayed responses ) or work with a partner to submit or designate responsibilities

Enrichment Techniques:

- Students may create and submit their own individual BLOG questions to teacher for small groups of students to respond

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):

The lesson will be designed as an independent activity. Therefore, all students will complete his/her own BLOG responses.
Teacher will sign-up for class time in the grade-level computer lab to ensure all students have ample time to complete the
responses. Low performing students may work with a partner to complete the assignment and designate responsibilities.
Multiple BLOG questions will be posted and students may have an opportunity to choose which question they will respond
to.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Teacher will show students the rubric for assessment prior to the lesson. In addition, teacher will show students
examples of BLOG and student responses from similar activities with other students. We will compare and contrast
responding using the traditional white board as opposed to the interactive BLOG. This will encourage students to create
their own responses and participate independently.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

- Teacher will show students the BLOG rubric and student BLOG responses from prior assignments
- Teacher will read examples of prior student responses to BLOG assignment
- Students will respond to teacher-created BLOG questions on www.weebly.com class site
- Teacher will assess responses according to rubric

Guided Practice/Independent Practice/Assessment Activities

Students will independently complete BLOG questions by responding and then teacher will assess responses using rubric.
These are both independent activities used for summative assessment.

Closure:

Introducing students to the concept using the rubric for a point of reference helps students visualize
expectations. They are able to refer to the rubric throughout the lesson to monitor progress and “stay on track.”
Utilizing the blog for student responses helps students become interactive and engaged in learning. Each child has
an opportunity to express themselves as opposed to raising one’s hand in class and speaking individually. In
addition, the teacher can refer to blog responses in the future to compare understanding or assess learning.

Lesson Planning
Waynesburg University

Writing the lesson plan: Element Three

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

R6.A.2.6.2 - Identify, explain, and/or describe examples of text that support the author’s intended purpose. Describe
and interpret: purpose of narrative and poetic text. Students will be able to distinguish parts of the text that support
the author’s intended purpose.
Lesson Objective(s)
(Stated in observable and measurable terms)
Students will use specified online sites to search for examples of text that support specific author’s purposes. Students will choose
relevant examples of text to illustrate understanding of each purpose (i.e., to entertain, persuade, inform, etc.). Students will create an
“Animoto” slide-show for evaluation of understanding.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

To determine whether lesson objectives have been met, students will share the Animoto slide-show with students and will
be evaluated by teacher rubric. The slide-show will provide a brief snapshot of understanding. Thus, an additional
submission (via Microsoft Word) describing graphic choices and assignment overview will also be required.

Materials:

- List of acceptable websites for students to browse

- Definitions of each author’s purpose choice for student reference
- Access to computers/printer for student use
- DLP projector for student presentations

Inclusion Techniques for Students with Special Needs:

Students with special needs may work with a partner or in a small group to complete the assignment. They may choose
fewer slides and focus on only one element of author’s purpose. In addition, their summary for the assignment may be
hand-written instead of typed.

Enrichment Techniques:

Enrichment techniques would include requiring higher-level students to create multiple slide-show presentations for each
author’s purpose element. These students may present their work in small groups and provide constructive criticism for
peers.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):

The lesson will be designed as an independent activity. Therefore, all students will complete his/her own Animoto
presentation. However, students who are low performing may work in small groups or with a partner to divide tasks.
Extended time will be provided for those students requiring additional assistance. Directions will be posted for student
reference.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Teacher will display previously created Animoto presentations for student view. This may help motivate students to take
ownership over their own. In addition, the example presentations will provide inspiration for creativity. An “A” work
presentation will be displayed as well as a “D” work presentation to help students distinguish what is expected.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

- Review elements of author’s view (entertain, inform, persuade, etc.)

- Display examples of author’s view Animoto summary slide-show presentations
- Provide students with list of relevant websites to help them display understanding of each purpose
- Students will visit www.animoto.com to create individual slide-shows displaying knowledge of each element
- Students will work in small groups to present work and provide constructive criticism
- Students will submit summary of work via Microsoft Word
Guided Practice/Independent Practice/Assessment Activities

Student work will be assessed based on active class-participation, submission of final presentation, and quality of work.
Animoto slide-show links will be sent to instructor for evaluation. Microsoft Word assignment summary will also be
graded for quality effort and descriptions.

Closure:
As students review the concept of author’s purpose with instructor, assessment of prior knowledge will be made. Based on general

familiarity, teacher may differentiate instruction immediately between students (homogeneously). Checking for understanding occurs

throughout this lesson as students apply knowledge learned to create his/her own display of understanding. The written description of

the activity helps students reflect on concepts.