USD Daily Lesson Plan

Teacher Candidate: Lindsey Kramer Lesson: 2 Cooperating Teacher: Heather Wood

School: Eastlake High School Grade: 12 Subject: EnglishExpository Reading and Writing
Lesson/Unit Title: Descriptive Writing UnitRevising for Sensory Description

CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?)
CASS.ELA-LITERACY.W.11-12.23 Write narratives to develop real or imagined
Review revising for descriptive words
experiences or events using effective technique, well-chosen details, and well- Complete your paragraph revision
structured event sequences. d. Use precise words and phrases, telling details, and Paint Me a Picture peer feedback
sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
Individual Self-Reflection
CASS.ELA-LITERACY.W.11-12.5 Develop and strengthen writing as needed by Recording Your Voice demo
planning, revising, editing, rewriting, or trying a new approach, focusing on Creating the final product
addressing what is most significant for a specific purpose and audience.
CASS.ELA-LITERACY.W.11-12.6 Use technology, including the Internet, to Share Out in Small Groups
produce, publish, and update individual or shared writing products in response to Exit Slip
ongoing feedback, including new arguments or information.

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will be able to revise for descriptive and sensory language in their writing, as measured by their
revised essay paragraphs and narrated Powerpoint slide.
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
In the lesson prior, students learned about revising for descriptive details and time/spatial order. They began
their UC Personal Insight essays introductory paragraphs.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

A variety of formative assessments should Technology
be used at key points throughout the
lesson

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that - -Computer
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) -Projector
10
mins Review steps/directions
Display example final paragraph-highlight good use of
voice
Independent Practice: (individual practice, discussion, writing process.) The teacher will circulate -Computers
Students work on final paragraph revisions the classroom and -Google
independently using the guiding questions on Google informally assess Classroom
30 Docs.
mins students work. -Descriptive
Revisions
Guiding
Questions
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student The teacher will circulate -Computers
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
Students share their final versions with two other the classroom and -Descriptive
15
mins classmates, draw the scene or the sequence of events informally assess Revisions Docs
Share their paragraphs in small groups students discussions, -Pencil and
revisions and drawings. Paper
 Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy - -Recorder/cell
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) phone
5 mins
Teacher demos how to record your voice and upload the recording to -Computer
your computer. -Projector
Independent Practice: (individual practice, discussion, writing process.)
The teacher will assist -Recorders/cell
30
Students record their paragraphs and upload to computer. students as needed and phones
mins Copy their final paragraphs to PPT and add formatting will monitor students -Computers
work in progress.
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student
The teacher will circulate -Computers
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
Students share their final narrated paragraph with small and informally assess -Powerpoints
groups Students final paragraph slides will be submitted students discussions and
in the Google classroom. final paragraphs.
10
mins
Students final products
will be available for
formal assessment in
each class periods
Google classroom.
Evaluate Understanding/Assessment: (How will I know if students have achieved - -
todays objective?)
The teacher will monitor students as they work
independently to complete their revisions and record
their voices. The teacher will monitor each groups
feedback and informal presentations. The teacher will
receive students final products for a formal assessment
and their exit slips for an informal assessment.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Self-assessment exit slip -Final Paragraph
and connect the lesson to the unit?)
5 mins Students will complete an exit slip self-assessing their Self-Assessment
overall revisions and will turn these in to the teacher. Exit Slip

ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
IEP GOALS

IEP:RSP 3 More time provided if necessary. The student

with autism also has an aide to take notes for
him, an extra copy of the class textbook,
preferential seating, and is allowed to type his
homework. He does not have ELA testing
accommodations.
504: anxiety 1 More time available if necessary.
504: eye condition, arthritis, migraines 1 Preferential seating. More time available if
necessary.
504: GERD, anxiety 1 This student misses class frequently due to a
medical condition. He gets up to a week to
complete missed coursework. All handouts
will be provided for him and Guiding
Questions, teacher PowerPoint slide model,
and exit slip will be available in Google
classroom.
STUDENTS WITH SPECIFIC LANGUAGE NEEDS
LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

STEL 1 Students will still be able to access the

LTEL 2 Students will still be able to access the
STUDENTS WITH OTHER LEARNING NEEDS
OTHER LEARNING NEEDS (High ability, struggling readers)
PowerPoint and online resources from day 1.
The teacher can send EL students sentence
frames over Google classroom if they need
help completing the sentences required by the
guiding questions. Students will be able to get
pictorial feedback from classmates on their
revised paragraphs and will receive a copy in
Google classroom of the directions, rubric, and
a model for the final PowerPoint presentation.
PowerPoint and online resources from day 1.
The teacher can send EL students sentence
frames over Google classroom if they need
help completing the sentences required by the
guiding questions. Students will be able to get
pictorial feedback from classmates on their
revised paragraphs and will receive a copy in
Google classroom of the directions, rubric, and
a model for the final PowerPoint presentation.
NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS