Lesson Plan Template

EDIS 4882: English Education

Name: Laura Morse
Context:
Date and time for which lesson will be taught: 2/12, 10:46 AM, 12:26 PM
Course name: Language Arts 8
Grade level: 8
Length of lesson: 30 Minutes
Description of setting, students, and curriculum and any other important contextual characteristics: About20studentsper
classroom,varyinglevelsofability.Theclassistaughtbymymentorteacherandacollaboratingteacher.Thestudentsare
currentlyworkingonwritingstrongparagraphsaboutfigurativelanguage.Whilethislessonisrootedinmoreopinionbased
questions,themodelingshouldstillhelpthemwiththeirminiprojects.Thislessonwillhelpthemprepareforawritingtestin
March.

Objectives (number each objective to reference in the Assessment section):

SWBAT:
Cognitive (know/understand):
1. Students will know the types of questions to expect on a writing test.
2. Students will know that pre-writing is an important first step.
Affective (feel/value) and/or Non-Cognitive:
1. Students will feel confident tackling a prompt on their own.
2. Student will be able to work together in planning how to answer a prompt.
Performance (do):
1. Students will be able to interpret a given writing prompt.
2. Students will organize their thoughts before answering the prompt.
SOLs: 8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and

informational.
a) Use prewriting strategies to generate and organize ideas.
b) Organize details to elaborate the central idea.

Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know about by
The teacher will observe students answers as with the teacher as he/she guides the model prompts.
Formative: Students will show their progress towards by
The teacher will check in with each pair before they begin writing.
The teacher will float around the room during writing time.
Summative: Students will ultimately be assessed (today or in a future lesson) on by...
The students will submit their final copy to the teacher.

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will include the
actual materials or links to what you will be using.
Model prompts
Writing guide organizer

Questions for each pair/student

Instructional Steps (Procedures): Detail student and teacher behavior.

[Note:AnywordsthatrepresentwhatIwouldsaydirectlytostudentsappearinitalics.]

BeginningRoomArrangement:Studentswillhuddlearoundtheprojectorscreen
[Changesinthisarrangementthatbecomenecessarylaterwillbenotedintheplan]
1. [ 2 mins.] Bridge/Hook/Opening to lesson:

The teacher will begin by telling how even teachers have to take exams with writing sections like
the SOLs/SATs.

As a hook, the teacher will reference the position paper unit essential questions hanging on the
wall:
How can we be more convincing?
How does word choice affect my meaning?
How can we organize our thoughts to communicate effectively?
The teacher will present todays activity: how pre-writing steps allow students to be more
thoughtful writers. The teacher will reference the pre-writing tips already hanging on the wall:
Step 1: Think Step 2: Think Step 3: Outline/devise
Sometimes you wont like the question, but its testing how you writing, not your interests. Clarity
is what is most important. However, they do ask a lot about things you know, like school, or ask
for your opinion.

2. [8 mins.] Modeling Prompts:

The teacher will present a few different prompts that the students might see on their writing test.
The whole class with engage in a think-a-loud for how to answer to prompt. The teacher will
take notes as if he/she were writing the response.
3. [8 mins.] Partner Work
The students will return to their tables. The teacher will sort the class into pairs or groups of 3. The
teacher will distribute the question to each pair/group. The pair/group will have the same question but on
two sheets of paper for each student. Together, the pair/group will complete the writing guide organizer.
The teacher will float around the classroom helping those who need it.
4. Writing time
The students will then work on their own, either in a GoogleDoc or in their writing journal. The teacher
will float around room and help students.
5. [ 2 mins] Closure:

The teacher will check in on the students progress. The teacher will remind the students how
important it is to read back over things even when they think they are done; it is an important
skill to learn at the students age.
Attention to Individual Student Needs: (Differentiation):
Detail specific actions/materials you will use to differentiate instruction in this lesson for at least one of your three case study
students.
The teacher will intentionally sort the groups and intentionally decide who gets which question.

Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
The teacher will use the projector so that all students can watch as he/she models how to answer the prompt.

How this lesson incorporates specific insights from course readings and/or class discussion:
A lot of what we read last semester worried about teaching to the test. In this lesson, the
teacher would instead be teaching a valuable pre-writing skill that would help them succeed on the tesrt
but also transfer to their writing abilities outside of the classroom. For a specific example, Bomer in his
Ch. 11 discusses how compressingthoughtsisimportant,andthatisaskillbuiltintoprewriting
planning.
MaterialsAppendix:
Beginsonnextpage
Thefirsttwosheetsarefortheteacher.He/shewillneedonecopyofeachsheetforbothclasses,so4
sheetsintotal.Thefollowingtenquestionsareforthestudents.Eachpairwillgetthesamequestionbut
twocopies.

ScientistAlbertEinsteinsaid,Imaginationismoreimportantthanknowledge.Doyouagreeor
disagreewiththisstatement?Includespecificdetailsandexamplestoconvinceotherstosupportyour
position.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

Somepeopleenjoypublicspeakingwhileothersarefrightenedbyit.Usingspecificdetailsand
examples,explainhowyoufeelaboutpublicspeaking.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

1. Many teachers assign group projects. Sometimes, however, an uncooperative member can affect
the entire group. Argue for or against the use of group projects using specific details and
examples.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

2. The school board plans to add one and a half hours to school each day. Do you agree or disagree
with extending the school day? Use specific details and examples to convince the school board to
accept your position.

Think! What could I say if someone asked me

this question?

Plan!HowshouldIanswerthisquestion?

3. Many professional athletes and entertainers earn large sums of money. Do you agree or disagree
with these individuals making high salaries? Use specific details and examples to convince
others to support your position.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

4. Civil rights leader Mahatma Gandhi wrote, Be the change you want to see in the world. What
is one way you would like to change the world, and how can you help to bring about this
change? Use specific details and examples in your response.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

5. If you could make a significant change to the structure or appearance of your school, what would
it be? Identify the change you would make, and explain why you would make it.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

6. Is it better to take risks and perhaps make some mistakes or remain cautious and risk nothing?
Explain using specific details and examples in your response.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

7. People often credit their successes to having good attitudes. Explain the benefits of having a
good attitude, even during a difficult time. Provide examples from your own experiences or from
having witnesses this in others.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

8. Your assignment is to design a neighborhood of the future. Explain what you would include in a
neighborhood of the future and why. Include specific details and examples in your design.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

9. When people ask for advice, they sometimes talk to more than one person. Explain why seeking
multiple opinions can help someone make a better choice. Use specific details and examples in
your response.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

10. Identify a challenge facing students, and use specific details and examples to explain ways to
overcome that challenge.

Think!WhatcouldIsayifsomeoneaskedmethis
question?

Plan!HowshouldIanswerthisquestion?

InRetrospect(tobecompletedafterthelessonhasbeentaught):
Reflectonthelessonafteryoutaughtit.Wasthereanythingthatsurprisedyou?Discussyourstudents
reactionsandbehaviorstotheactivitiesyouplanned.Isthereanythingthatyouwoulddodifferentlyif
youweretoteachthisagain?Whatwouldyoudo?