Teacher Education Lesson Plan Template

Teacher: Grady Date:2/5/18 & 2/6/18

Title of Lesson: Haiti POWER! Cooperating Teacher: Hermann

Core Components
Subject, Content Area, or Topic
Advanced English, 5B- Writing and Reading

Student Population
31 students
IEP:

504:

Gfited:

Learning Objectives
I can finish my Haiti POWER paragraph using the resources available to me and input it
into my chromebook.
I can understand what the Author’s purpose for writing text by making inferences through
explicit and implied information.

Virginia Essential Knowledge and Skills (SOL)

6.7 g) Select vocabulary and information to enhance the central idea, tone, and voice
6.7 j) Use computer technology to plan, draft, revise, edit, and publish writing
6..6 e) Draw conclusions and make inferences based on explicit and implied information.
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Chromebooks, Promethean Board, NoRedInk.com, Google Classroom, Google Docs, POWER
Paragraph Rubric
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%

Safety (if applicable)

Time
(min.) Process Components
10 *Anticipatory Set
TSW use NoRedInk.com and work on the topic of either:
Commas for Clarity
Commas for Formatting
Rules of Capitalization
1-2 *State the Objectives (grade-level terms)
I can finish my Haiti POWER paragraph using the resources available to me and
input it into my chromebook.

10-15 *Instructional Input or Procedure

TTW instruct students to begin working on warm up on NoRedInk in their Chromebooks
and monitor that the students are in the right place and working in one of the three topics
TTW choose a student to read the learning targets for the day to the class
TSW read the learning targets to the class
TSW Turn and Talk (T&T) to discuss what the Author’s Purpose of their Haiti POWER
paragraph is.

10-15 *Modeling
TTW show an example of her Haiti POWER paragraph and describe what each category
of their POWER template for this prompt will include.

3-5 *Check for Understanding

TSW describe what is going into the section of the template in their own words

10-15 *Guided Practice

TSW finish their POWER paragraph template with feedback from the teacher

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
15-20 *Independent Practice
TSW input their sentences into a Google Doc on Google Classroom and after
reading through their paragraph and having a peer read their paragraph will
submit their paragraph draft

Assessment
The students paragraphs will be assessed on a rubric out of 30 points. Students will have
a chance to edit and resubmit their paragraph to earn a better grade before the end of the
Marking period

3-5 *Closure
TTW ask the students to share one thing that helped them learn how to be a better writer
from today’s class (call on about 5 students)
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
To accommodate students with learning disabilities students will be placed in a small group with Mrs. Hermann
to be worked with individually
Enrichment: students who finish their activity on author’s purpose will go on NoRedInk.com or Vocabulary.com
Remediation: students who have been absent or who are behind will be pulled to the back of the room to work in
a small group
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015