Concordia University Chicago College of Education

Teacher Candidate: Katherine Taylor EDUC-1070 Subject: Language Arts Central Focus: Writing: Using Planning Strategies to Organize Writing Grade Level(s):3rd

Lesson Plan Design 2013

Date:9/15/13 Course for which the Lesson is developed: Classroom Teacher: Time allotted: 2 days

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

This central focus for this lesson is appropriate, because it is important to be able to organize and plan ones writing. It helps with organization skills, writing skills, and critical thinking when each student decides on how they will organize their writing. Learning how to write with a given planning organization or model demonstrates Social Cognitive Theory, by Albert Bandura, which expressed that students learn by being presented with models. Another theory that relates to this lesson is the Social Activism Theory, by John Dewey because I will have them organize a planning strategy using a topic that they choose, which will most likely be something that interest them. Doering H. Aaron and Roblyer M.D. , 2013, pg. 42

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? I think common errors or misunderstandings will be how to choose which planning strategy is best for a particular student and the student knowing how to use the planning strategy for writing a paragraph or short essay, since each organization is a bit different.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

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Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. 3.B.1a - Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use Descriptive words when writing about people, places, things, events.)

Lesson Plan Design 2013

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. The student will be expected to know each planning strategy presented in lesson, and know how to use each planning strategy with one topic. 1) Understand each planning strategies presented. 2) Be able to organize each planning strategy correctly with chosen topic. 3) Choose which planning strategy is best for them 4) Come up with creative ways to use these planning strategies (drawings, colors, shapes etc.)

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. A printed version of each planning strategy will be handed out and they will correctly fill in each planning strategy with whatever topic they would like Based on each version and how well they did on each, the student and I will discuss with planning strategy they want to use for their future short essay. Split students into groups to create a creative poster that will use one of the strategies (which will be assigned to each group) and present to other students.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) Have each student write a paragraph about themselves, so that I can identify to how much I have to talk about topic, supporting details, and concluding sentences. I would also ask them before they began writing to underline the topic, circle supporting details, and highlight concluding sentence so that I would know in even more detail what they need to focus on most.

B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): I would make it clear what the objectives were for my students that day by writing them down on the board, so they would know what to focus on for the assessment at the end of the lesson.

C. Instructional Sequence:
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

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Day 1: 1. 2.

Lesson Plan Design 2013

Have students write about themselves to understand what they need to go over by having them (if they know), underline topic, circle supporting details, and highlight concluding sentence. Present strategies and then handout printed versions of each strategy that they fill in with desired topic.

Day 2: 1. Assign students to groups and have them make posters to present creative ways to create a planning strategy and then have them present them to class and explain their reasoning.

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) I will provide activities with these strategies for each day, including writing about their selves, interest, and making a poster. My goal is to make writing fun and not something to stress over. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) I will form groups based off of each students performance on the strategies when my student and I discussed what worked best for them. I will group each student with others who prefer that strategy to make a poster to present to the class.

F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) The poster will be the final assessment, since they will share their reasoning behind their posters and present it in a creative way to the class.

Lesson Plan Details Instructional Materials: Printed out versions of each planning strategy Poster Board Paper and Art Supplies Projector for Power Point Interesting/ Fun pictures to explain organization
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Use of Technology: I will be using a power point to present all of the strategies in a fun and exciting way. Safety in the Physical Environment: A safety issue I may need to be aware of is use of the art supplies, such as, scissors or paper cuts. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. The academic language is scaffolded when the student is asked to present each planning strategy by their selves and with groups.

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Outline Graphic Organizer Rough Draft

Describe the Evidence that Students know and use Academic Language appropriately: I will know if the students know and used the academic language appropriately because, they will present it many times during the lesson with my writing and planning strategies activities.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) I used an informal diagnostic assessment when I asked students to write about their selves and label what they knew in their writing, which included topic, supporting details, and concluding sentence. Formative: (Formal or Informal) Reflective: (Formal or Informal) Summative: (Formal or Informal) Formal assessment used when each student creates a poster in group. This provides evidence that they met objectives because they are able to communicate what they learned in a creative way and also communicate to the class, so they will need to know the basics of planning strategies to be able to show their strategy creatively.

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Students who need more instruction may be placed in a group with people who understand a strategy more so that they will learn from them. Also when other students present in a creative and fun way that is another way to engage all of the students and help them to understand each strategy. Overall, the Process will be changed.

Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. I will differentiate by student learning profile. If a student needs guidance from me or a peer. If they needed guidance from peers I would place them in a group where there are peers who understand well, if they need guidance from me, I would place them with other people with the majority of the students having the same difficulties and guide that group. I would also be, at the same time, using students interest. If one student does better wit h a specific strategy I would move them to a different group.

Analyzing Teaching (Reflection): To be completed after the lesson is taught A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)

B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Clearly state each change you would make. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.